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Related Concept Videos

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Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about...
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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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The person's health status fluctuates continually, varying from being in good health to becoming ill and returning to being healthy. To understand the concept of illness prevention, there are two models. First, the health-illness continuum model is a graphic representation of an individual's wellness. It states that a person is considered healthy in the absence of physical disease and the presence of good emotional health.
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Health is a condition of the body, mind, and spirit where an individual remains free from illness. Similarly, wellness is an active state, including living a lifestyle that promotes physical, mental, and emotional health. Physical health is critical for the overall well-being and can be affected by lifestyle, activity level, diet, and behavior. The highest attainable standard of health is a fundamental and universal human right. Consider Lisa, a fifteen-year-old born with congenital...
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Teaching Health Education Through the Development of Student Centered Video Assignment.

Heather Wallace1, Julia VanderMolen1

  • 1Public Health Department, Grand Valley State University, Grand Rapids, MI, United States.

Frontiers in Public Health
|November 19, 2019
PubMed
Summary

Student-centered video assignments effectively enhance health education learning by engaging undergraduates in real-world problem-solving and skill development. This innovative approach proved beneficial for understanding public health concepts and competencies.

Keywords:
health educationmultimediapedagogypublic health competenciesundergraduate education

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Area of Science:

  • Public Health Education
  • Medical Education Technology
  • Health Communication

Background:

  • Traditional health education planning requires practical application of complex public health concepts.
  • Developing effective health education strategies necessitates understanding diverse audiences and multimedia delivery.

Purpose of the Study:

  • To evaluate the impact of a student-centered video assignment on undergraduate learning in health education plan development.
  • To assess the effectiveness of a multimedia video project in addressing complex public health problems.

Main Methods:

  • A student-centered video assignment was implemented in an introductory public health course.
  • Students worked in groups through phases: problem identification, solving, plan development, and video creation (Dig Deeper, Think, Discuss, Watch).
  • A voluntary 10-question survey assessed student perceptions of the assignment's benefits.

Main Results:

  • The majority of surveyed students strongly agreed or agreed that the video assignment enhanced their learning.
  • Students reported the project was beneficial for acquiring public health education concepts and competencies.
  • The video creation format was favored over other assignment types for future coursework.

Conclusions:

  • Student-centered video assignments are a beneficial pedagogical tool for health education.
  • This approach fosters real-world problem-solving, collaboration, and the development of practical skills.
  • Multimedia video creation enhances engagement and learning outcomes in public health education.