Johali CHS282JOHALI_1stPriHE2016 PRINCIPLES OF HEALTH EDUCATION Johali CHS282JOHALI_1stPriHE2016 PRINCIPLES OF HEALTH EDUCATION بسم الله الرحمن الرحيم Welcome PHE QHE C-P Centered Ready + Willing 1 St Step - ZD HE Happiness Face book Group facebook.com/group !!!!!!!!!!!!!!!!!!!!!!!! facebook.com/group LinkedIn Group: Jhttps:// !!!!!!!!!!!!!!!!!!!!!!! Researchgate: ??????????? !!! ? !!!!! Don’t teach me – Help \ Promote Me EISA ALI JOHALI عيسى بن علي الجوحلي NEW NEW

EISA ALI JOHALI عيسى بن علي الجوحلي A Lecturer Bachelor A. M. Sc. Heath Education, KSU 1407 /1987 Bachelor A. M. Sc. Heath Education, KSU 1407 /1987 Short Fellowship Planning Health Professions Education, UIC, USA 199 Short Fellowship Planning Health Professions Education, UIC, USA 199 MA (Ed.) Philosophies and Sciences of Teaching, Learning and Curriculum in Nursing, UK 1995 MA (Ed.) Philosophies and Sciences of Teaching, Learning and Curriculum in Nursing, UK 1995 PhD Health Sciences By Accrediting Prior Experiences, Hill University Sept PhD Health Sciences By Accrediting Prior Experiences, Hill University Sept Author of Two Published Books & 3 Projected Author of Two Published Books & 3 Projected Dr. Eisa Johali بسم الله الرحمن الرحيم

PHE Promotion لأن الجودة من الحرص والاجتهاد ولآن ” الاحساس والشعور بمرض ومشكلات ومتاعب الاخرين “ هي غاية مقررنا هذا طلبا للحسنيين، وهي في ” التقوى “ ، نستهل مقدمتنا هده بآيات من الذكر الحكيم في التقوى : لأن الجودة من الحرص والاجتهاد ولآن ” الاحساس والشعور بمرض ومشكلات ومتاعب الاخرين “ هي غاية مقررنا هذا طلبا للحسنيين، وهي في ” التقوى “ ، نستهل مقدمتنا هده بآيات من الذكر الحكيم في التقوى : ] وَمَنْ يَتَّقِ اللهَ يَجْعَلْ لَهُ مَخْرَجًا * وَيَرْزُقْهُ مِنْ حَيْثُ لاَ يَحْتَسِبُ  [ الطلاق /2 ، 3] ]  إِنْ تَتَّقُوا اللهَ يَجْعَلْ لَكُمْ فُرْقَانًا  [ الأنفال /29]. وقول رسوله الكريم نبينا ” محمد “ عليه أفضل الصلاة والسلام، عن أنس بن مالك رضي الله عنه : وقول رسوله الكريم نبينا ” محمد “ عليه أفضل الصلاة والسلام، عن أنس بن مالك رضي الله عنه : ( لا يؤمن أحدكم حتى يحب لأخيه ما يحب لنفسه ) أخرجه البخاري ( لا يؤمن أحدكم حتى يحب لأخيه ما يحب لنفسه ) أخرجه البخاري وقوله صلى الله علية وسلم ( كان الله في عون العبد ما كان العبد في عون أخيه ) رواه مسلم وأبو داود والترمذي وقوله صلى الله علية وسلم ( كان الله في عون العبد ما كان العبد في عون أخيه ) رواه مسلم وأبو داود والترمذي These Islamic Calls are our Evidences to assure Quality of Profession; Quality of HEPT & Quality of Life today and for the Day after. Meanwhile, do not forget the most common Arab Proverb: “ Nothing Itching Your Skin Like Your Nail ” “ Nothing Itching Your Skin Like Your Nail ” “ ما يحك جلدك مثل ظفرك ” So ; Who can itch your skin! Effectively? You or other eg. teacher When you will feel better & Who can understand better: the Passive student who taught or filled by other the teacher? Or the active student who learn by himself or at least participate /share learning with teacher?. Thus, what do you prefer /recommend: Be Passive Student & Patient? Or Be Active ? JohaliPriHE_1st2016

PHE Introductory As an introductory to this probing “Lectures’ Note”, I would like to send a progressive educational message to my dear “Adult Learners”. My dear learner remember that you are not a primary school pupil neither a an elementary nor even, a secondary student. You are an adult learner that in order to success in this progressive course and in your life as well, you have to “Think, Participate, Practice & Reflect on and in, you have to react actively and voluntarily at every session. This is not a traditional lectures’ note that you can just read, store and recall. it is a “Lifelong Learning Guide (LLG)” to help you to think around, back, about, over and up. It is prepared to promote you to search about the most appropriate knowledge, attitude that can lead to the right behavior for you, your patients and community as well. This LLG consists of nine major learning units. Before briefing the history of medical laboratory science & education, it starts probing the reasons why you are studying this course ( HE; CN; HEPT; HERT; HEMLT; HEHA). The second and third units promote you to determine the boundaries of the quality of H & E through the modern philosophical and scientific concepts of education and health that can guide you to, the Fourth by which you will distinguish the appropriate methodologies and technologies that can enable you to plan and develop effective health education activities to increase the quality of Patients’ Healthful Life. In order to learn the course well, you have to use "Your All Senses" and "Abilities", as well; You have to attend, see, listen, ask, discuss and participate actively in teaching, learning and assessing your self, your colleague, your teaching and learning process and materials, your curriculum, and your teacher, as well. Finally, if you do so, do not worry, you will success in your course and your life as well. With this Concise & its T&L Plan and Process “ All the Learners will success; Except the one Who DO NOT Like” Don’t Be Ready & Welling to Success – Don’t Attend – Be Active JohaliPriHE_1st2016

Johali Course Syllabus – Objectives & Plan 2016 Course (code and NO):(CHS 282)Course title:Principles of health education Credit hours: 2 (2+0)Level:5 Contact hours:2Prerequisite:CHS 212 Course Description OLD Health Education Definition, philosophy, need of health education. Principles of teaching and learning process, domains of learning, scope of teaching: teaching knowledge, attitudes, different types of skills. Application of education principles for improving health education, task analysis, curriculum & lesson plan development, improving learning environment Johali 2014 This in an introductory course to all yours' (Health Education) specialty courses. If you are ready you will probe the historical and philosophical roots of "Education – Health" and define the related terms. know scopes and aims of health education, and investigate its basic principles. Then you will know, indentify and write health education aims, goals, the teaching and learning objectives using the meaningful leaning domains cognitive, affect-attitudes, thinking, and the psychomotor action skills. After task and community analysis, you will have a trial how to use these bases and principles to develop and improving health education programs, lessons and plan. organizational paradigms, cost containment, and continuous quality improvement Johali 2014 This in an introductory course to all yours' (Health Education) specialty courses. If you are ready you will probe the historical and philosophical roots of "Education – Health" and define the related terms. know scopes and aims of health education, and investigate its basic principles. Then you will know, indentify and write health education aims, goals, the teaching and learning objectives using the meaningful leaning domains cognitive, affect-attitudes, thinking, and the psychomotor action skills. After task and community analysis, you will have a trial how to use these bases and principles to develop and improving health education programs, lessons and plan. organizational paradigms, cost containment, and continuous quality improvement All the Learners will success; Except the one Who DO NOT Like” Don’t Be Ready & Welling to Success – Don’t Attend – Be Active…… All the Learners will success; Except the one Who DO NOT Like” Don’t Be Ready & Welling to Success – Don’t Attend – Be Active…… JohaliPriHE_1st2016

1 Topics to be Covered TOPICS Teaching and Learning ActivitiesWeekshours  Understanding each other's - Presenting and discussion the Course Objectives and Teaching Plan - Reasoning Why PHE (The Place of PHE in HE Profession & Education All Success Except Who Don't Like ( Not Ready and Willing To ………) 12  A Brief Historical with Probing PHE: from where to start " Health – Education" & Defining Terms 2 nd -3 rd 4  Philosophical bases of Health Education4 th -5 th 4 1 st Midterm Exam \ Smart Assignments plan and choice  Health Education scopes, aims and roles and principles8 th – 9 th 4  Task – Community Analysis6 th -8 th 6  Teaching and Learning domains : cognitive, affect-attitudes, thinking, and the psychomotor 9 th – 11 th 6 2 nd midterm exam \ Presenting Smart Assignments  Meaningful teaching and learning objectives: cognitive, affect- attitudes, thinking, and the action skills  Develop tentative framework for effective health education curriculum, lesson and plan All the Learners will success; Except the one Who DO NOT Like” Don’t Be Ready & Welling to Success – Don’t Attend – Be Active…… All the Learners will success; Except the one Who DO NOT Like” Don’t Be Ready & Welling to Success – Don’t Attend – Be Active…… JohaliPriHE_1st2016 Johali Course Syllabus – Objectives & Plan 2016

Major Text Book & References Your Smart Note in this ClassYour Smart Note in this Class This Lecture:This Lecture: –The Principles of Health Education – The First Step Towards ZDHE – Johali4PHE2015 CHS %2FJOHALI%2FJOHALI%20NEW%20ACADEMIC%20YEAR%202014%2FShared%20Documents%2F2ND%20S EMESTER%202014%2FCHS282JOHALI2014PHE1&FolderCTID=0x D152863CDF1824C914A4BF8E26 A3E2D&View={0EF7A9A2-D995-48E7-9F A Reading Text: Reading Text: Health Education Goals & Philosophies by By Bonni C. Hodges, Professor, Health Department, SUNY College at CortlandHealth Education Goals & Philosophies by By Bonni C. Hodges, Professor, Health Department, SUNY College at Cortland Welle, H., Russell, R., & Kittleson, M. (1995). Philosophical trends in health education: Implications for the 21st century.Journal of Health Education, 26(6), Welle, H., Russell, R., & Kittleson, M. (1995). Philosophical trends in health education: Implications for the 21st century.Journal of Health Education, 26(6), Define – Roles:Define – Roles: WHO (2012) Health education: theoretical concepts, effective strategies and core competencies: a foundation document to guide capacity development of health. Regional Office for the Eastern MediterraneanWHO (2012) Health education: theoretical concepts, effective strategies and core competencies: a foundation document to guide capacity development of health. Regional Office for the Eastern Mediterranean JohaliPriHE_1st2016 Johali Course Syllabus – Objectives & Plan 2016

Reasoning WHY PHE ? Reasoning WHY PHE ? Why you are study this course Now Let Us Start Small Group Brainstorming What is a Health Educator? By Amy McCauley, eHow Presenter Read more: Video: What is a Health Educator? | eHow.com _health- educator_.html#ixzz2IkxDv9cBVideo: What is a Health Educator? | eHow.comhttp:// _health- educator_.html#ixzz2IkxDv9cB Let us Start with: These Educational Videos Health Education Specialists: Promoting a Healthy World An Introduction To Health Education By Ms. Ria Gandhi Conclude ; 1)PHE is the first step to all HE Courses 2)It is Part of My Job Description (HEJD) 3)Assure Quality of HE JohaliPriHE_1st2016

Johali PHE Reasoning …WHY ? Health Educator Job Description Job Title : Health Education Specialist Scientific Degree : Bachelor Degree AMS. Job requirements : A Competent Graduate Bachelor in his / her Profession’s Specific Knowledge & Skills: Knowledge of health and educational issues, Effective teaching methods and technologies Effective Communication and Counseling Reported to: the Health Education Consultant Master\PhD Job Definition (Summary) : Health Education and Promotion job is a focal point for all allied health professions and health issues. Thus, HE have to work effectively with health teams, with community and organization representatives, they have to facilitate, teach and promote clients to learn how to improve and maintain healthy behaviors. Major Job Duties: As a part of the Health team and under the above “Reported” health personnel; HE will be in charge in the following “Duties and Responsibilities”: 1.Assessing patients, school and community health education needs 2.Managing and organizing health education activities. 3.Participate in providing health education in the local community (Inside Health Services and outside organizations such schools and industries..); 4.Select health education methodology appropriate to the target clients taken in consideration cultural interests and needs. 5.Prepare and participate in designing, evaluation and development of health education materials 6.Supervise and participate in process of designing and implementing health education plans. 7.Give Special Patients Counseling eg; diabetic patient education 8.Improve his/her personal and professional knowledge and skills. JohaliPriHE_1st2016

Johali HISTO_PHILOSOPHICAL DEVELOPMENT PROBE to DEFINE TERMS Looking for The E; H & HE that can Assure the Quality of Healthfully Life ? JohaliPriHE_1st2016

Place of Health & HE in the Holy Quran & Prophet Medicine ? (Ego Reflective Assignment) Worldwide, the literature of both health and education neglected health education and its facts including the Islamic concepts until the early of this century.Place of Health & HE in the Holy Quran & Prophet Medicine ? (Ego Reflective Assignment) Worldwide, the literature of both health and education neglected health education and its facts including the Islamic concepts until the early of this century. It was only in the late 1919 that the term “ Health Education ” was recognized in the Western literature by:It was only in the late 1919 that the term “ Health Education ” was recognized in the Western literature by: The term “Health Education” was proposed first about 1919 at a conference in New York of leaders of health and education called the Child Health Organization. The word “Hygiene” has become some popular in schools with both teachers and pupils that it was believed a new and more definitive term would be helpful in popularizing health practice. “Health Education” as a term to replace “Hygiene” was advanced by the director of the organization and after much discussion adopted. (Kime et al 1977) Johali HISTO_PHILOSOPHICAL DEVELOPMENT What Is the Education That We Have To Look For JohaliPriHE_1st2016

In the 1940s, quality assurance and standards for professional, then accreditation introduced.In the 1940s, quality assurance and standards for professional, then accreditation introduced. In the 1970s, health education started to evolve as a profession in the sociological perspective. Efforts to create a health education code of ethicsIn the 1970s, health education started to evolve as a profession in the sociological perspective. Efforts to create a health education code of ethics The above historical statement clarify the nature of modern HE, it indicates that Hygiene (Germ-free, Pure, and Healthful) was the previous term of health education in the Western literature.The above historical statement clarify the nature of modern HE, it indicates that Hygiene (Germ-free, Pure, and Healthful) was the previous term of health education in the Western literature. Sciences “ Education - Health ” that can simplified by the following formula:It confirms the Integrated Relationship between the two Sciences “ Education - Health ” that can simplified by the following formula: EDUCATION  HEALTH  Healthful Life SO, What is the “ EDUCATION ” that leads to HEALTH?" & Go ahead to promote the Quality of HE Johali HISTO_PHILOSOPHICAL DEVELOPMENT JohaliPriHE_1st2016

How did the Old Greece and Muslims Philosophers and Scientists educate (Socrates; Aristotle; Plato & Ibn Khaldon, Al Ghazali; Avicenna & Bin Bazz?) (Ego Reflective Assignment)How did the Old Greece and Muslims Philosophers and Scientists educate (Socrates; Aristotle; Plato & Ibn Khaldon, Al Ghazali; Avicenna & Bin Bazz?) (Ego Reflective Assignment) The term “Education” came from:The term “Education” came from: –the Latin words “Educo = To lead out” the & "Educare = Training the mind; –the English term "Educe = To draw out". In Islam and Arabic language “Education” means: Breeding & Perfection; reform تربية، تهذيب، وإصلاحIn Islam and Arabic language “Education” means: Breeding & Perfection; reform تربية، تهذيب، وإصلاح The latest ً Western educational philosophies such as “ the progressivism & the reconstructionism ” connect "Education" to the “ Freedom = the Democracy ”.The latest ً Western educational philosophies such as “ the progressivism & the reconstructionism ” connect "Education" to the “ Freedom = the Democracy ”. In the late 17 Century, "Rousseau" a French teacher addressed the following advice: Give your scholar no verbal lessons, he should be taught by experience alone...Put the problems before him and let him solve them himself. Let him know nothing because you have told him, but because he has learnt it for himself. Let him not be taught science, let him discover it. (Johali 1995). Johali HISTO_PHILOSOPHICAL DEVELOPMENT JohaliPriHE_1st2016

Also, Albert Einstein" ( ) the German/US Physicist said:Also, Albert Einstein" ( ) the German/US Physicist said: "I never teach my pupils; I only attempt to provide the condition in which they can Learn “ (Valcin 2001) These advices formed the foundation of the progressive, freedom or democratic education that produced many modern educational theories and strategies such as: Problem-Solving & Problem Based Learning; Learning by Experience or Experiential Learning ; Learning by Discovery, and finally, "Andragogy” the"Student/Patient Centred Leaning. Eventhough, the Western Philosophers still looking the education that assure the quality.. Johali HISTO_PHILOSOPHICAL DEVELOPMENT JohaliPriHE_1st2016

The Optimists (Idealists) of the above philosophies and theories believe in the “ Ideal Education ” that “ :The Optimists (Idealists) of the above philosophies and theories believe in the “ Ideal Education ” that “ : A Perfect Education will Produce a Perfect Society or Heaven on the Earth ” As A Muslim; Do you believe ? (If you don ’ t?!, Your Religion Do) This believe was strongly criticized by many educational philosophies such as, the Realism who reject the terms “ perfect or idealist ” ; the Behaviorism who see “ education in their behaviors ” and, the Experientialism who connects “ education to the experience only ”.This believe was strongly criticized by many educational philosophies such as, the Realism who reject the terms “ perfect or idealist ” ; the Behaviorism who see “ education in their behaviors ” and, the Experientialism who connects “ education to the experience only ”. Reflecting on the above educational concepts with health considerations, the logical definition of “ General Education ” can be concluded as:Reflecting on the above educational concepts with health considerations, the logical definition of “ General Education ” can be concluded as: “ A Lifelong Process of Growth and Development ” Johali HISTO_PHILOSOPHICAL DEVELOPMENT JohaliPriHE_1st2016

Self thinking “EGO QUESTION: Modify the above definition of “general education” into an Islamic definition?” ==== “A Growth and Development Process for …….. ?& the …… …. ”  The Ideal Islamic Definition of “GE” isThe Ideal Islamic Definition of “GE” is A Growth and Development Process TODAY & for the DAY AFTER OR A Process of Meaningful Learning for Today & the Day After The appropriate “Education” تعليم / تثقيف that can be defined as:The appropriate “Education” تعليم / تثقيف that can be defined as: An intellectual & behavioral process of “Teaching and Learning” activities that influence the growth & development and promote healthful life. Still, “What Teaching تدريس & What is Learning تعلم ” that can promote the QHEH ِ ? Johali HISTO_PHILOSOPHICAL DEVELOPMENT JohaliPriHE_1st2016

While the traditional “Teaching” is understood as: “A teacher based process of providing and injecting knowledge, attitudes and skills” to inflate memory.“A teacher based process of providing and injecting knowledge, attitudes and skills” to inflate memory. The “TEACHING” that we are looking is “a process of promoting and helping other to LEARN.The “TEACHING” that we are looking is “a process of promoting and helping other to LEARN. The traditional behaviorism “Learning” is realized as “a process of gaining deep and wide knowledge, attitudes and skills that can control and shape behaviors. Such learning is a form of training rather than education.The traditional behaviorism “Learning” is realized as “a process of gaining deep and wide knowledge, attitudes and skills that can control and shape behaviors. Such learning is a form of training rather than education. While, The Millennium “LEARNING” that we are looking for is:While, The Millennium “LEARNING” that we are looking for is: “An Independent Process of Growth and Development within the personal science, technology, experience, & behavior Johali HISTO_PHILOSOPHICAL DEVELOPMENT What Is the Education That We Have To Look For JohaliPriHE_1st2016

Common Philosophies (Systems) of Education 18

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What Is “HEALTH” That You Are Looking For ?! 1) Hold a Small Group Discussion 2) Visit: Welcome visit my e_Sites\ My groups: a86-f861-4c3b-89e9-3eaecfc98fdc&trk=group_search_item_list-0-b-ttl&goback=%2Egmr_78660http:// a86-f861-4c3b-89e9-3eaecfc98fdc&trk=group_search_item_list-0-b-ttl&goback=%2Egmr_78660http:// a86-f861-4c3b-89e9-3eaecfc98fdc&trk=group_search_item_list-0-b-ttl&goback=%2Egmr_78660http:// a86-f861-4c3b-89e9-3eaecfc98fdc&trk=group_search_item_list-0-b-ttl&goback=%2Egmr_ acf df&trk=group_most_recent_rich-0-b-ttl&goback=%2Egmr_78660http:// acf df&trk=group_most_recent_rich-0-b-ttl&goback=%2Egmr_78660http:// acf df&trk=group_most_recent_rich-0-b-ttl&goback=%2Egmr_78660http:// acf df&trk=group_most_recent_rich-0-b-ttl&goback=%2Egmr_78660 What Does Health Means to You ? Health has a long history with huge philosophical concepts, may be the first health meaning raised before billions of years, the early.. What Does Health Means to You ? Health has a long history with huge philosophical concepts, may be the first health meaning raised before billions of years, the early.. The Philosophy Network Johali HISTO_PHILOSOPHICAL DEVELOPMENT What is the Heallth That You Are Looking For ? JohaliPriHE_1st2016

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COMMON PHILOSOPHIES OF HEALTH WHAT IS HEALTH? that we are look for:? Medics “Curative Medicine” Behaviori sts Social Scientists HumanistsIdealists Physical fitness absence of disease harmonious functioning of organs Commodity “ Just Feeling Good ” ability to adapt “ Adaptati on ” (HBM) Well social function absent of all diseases, health problems & handicaps Personal strength\ab ility Self Growth & Developme nt Perfect well- being in every respect Behaviorist also come under Realism = Pragmatic JohaliPriHE_1st

What “HEALTH” Means to You \ Health you are looking fore\HC To be appropriate for all nation; the “ WHO Constitution 1946 ”, “ Health ” is defined as:To be appropriate for all nation; the “ WHO Constitution 1946 ”, “ Health ” is defined as: A STATE OF COMPLETE PHYSICAL, MENTAL AND SOCIAL WELLBEING AND NOT MERELY THE ABSENCE OF DISEASE AND INFIRMITY Infirmity = any health problem or defect Complete = Total; Whole; Absolute & Perfect Ego Reflective Thinking & Assignment As an ideal religious centred society, how we can create an accepted “Health” Definition with Evidences from Holy Quran & Sunnah ”? Now, think what is next…? Defining HE that can assure\ grantee the Quality of healthful Life Johali HISTO_PHILOSOPHICAL DEVELOPMENT What Health Means to You \ Health That You Are Looking For ? JohaliPriHE_1st2016

WHAT IS HEALTH EDUCATION? As health + education, “HEALTH EDUCATION” has different meanings. Based on the scientific principles of the “Learning and Behavioral Theories & Models” and “the Diagnostic Approach of Planning H. E.”, the most appropriate definition can be a combination of these two definitions: WHO” DEFINITION A PROCESS WITH INTELLECTUAL, PSYCHOLOGICAL, & SOCIAL DIMENTIONS RELATING TO ACTIVITIES THAT INCREASE THE ABILITIES OF PEOPLE TO MAKE INFORMED DECISIONS AFFECTING THIER PERSONAL, FAMILY AND COMMUNITY WELL-BEING. & BEHAVIORIST DEFINITION ANY COMBINATION OF LEARNING EXPERIENCES DESIGNED TO FACILITATE VOLUNTARY ADAPTATIONS OF BEHAVIOR CONDUCTIVE TO HEALTH Ego Exercise ( who you can extract \create meaningful HE goals\ objectives (Later) Now ….Think which is the HE that you are looking ? \ Are dim Johali HISTO_PHILOSOPHICAL DEVELOPMENT What HE Means to You\ HE That You Are Looking For ? JohaliPriHE_1st2016

Thus, let us hold a “ Learning Debate ” Based on these literature, the nature of the Saudi community and culture, the nature and fortitude future of HE, the ideal definition of a “ National Health; & National HE ” that the whole people can understand, accept and react with it positively, is:Based on these literature, the nature of the Saudi community and culture, the nature and fortitude future of HE, the ideal definition of a “ National Health; & National HE ” that the whole people can understand, accept and react with it positively, is: JohaliPriHE_1st2016

A NATIONAL DEFINITION OF HEALTH & HE The history of health, education and health education show that health education has many definitions and understanding. These definitions and understanding are varied from generation to other and from nation to nation according to their cultural and social background. To motivate people to accept and react positively with health education message and activities, the early and the religious based definitions were considering the terms "Moral; Spiritual & Emotional"... As an outcome of the Western Age of Reasoning, these morality terms were neglected. At the early of 20 century, there were worldwide debates regarding the most appropriate definitions for health, education, and health education. As a result of these philosophical and scientific debates, the early terms and many other such as “physical and / or intellectual, mental and / or psychological, cultural/environmental and or social….” were discussed for the best health education definition. Beside "Politics" the administrator factor, there are many other factors such as "economical, scientific and technological" factors such as poverty, hunger, hazards that can affect the quality of health full life of people (-ve/+ve). Ego (self) Reflective Learning:Ego (self) Reflective Learning: What is the National HE that We have to look for What is the National HE that We have to look for JohaliPriHE_1st2016

What is the National HE that We have to look for What is the National HE that We have to look for An Ideal dynamic process of (1) Moral, (2) Spiritual, (3) Physical, (4) Intellectual, (5) Mental, (6) Emotional (7) Psychological, (8) Social, (9) Cultural, (10) Environmental, (11) Economical, with (12) Professional Ethics, that can help people/customers to “grow; develop”, and make informal decisions affecting their personal, family and community well being. “An outcome of NUR/MLT Student Group Work 21/2/1427” An Ideal dynamic process of (1) Moral, (2) Spiritual, (3) Physical, (4) Intellectual, (5) Mental, (6) Emotional (7) Psychological, (8) Social, (9) Cultural, (10) Environmental including Climate, (11) Economical, (12) Political with (13) Professional Ethics and (14) appropriate “Technological mean” that can help people/customers to “grow; develop”, and make informal decisions within a specific “Time” affecting their personal, family and community well being. “An outcome of “Has’ Student-Lecturer Dialogue NurHE 1423; HEHA 28/2/1427”modified 1428 ; CN 2011; HE 2013 Do you have any addition.. New dimension / factor can affect your health … ?! THINK & DRAW IN A PHILOSOPICAL MODEL “Diagram” JohaliPriHE_1st2016

Health- Illness – Sickness - Disease Scale Severe, disabling, and life- threatening illness effecting physical, mental and social health Disease Health Complete Physical Mental Social Emotional Spiritual health … etc WELLNESS A purposeful, enjoyable, and deliberate lifestyle choice characterized by personal responsibility and optimal enhancement of physical, mental, emotional, social, and spiritual health. ( to maximum all 15 dimensions ) WELLNESS Model JohaliPriHE_1st2016

Draw Education - Health – HE Integrated Integrated Self Creative Conceptual diagrams Conclude Johali PriHEWellness Model Later after understanding philosophical and scientific models JohaliPriHE_1st2016

Ethical Occupational Environmental Economical Technological Intellectual Social Mental Psychological Physical Spiritual Moral Johali Wellness Model Emotional Cultural Political Johali Wellness = TQ Perfect Health Project العافية مشروح نموذج الجوحلي Who Can Draw the Best; Redraw like this or more attractive JohaliPriHE_1st2016

HE Philosophy-Why? DirectionDirection GuidanceGuidance ConsistencyConsistency ProfessionProfession EthicalEthical DefinitionDefinition HE Philosophical Bases  Freeing/Functioning =  Freeing/Functioning = free people to make the best health decisions  Cognitive Based =  Cognitive Based = Focus on content and information, increase in knowledge to help in making decisions  Social Change =  Social Change = Focus on the role of health education in creating social, economic, and political change that benefit all.  Decision Making/Skills-based =  Decision Making/Skills-based = Concern with simulated problems, case studies, scenarios, create and analyze potential solutions, critical thinking skills developed  Behavior Change =  Behavior Change = Focus on modifying unhealthy habits the PEDDPGC The 5 Historical Philosophies Johali FCSDB JohaliPriHE_1st2016

Some philosophical questions you might have  Should I develop my own philosophy?  Will my philosophy “work” in all situations?  What if I don’t “fit” into one of the existing philosophical positions?  What is the difference between a “goal” of HE and a philosophy? What is the difference between a “goal; vision, mission of HE and “ philosophy “ ? Goal = result, outcome, long(er) termGoal = result, outcome, long(er) term Philosophy = how to get to the resultPhilosophy = how to get to the result Goal = result, outcome, long(er) termGoal = result, outcome, long(er) term Philosophy = how to get to the resultPhilosophy = how to get to the result One way to think about it HE Philosophical Bases JohaliPriHE_1st2016

Philosophy is -A Greek comes from the Greek φιλοσοφία (philosophia), which literally means "love of wisdom", and was originally a word referring to the special way of life of early Greek philosophers. [4][5][6] Greek [4][5][6]Greek [4][5][6] -The study of general and fundamental problems, such as existence, knowledge, values, reason, mind, and language. [1][2] [1][2] -It is distinguished from other ways of addressing such problems by its critical, generally systematic approach and its reliance on rational argument. [3] rational argument [3]rational argument [3] HE Philosophical Bases HE Philosophy reflects: The way in which you consistently act toward other people is often a reflection of your philosophy concerning the importance of people in general:The way in which you consistently act toward other people is often a reflection of your philosophy concerning the importance of people in general: The profession of Health Education is considered a helping profession.The profession of Health Education is considered a helping profession. Those who work in the profession should value helping others.Those who work in the profession should value helping others. HE Philosophy reflects: The way in which you consistently act toward other people is often a reflection of your philosophy concerning the importance of people in general:The way in which you consistently act toward other people is often a reflection of your philosophy concerning the importance of people in general: The profession of Health Education is considered a helping profession.The profession of Health Education is considered a helping profession. Those who work in the profession should value helping others.Those who work in the profession should value helping others. JohaliPriHE_1st2016

Let’s Play – define Thinking – Play with thinking Conclude from above probing – your philosophy of ‘E – H or H – E ‘ ?! Should I develop my own philosophy ? Will my philosophy “work” in all situations? HE Philosophical Bases JohaliPriHE_1st2016

Determining your philosophy Goal of HE is focused on behaviorGoal of HE is focused on behavior Parts/steps/strategies to promoting and maintaining behaviorParts/steps/strategies to promoting and maintaining behavior Deciding where to stopDeciding where to stop HE Behavior ? knowledge application knowledge application DM & PS Related skills DM & PS Related skills behavior- Related skills behavior- Related skills Knowledge JohaliPriHE_1st2016

Sample 1 School Community HE Philosophy JohaliPriHE_ 1st2016

Sample 2 Johali 1995 Nursing _HE Philosophy in the UK Advanced Nursing P 2000 Source: CTID=0x C311010EAF4994AA8F69DDB1DF8E&View={8B47BFA9-043E EC5-5A724A4AA026} Source: CTID=0x C311010EAF4994AA8F69DDB1DF8E&View={8B47BFA9-043E EC5-5A724A4AA026} JohaliPriHE_1st2016

Sample Johali 2013 Andragogy _LinkedIn JohaliPriHE_1st2016

HE Scopes \ Goals\ Basic Principles 39 JohaliPriHE_1st2016

Ego Exercise Go back to probe historical and philosophical bases and the WHO Definitions of Health & HE How you can extract \create meaningful HE goals\ objectives : As an ideal modern religious centered society, how we can create HE Overall Goal that you like… -An ideal “ accepted & promoting goal\objective -A Persuasive HE goal \ objective Ego Exercise Go back to probe historical and philosophical bases and the WHO Definitions of Health & HE How you can extract \create meaningful HE goals\ objectives : As an ideal modern religious centered society, how we can create HE Overall Goal that you like… -An ideal “ accepted & promoting goal\objective -A Persuasive HE goal \ objective JohaliPriHE_1st

H E  QUALITY OF HEALTHFUL LIFE & THE TWO MAJOR HE OBJECTIVES ARE HELP PEOPLE TO INCREASE THIER ABILITIES TO MAKE INFORMED DECISIONS AFFECTING THIER PERSONAL, FAMILY AND COMMUNITY WELL-BEING.HELP PEOPLE TO INCREASE THIER ABILITIES TO MAKE INFORMED DECISIONS AFFECTING THIER PERSONAL, FAMILY AND COMMUNITY WELL-BEING. FACILITATE VOLUNTARY ADAPTATIONS OF BEHAVIOR CONDUCTIVE TO HEALTH.FACILITATE VOLUNTARY ADAPTATIONS OF BEHAVIOR CONDUCTIVE TO HEALTH. BY BY ENCOURAGING, MOTIVATING, PROMOTE NOT TEACH/INSTRUCT\ORDER PEOPLE\PATIENTS TO:  ACQUIRE.………………………………...…,.ACQUIRE.………………………………...…,. PERCEPT (Accept/ not Reject).… PERCEPT (Accept/ not Reject).… MOTIVATE To (accept) ……….…………..MOTIVATE To (accept) ……….………….. MODIFY\HELP CHANGE voluntary ……MODIFY\HELP CHANGE voluntary ……& PROMOTE SELF / INDEPENDENT / MAINTAIN HEALTH BEHAVIORS JohaliPriHE_1st2016

Aims – Objective of Health education 1. 1.Health promotion and disease prevention Early diagnosis and management Utilization of available health services Health promotion and disease prevention Early diagnosis and management Utilization of available health services. Aims 1.To make health an assets valued by the community. 2.To help people to increase knowledge of the factors that affect health. 3.To encourage behavior which promotes and maintains health. 4.To enlist support for public health measures, and when necessary, to press for appropriate institutional and national action. 5.To encourage appropriate use of health services especially preventive services. 6.To inform the public about medical advances, their uses and their limitations 1.To make health an assets valued by the community. 2.To help people to increase knowledge of the factors that affect health. 3.To encourage behavior which promotes and maintains health. 4.To enlist support for public health measures, and when necessary, to press for appropriate institutional and national action. 5.To encourage appropriate use of health services especially preventive services. 6.To inform the public about medical advances, their uses and their limitations Objectives JohaliPriHE_1st201 6

Nature\ Bases & Components of Health Education Principles HEP JohaliPriHE_1st2016

Three Bases of HE Principles B1: Health education is an essential component of any programme to improve the health of communities.B1: Health education is an essential component of any programme to improve the health of communities. B2: Effective planning of any health education programme depends on identifying the problems/ needs of the people (PcHEP)B2: Effective planning of any health education programme depends on identifying the problems/ needs of the people (PcHEP) B3: The introduction of new practices may fail if they are incompatible with “local beliefs and practices “ (Islam).B3: The introduction of new practices may fail if they are incompatible with “local beliefs and practices “ (Islam). B1: Health education is an essential component of any programme to improve the health of communities.B1: Health education is an essential component of any programme to improve the health of communities. B2: Effective planning of any health education programme depends on identifying the problems/ needs of the people (PcHEP)B2: Effective planning of any health education programme depends on identifying the problems/ needs of the people (PcHEP) B3: The introduction of new practices may fail if they are incompatible with “local beliefs and practices “ (Islam).B3: The introduction of new practices may fail if they are incompatible with “local beliefs and practices “ (Islam). JohaliPriHE_1st2016

Principles (Cont.) B4: Any proposal for a change of practice should:B4: Any proposal for a change of practice should: meet a felt need of the communitymeet a felt need of the community be simple to put into practice with the existing knowledge and skills in the community;be simple to put into practice with the existing knowledge and skills in the community; fit in with existing life style and culture and not conflict with local beliefs (Islam);fit in with existing life style and culture and not conflict with local beliefs (Islam); be locally affordable (money, materials, and time)be locally affordable (money, materials, and time) B5: Flexible and fit in with people’s circumstances -For example, education about nutrition should be based on foods that are available locally, aids for the disabled made from local materials, latrines built with traditional methods.B5: Flexible and fit in with people’s circumstances -For example, education about nutrition should be based on foods that are available locally, aids for the disabled made from local materials, latrines built with traditional methods. JohaliPriHE_1st2016

Principles (Cont.) Require continuous dialogue with the community to find acceptable solutions to meet their needs.B6: Require continuous dialogue with the community to find acceptable solutions to meet their needs. Local taboos may be obstacles to implementing health education but many of them actually support the health education programme.B7: Local taboos may be obstacles to implementing health education but many of them actually support the health education programme. JohaliPriHE_1st2016

Psychological Shadow HEPs B8. Psychological Shadow HEPs Learning by doing:Learning by doing: “ If I hear, I forget “ If I hear, I forget If I see, I remember If I see, I remember If I do, I know”. If I do, I know”. Motivation,Motivation, i.e. awakening the desire to know and learn: i.e. awakening the desire to know and learn: - Primary motives; e.g. internal the inborn desires, hunger, sex. - Primary motives; e.g. internal the inborn desires, hunger, sex. - Secondary motives; i.e. desires created by incentives such as praise, love, recognition, competition. - Secondary motives; i.e. desires created by incentives such as praise, love, recognition, competition. JohaliPriHE_1st

The 10 th HEPrinciples Johali IPMCPRG PFM_KAA 1.Interest 2.Participation 3.Motivation 4.Comprehension 5.Proceeding from the known to the unknown 6.Reinforcement through repetition 7.Good human relations 8.People, 9 Facts and 10 Media: 8. knowledgeable, 9. attractive, 10 acceptable “. 8. knowledgeable, 9. attractive, 10 acceptable “. 10 th PHE Model 1.Interest 2.Participation 3.Motivation 4.Comprehension 5.Proceeding from the known to the unknown 6.Reinforcement through repetition 7.Good human relations 8.People, 9 Facts and 10 Media: 8. knowledgeable, 9. attractive, 10 acceptable “. 8. knowledgeable, 9. attractive, 10 acceptable “. 10 th PHE Model JohaliPriHE_1st

Contents of health education 1.Personal hygiene 2.Proper health habits and behaviors (Balance Nutrition-Dietitian \- Unhealthy e.g; Smoking\Substance\Drug.. ) 3.Personal preventive measures 4.Accidents and Safety rules 5.Proper use of health services – Misuse 6.Mental health 7.Sexual education (within Islamic teaching) 8.Special education (occupation, mothers …..etc) JohaliPriHE_1st2016

Adoption of new ideas or practice The Five steps 1.Awareness (know) 2.Interests (details) 3.Evaluation (Advantages Vs Disadvantages) 4.Trial (practices) 5.Adoption (habit) JohaliPriHE_1st2016

Stages for health education The 6 Ss (Johali SPEMAC ) Stage of Sensitization Stage of Publicity Stage of Education Stage of Motivation and Action Stage of Attitude change Stage of Community Transformation (social change) JohaliPriHE_1st2016

PHE Major Characteristics  It involves the use of multiple strategies and methods.  It is a systematically planned activity or process  It is a health intervention which is devoid of coercion ( Order; Compulsion; Forces…opp: persuasion- motivation)  Done with the full understanding and free acceptance by the target audience.  It focuses on human health related behavior or action: (a)Healthy (b) Unhealthy  It is a process JohaliPriHE_1st2016

HEPs’ Principles of Teaching and Learning Summary of Theories of Meaningful Learning Principles …..Principles ….. Teaching and Learning domains : cognitive, affect- attitudes, thinking, and the psychomotorTeaching and Learning domains : cognitive, affect- attitudes, thinking, and the psychomotor هاية شرح هنا قبل التقييم 1 JohaliPriHE_1st2016

5 + 7 The Five Simples Principles of Teaching Acadia Institute for Teaching and Technology “Acadia” Faculty Said: The Take a personal interest in students \ patients beyond the classroomTake a personal interest in students \ patients beyond the classroom Be willing to listen to and help students\patientsBe willing to listen to and help students\patients Care about students\patients - Be there for themCare about students\patients - Be there for them Remember that students\patients can teach youRemember that students\patients can teach you Truly care about your students in generalTruly care about your students in general Gagne, R - Principles of Instructional Design Arthur W. Chickering - Principles for Good Practice 23 Acadia faculty - Recognized as excellent teachers JohaliPriHE_1st2016

Principle 1 –Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice,” AAHEBulletin 39: 3-7, March 1987 “Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students’ intellectual commitment and encourages them to think about their own values and future plans.” “Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students’ intellectual commitment and encourages them to think about their own values and future plans.” Knowing faculty members motivates students and keeps them on track Knowing faculty members provides models Good practice encourages student-faculty contact The 7 Ps JohaliPriHE_1st2016

Students = Patients JohaliPriHE_1st2016

Why Resistances \ Barriers Changes PHE The Story of Behavior What – Why – How Can You – Do You Accept Change JohaliPriHE_1st2016

Major HE Variables in Behavior Change Thoughts and ideas inside a person’s mind have significant influence on an individual’s health behaviors. These variables interact with social and environmental factors and it is the synergy among all these influences that operate on behavior. Knowledge: An intellectual acquaintance with facts, truth, or principles gained by sight, experience, or report.Knowledge: An intellectual acquaintance with facts, truth, or principles gained by sight, experience, or report. Skills : The ability to do something well, arising from talent, training, or practice.Skills : The ability to do something well, arising from talent, training, or practice. Belief : Acceptance of or confidence in an alleged fact or body of facts as true or right without positive knowledge or proof; a perceived truth.Belief : Acceptance of or confidence in an alleged fact or body of facts as true or right without positive knowledge or proof; a perceived truth. Attitude: Manner, disposition, feeling, or position toward a person or thing.Attitude: Manner, disposition, feeling, or position toward a person or thing. Values: Ideas, ideals, customs that arouse an emotional response for or against them.Values: Ideas, ideals, customs that arouse an emotional response for or against them. In Medicine Summarized in CAPS \ KAPSIn Medicine Summarized in CAPS \ KAPS Thoughts and ideas inside a person’s mind have significant influence on an individual’s health behaviors. These variables interact with social and environmental factors and it is the synergy among all these influences that operate on behavior. Knowledge: An intellectual acquaintance with facts, truth, or principles gained by sight, experience, or report.Knowledge: An intellectual acquaintance with facts, truth, or principles gained by sight, experience, or report. Skills : The ability to do something well, arising from talent, training, or practice.Skills : The ability to do something well, arising from talent, training, or practice. Belief : Acceptance of or confidence in an alleged fact or body of facts as true or right without positive knowledge or proof; a perceived truth.Belief : Acceptance of or confidence in an alleged fact or body of facts as true or right without positive knowledge or proof; a perceived truth. Attitude: Manner, disposition, feeling, or position toward a person or thing.Attitude: Manner, disposition, feeling, or position toward a person or thing. Values: Ideas, ideals, customs that arouse an emotional response for or against them.Values: Ideas, ideals, customs that arouse an emotional response for or against them. In Medicine Summarized in CAPS \ KAPSIn Medicine Summarized in CAPS \ KAPS JohaliPriHE_1st2016

Theory of Reasoned Action TRA has been explained and predicted a variety of human behaviors since It based on the Premise that “humans are rational and that the behaviors being explored are under volitional control, It provides a construct links Individual beliefs, attitudes, intentions, and behavior (Fishbein et al1994). This TRA based on 6 Variables : 1)Behavior: A specific behavior defined by a combination of four components: action, target, context, and time (e.g., implementing a HIV risk reduction strategy (action) by workers using clove and mask (target) in communicating with HIV inpatients (context) every time (time). 2)Intention: The intent to perform a behavior is the best predictor that a desired behavior will actually occur. In order to measure it accurately and effectively, intent should be defined using the same components used to define behavior: action, target, context, and time. Both attitude and norms, described below, influence one's intention to perform a behavior. 3)Attitude: A person's positive or negative feelings toward performing the defined behavior. 4)Behavioral Beliefs : Behavioral beliefs are a combination of a person's beliefs regarding the outcomes of a defined behavior and the person's evaluation of potential outcomes. 5)Norms : A person's perception of other people's opinions regarding the defined behavior. 6)Normative Beliefs: Normative beliefs are a combination of a person's beliefs regarding other people's views of a behavior and the person's willingness to conform to those views. As with behavioral beliefs, normative beliefs regarding other people's opinions and the evaluation of those opinions will vary from population to population. The TRA provides a framework for linking each of the above variables together ( above diagram). Essentially, the behavioral and normative beliefs referred to as cognitive structures -- influence individual attitudes and subjective norms, respectively. In turn, attitudes and norms shape a person's intention to perform a behavior. (Summarize and reorganize these 6 in 5 Only … BIBAN - Redraw model … ) JohaliPriHE_1st2016

Theory of Reasoned Action Source: Ajen,I., Fishbein, M. (1980) Understanding attitudes and predicting social behavior. New Jersey: Prentice-Hall, Inc. As HE; think and describe this diagrammatic model …..to what cases and how you can use …Then read author’s description …You can summarize –redraw more accurate JohaliPriHE_1st2016

The Belief Anticipated value of the recommended course of action.Anticipated value of the recommended course of action. Must believe recommended health action will do good if they are to comply.Must believe recommended health action will do good if they are to comply. Perception of negative consequencesPerception of negative consequences Greatest predictive value of whether behavior will be practiced.Greatest predictive value of whether behavior will be practiced. Benefits Barriers JohaliPriHE_1st2016

Stages of Change Psychologists developed the Stages of Change Theory ( SCT ) in 1982 to compare smokers in therapy and self-changers along a behavior change continuum. The rationale behind "staging" people, as such, was to tailor therapy to a person's needs at his/her particular point in the change process. As a result, the four original components of the Stages of Change Theory (Pre-contemplation, Contemplation, Action, and Maintenance) were identified and resented as a linear process of change. Since then, a fifth stage (preparation for action) has been incorporated into the theory, as well as ten processes that help predict and motivate individual movement across stages. In addition, the stages are no longer considered to be linear; rather, they are components of a cyclical process that varies for each individual. JohaliPriHE_1st2016

The stages and processes, as described by Prochaska, DiClemente and Norcross (1992), are listed below. 1)Pre-Contemplation: Individual has the problem (whether he/she recognizes it or not) and has no intention of changing. With PC Processes: 1. Consciousness raising (information and knowledge) 2. Dramatic relief (role playing) 3. Environmental Reevaluation (how problem affects physical environment) 2)Contemplation: Individual recognizes the problem and is seriously thinking about changing..With C Processes: Self-reevaluation (assessing one's feelings regarding behavior) 3)Preparation for Action : Individual recognizes the problem and intends to change the behavior within the next month. Some behavior change efforts may be reported, such as inconsistent condom usage. However, the defined behavior change criterion has not been reached (i.e., consistent condom usage). With PA Processes: Self-liberation (commitment or belief in ability to change) 4)Action : Individual has enacted consistent behavior change (i.e., consistent condom usage) for less than six months….With A Processes: 1. Reinforcement management (overt and covert rewards) 2. Helping relationships (social support, selfhelp groups) 3. Counter-conditioning (alternatives for behavior) 4. Stimulus control (avoid high- risk cues) 5)Maintenance: Individual maintains new behavior for six months or more. A variety of behaviors, such as smoking cessation, weight control efforts and mammography screening, have been explored in U.S. populations using the Stages of Change Theory (Prochaska, 1994). Stages of Change Model the PCPAM JohaliPriHE_1st2016

Stages of Change Model the PCPAM Source: Prochaska, J.O., DiClemente, C.C. and Norcross, J.C. (1992). In search of how people change -- applications to addictive behaviors. American Psychologist, 47(9), JohaliPriHE_1st2016

Figure 1 Cycle of change (after Prochaska and DiClemente7) in Bondy, C 2004, J R Soc Med. 2004; 97(Suppl 44): 43–47. Stages of Change Model the PCPAM Model JohaliPriHE_1st2016

AIDS Risk Reduction Model (ARRM) su4mn6xv5j/bccsummaryfourmajortheories.pdfhttp:// su4mn6xv5j/bccsummaryfourmajortheories.pdf Stage 1 Stage 1 Stage 2 Stage 3 JohaliPriHE_1st2016

Teaching – Learning Domains - Objectives - Plan Teaching – Learning Domains - Objectives - Plan Programs\Curriculum\Lessons \ Activities JohaliPriHE_1st2016

Bloom's Taxonomy of Educational Objectives Blooms Taxonomy and Lesson Planning INTRODUCTION Learn By See & Doing JohaliPriHE_1st

THEORY OF BEHAVIORAL EDUCATIONAL OBJECTIVES Learn to behave -design -plan and develop HE Lessons \ Curriculum BLOOM s ’ TAXONOMY OF LEARNING OBJECTIVES the Domains Simple / Dependent / Passive COGNITIVE Know – Knowledge AFFECTIVE Think – Value – Response - Judge PSYCHOMOTOR/ACTION Intellectual Skills Behaviors (Doing): Reflect – Adapt - Modify - Decide – Move Complex / Independent / Active JohaliPriHE_1st

THEORY OF BEHAVIORAL EDUCATIONAL OBJECTIVES- Learn to behave -design -plan and develop HE Lessons \ Curriculum The BLOOM s ’ TAXONOMY OF LEARNING OBJECTIVES Domains Verbs Simple / Dependent / Passive Behavioral Objective AreaClass Action/PsychoAffectCognitive Reflect/MoveReceiveRemember Knowledg e Knowledge CommunicateRespondReasonComprehension ActValue/apprise Plan to solve Int. Ability Application AdaptOrganize/characterFormatAnalysis DevelopCreate/InterpretUnderstand Int. Skills Synthesis Decide Ext Judge Inter Judge Evaluation Complex / Independent / Active / Deep understanding JohaliPriHE_1st

By Bloom and All Above You Can Plan, Design & Develop ZD HEP Programs\Curriculum\Lessons \ Activities JohaliPriHE_1st

JohaliPriHE_1st Imagine a perfect curriculum– one that is tailored to your learning outcomes, with content sequencing that’s just right, teaching types that highlight your institution’s approach to learning, and everything assessed and evaluated in just the right spots. It’s a thing of beauty. Curriculum management: by Brian Clare /

Johali Saudi HEP Curriculum Planning and Development Models JohaliPriHE_1st

MAJOR REFERENCES & RESOURCES (Sample) -Johali, E. A (1995) The Philosophies and Sciences of Teaching Learning and the Curriculum in the United Kingdom Project 2000 and in the Saudi Arabian Nursing Education Programmes: towards a Philosophy of Science-based Saudi Nursing Education. MA (Ed) dissertation, Faculty of Educational studies, University of Southampton, UK. -Johali (2012) Health Education and Promotion for All Health Professions HEPAHP (old: Health Administrator & Technicians HEHAT: A Creative Scientific Educational Book (Under Publication Dar Alawael Pub. Damascus, Syria). -Reason J. Human error. New York: Cambridge University Press; Wagdi, M. N (1999) Exploring the Scientific Miracle of The Holy Qur'an (Dr. Mohammad N. Wagdi, Ph.D.) 2. Its My Vision that "There Is No Quality of Education Without Philosophy and Science" - Do You Support it ? Posted 2 months ago Of the 16 Votes : Totally Disagre 2 (12%) Disagree 1 (6%) Totally Agree 11 (68%) Agree, to some extent 1 (6%) Other please clarify 1 (6%) So, How about us ?! METHODS New Innovated Approach based on Historical Documentary Educational Development Analysis’ called Johali HiDEDA (johali 1995) used as a guideline, to review and analyze religious - cultural - Professional educational evidences WE HAVE PROBLEMS NOT JUST A PROBLEM Beside luck of qualitative researches regarding quality of CAMS graduates, education and curriculum, there are wide criticisms and long historical debating regarding quantity and quality of applied medical professions. The imbalance and gap between theory and practice is more critical problem that will never solved without clear philosophy and appropriate applied scientific theories. Towards a Saudi Arabian Step Up Nursing and Applied Medical Education Developmental Strategy Eisa Ali Johali PhD EL Health Sciences Hill University 2011 CONCLUSION & RECOMMENDATION In the Name of God the Most Graceful the Most Merciful OBJECTIVES 1.Investigate the historical roots of nursing education in the United Kingdom and Saudi Arabia, as example for all health professions education. 2.Explore and compare the curriculum, teaching and learning philosophical and scientific developmental models in the UK-P2000 and beyond and Saudi Associated Nursing Programme (SANPs)?. 3.Examine and compare wither these programmes are using philosophies and scientific models used to prepare, design, structure and organize theory and practice to assure quality of curriculum, teaching and learning ? 4.Explore how people think about ‘philosophy and science of AME’ ? 10. The Program\Curriculum \Lesson Philosophy (rationale- models- general aim & objectives)- Framework & Syllabi.. Past Present Future History Documentary Development EL Religions; Culture; Society; Professions * INT NAHPs + NEL = 3 RD Millennium SUNAME * USA 1991+UK1995+USAUSCAN&JAPGERM NEL PROBLEMS Johali SUNHEP the 3 RD Millennium Developmental Strategy SAUDI CAMS P ROGRAMS 9: Course Design: the Syllabus Title -Coding –Duration & Location –Teaching staff- Learning Objectives & Outcomes –Content-Preceding & Proceding-Relation&Integration-Teachimg & Learning methodologies & technologies-Evaluation-Resources & References 8: Course Specification - Description Theory-Theory- Theory Practice- Practice -Practice 6-7 : General Ed. Aims & Objectives Cognitive Affective Psychomotor - Knowledge Value Attitudes – Action 4 & 5 : Analysis & Diagnosis of: Community & Culture- Professions.- Clients. and Learners’ Nature & Needs “P ROFESSIONAL COMPETENCIES” “Intellectual – Communication- Ethics – Education & Technical……” 1, 2 & 3 : Assessment- Job Reclassification & Specification Community - Population - Cultural and – Professions Nature & Needs “Global – National Situational Experiences PROFESSIONAL COMPETENCIES” Government – Private National Health Care Services This study begins by deliberating on the problems of the Saudi Arabian Nursing and Applied Medical Education and Practice (SANAMEP), mainly the debate between the educational institutions, educationists and health services settings and practitioners regarding the quality of the graduates and the worldwide dilemma of the gap between theory and practice. Under the Historical Educational Developmental Research, this paper uses a combination of educational action research approaches, the Documentary Evidence Analysis' and the Reflective Experience (Best, J. and Kahn, J. 1986; Cohen, L. and Manion, L. (1989, 1994 ). It traced to the early 1991 academic experiential learning. It is a reflection on action research, joint a national reflective experience compare to the international experiences mainly the United Stated experiences in nursing and allied medical education and curriculum development (Johali 1991), and the United Kingdom Advanced Nursing Programme the UK P2000 and beyond ( Johali 1995). It find that while our education and curriculum development based on unplanned selecting and modifying, the USA and UK curriculum and education development based on well strategic planning projects. It assume that "The Western philosophy and science of curriculum, teaching and learning may guide us towards a factual way to overcome our considerable problems and may assure quality as well.. The most common educational philosophies, theories and models of curriculum, teaching and learning development in UK, US, and SA experiences have been explored and compared. Finally based on Poppers' notions of conjectures and refutations (Popper K 1972), the recent literature as well the common curriculum philosophies and sciences were tentatively refuted with regard to Islamic and democratic education, and the relevant philosophies are conjectured. As a part of its conclusion and recommendations, the study endeavors to modify Mieghan's philosophy (Meighan, R. 1989, 2001) into a philosophy of fourteen theories as a base for future developmental studies and set a millennium scientific based framework for step up educational and curriculum development. 1.In Nursing, the origins of the modern models of curriculum planning, designing and development began with technocratic traditions as an instrument and train for preparing skilled workforce…..The Technocratic models put forward by (Bobbitt, Tyler, Taba, and Bloom's Taxonomy), emphasis the ‘objectives-centred curriculum.’ These models give an order of stages for deciding the curriculum objectives, which then control the remaining stages of curriculum planning and development. 2.As nursing widely linked to social care, arts and sciences… UK P2000 used Lawton's model of curriculum planning by cultural analysis addresses philosophical, social and psychological questions to guide curriculum planners to select the appropriate curriculum learning experiences. Its main concern is how to select worthwhile and socially interesting curriculum activities to be included in a common core curriculum & Skilbeck's model of situational analysis and the alternative models consist of a combination of objectives, content and process models. They are adapted to be value Free and flexible. 3.Despite the great advanced in nursing and medical practice, education and research more than all other medical and applied medical professions, nursing and medical practice and education planning and development still control by traditional philosophies and sciences such ‘pedagogy the content, subject, know…objectives ….teacher…instructor centred ……Even Problem solving, evidence based… are used in a traditional manner…. 5. Although, the great scientific research regarding the value of ‘andragogy’’ the adult learning, meaningful learning, quality of active students …there is few advances to apply these qualitative concepts, few have its Owen theories…. Nurse have few chance to think, reflect, and create A BSTRAC JohaliPriHE_1st

2. In the Name of God the Most Graceful the Most Merciful 10. The Program\Curriculum \Lesson Philosophy (rationale- models- general aim & objectives)- Framework & Syllabi.. Johali SUNHEP the 3 RD Millennium Developmental Strategy 9: Course Design: the Syllabus Title -Coding –Duration & Location –Teaching staff- Learning Objectives & Outcomes –Content-Preceding & Proceding-Relation&Integration-Teachimg & Learning methodologies & technologies-Evaluation-Resources & References 8: Course Specification - Description Theory-Theory- Theory Practice- Practice -Practice 6-7 : General Ed. Aims & Objectives Cognitive Affective Psychomotor - Knowledge Value Attitudes – Action 4 & 5 : Analysis & Diagnosis of: Community & Culture- Professions.- Clients. and Learners’ Nature & Needs “P ROFESSIONAL COMPETENCIES” “Intellectual – Communication- Ethics – Education & Technical……” 1, 2 & 3 : Assessment- Job Reclassification & Specification Community - Population - Cultural and – Professions Nature & Needs “Global – National Situational Experiences PROFESSIONAL COMPETENCIES” Government – Private National Health Care Services Johali 10 Step Up Model for HE Lesson-Curriculum-Program Planning and Development -the SUNHE PModel JohaliPriHE_1st

The Lecturer Publications Further Future References Plus; Johali (2014) Health Education and Promotion” In Press 2012 JohaliPriHE_1st2016

Major Text Book & References Your Smart Note in this ClassYour Smart Note in this Class This Lecture:This Lecture: –The Principles of Health Education – The First Step Towards ZDHE - JohaliPHE2013 CHS282 Health Education Goals & Philosophies by By Bonni C. Hodges, Professor, Health Department, SUNY College at CortlandHealth Education Goals & Philosophies by By Bonni C. Hodges, Professor, Health Department, SUNY College at Cortland Welle, H., Russell, R., & Kittleson, M. (1995). Philosophical trends in health education: Implications for the 21st century.Journal of Health Education, 26(6), Welle, H., Russell, R., & Kittleson, M. (1995). Philosophical trends in health education: Implications for the 21st century.Journal of Health Education, 26(6), Ref & Souces For Smart AssignmentsRef & Souces For Smart Assignments (Can You Answer ….use this courses …get abswer of others ) (Can You Answer ….use this courses …get abswer of others ) WHO (2012) Health education: theoretical concepts, effective strategies and core competencies: a foundation document to guide capacity development of health. Regional Office for the Eastern MediterraneanWHO (2012) Health education: theoretical concepts, effective strategies and core competencies: a foundation document to guide capacity development of health. Regional Office for the Eastern Mediterranean JohaliPriHE_1st2016

With My Great Best Wishes Be Excellency - ZDBe Excellency - ZD Be Critical ThinkersBe Critical Thinkers Be Creative; &Be Creative; & Meaningful Assertive Smart Lifelong and Day After HE Learners JohaliPriHE_1st2016