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Health Promo Teaching Plan - Essay Example

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The aim of teaching health promotion is to teach students in class on the principles of health promotion. It directs students’ efforts at implementing a teaching plan that will foster well-being and improve health in four human health domains; psychological, physical, personal and social. …
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Health Promotion Teaching Plan Submitted: Health Promotion Teaching Plan Health promotion in the contemporary society comprises different strategies designed to inform, influence and assist both organizations and individuals to take active responsibilities in issues that affect health. The aim of teaching health promotion is to teach students in class on the principles of health promotion. It directs students’ efforts at implementing a teaching plan that will foster well-being and improve health in four human health domains; psychological, physical, personal and social. According to the World Health Organization (WHO), the chief objective of this teaching plan is to enable students to increase awareness and control of health determinants; thus, promoting personal and communal health (2001). Assessment of Learning Needs This project started with the assessment of learner needs. The assessment revealed that the students want a better quality of life coupled with positive health. The students have a profound knowledge of health promotion in attaining a desire to control their lives and activities that improve health. However, traditional strategies of health promotion limit the development of learning for some students. Diverse set of students’ cultural backgrounds hinders the teaching of common health promotion strategies. They recognize the need to address health problems and the individual lifestyle patterns that cause these problems. The class does not require exceptional learning needs because a common learning method and style will achieve set goals. Self-care is essential in studying health promotion in class; this promotes readiness to learn because it incorporates individual skills in learning. Students need to understand how personal healthcare spreads to other community members. All students are expected to learn how to shift resources to facilitate prevention of health problems. Finally, students need to learn about holistic nature in health promotion to develop spiritual and mental qualities of life. Learner Objectives The behavioral objectives for the group are affective, cognitive and psychomotor. Affective objectives in learning are aimed at changing the students’ perspective and attitude about healthcare (World Health Organization, 2001). The students will appreciate physical, psychological, social and personal health. Cognitive objectives in learning increase each student’s knowledge, awareness and insights of health promotion. The learners will be able to learn the different principles of personal health as demonstrated by individual theoretical and practical work in health promotion. Cognitive objectives in learning include comprehension, information recall, ability to employ the knowledge acquired, and the ability to analyze a health problem. The psychomotor objectives in teaching health promotion in the classroom will encourage students to use motor skills to improve their health. Motor skills include physical exercise, eating a balanced diet and cleaning the environment (World Health Organization, 2001). Teaching Plan The outline for health promotion teaching includes; preventive services (radiologic procedures and tests), health education on harmful lifestyle and positive health promotion such as fostering positive behavior on health, and helping students improve health-related life skills. It also entails empowering students to be in charge of their personal health, assume power over environmental factors and socio-economic factors that promote health. Holistic teaching entails encouraging students to develop mental, physical, spiritual and social well-being (World Health Organization, 2001). The teachers will teach students how to sustain health promotion after the project has ended. The teaching and learning strategies are through team work, participatory and healthcare organizations. Teaching practices in this project also involve teaching health promotion with an ecological approach. Students learning health promotion will also recognize the involvement and development of the community using effective and legitimate strategies. Evaluation of Teaching and Learning Evaluation of teaching and learning health promotion should be participatory for students and teachers. Evaluation is an ongoing process that should be implemented in the health promotion teaching plan. Teaching health promotion is evaluated by the teaching methods, and how effective they are to the students. Teaching students should produce a positive outcome for evaluation and health improvement. Evaluating learners’ objectives after learning health promotion is essential in health improvement in individual lives and the community. Health promotion is appropriate for learners because it produces a healthy mind and body for work and nation building. Formative evaluation includes evaluating whether or not the teaching plan was influential in the lives of the students. Summative evaluation is a collective evaluation of common objectives achieved by the students on a daily basis while using health promotion strategies. The strength of the teachers includes teaching subjects aimed at improving the lives of the students using participatory methods and other health organizations that are available. The limitation of teaching students who hail from different ethnic backgrounds is teaching them to accept change concerning their personal, physical, psychological and social health. Lack of proper resources such as equipment for healthy living, healthy food on a daily basis, and lack of emotional intelligence with the constant absurdities of life are barriers of teaching health promotion. The area of improvement in teaching health promotion is using current methods that affect youths growing in the contemporary society. Reference World Health Organization (2001). “Evaluation in Health Promotion.” Principles and Perspectives, 92, 4-561. Read More
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