Table
of Contents
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Foreword |
xi |
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Preface |
xiii |
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Acknowledgments |
xv |
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Contributors |
xvii |
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About the
Editors |
xix |
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PART ONE |
PERSPECTIVES ON TEACHING AND
LEARNING |
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1 |
Overview of Education in Health Care Susan B. Bastable and Pamela R. Gramet |
1 |
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Historical Foundations for the Teaching Role of Health Professionals |
2 |
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Social, Economic, and Political Trends Affecting Health Care |
8 |
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Purposes, Goals, and Benefits of Client and Staff Education |
10 |
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The Education Process Defined |
11 |
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Role of the Health Professional as Educator |
13 |
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Barriers to Teaching and Obstacles to Learning |
14 |
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Questions to be Asked About Teaching and Learning |
18 |
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State of the Evidence |
19 |
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Summary |
20 |
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References |
22 |
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2 |
Ethical, Legal, and Economic Foundations of the Educational Process M. Janice Nelson and Catherine V. Caldicott |
25 |
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A Differentiated View of Ethics, Morality, and the Law |
28 |
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Evolution of Ethical and Legal Principles in Health Care |
29 |
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Application of Ethical Principles to Healthcare Education |
32 |
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The Ethics of Education in Classroom and Practice Settings |
39 |
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Legality in Healthcare Education and Information |
42 |
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Documentation |
43 |
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Economic Factors in Healthcare Education: Justice and Duty Revisited |
45 |
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Financial Terminology |
46 |
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Cost Savings, Cost Benefit, and Cost Recovery |
47 |
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Program Planning and Implementation |
48 |
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Cost-Benefit Analysis and Cost-Effectiveness Analysis |
49 |
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State of the Evidence |
50 |
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Summary |
51 |
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References |
53 |
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3 |
Applying Learning Theories to Healthcare Practice Margaret M. Braungart, Richard G Braungart and Pamela R. Gramet |
55 |
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Psychological Learning Theories |
58 |
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Neuropsychology and Learning |
79 |
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Comparison of Learning Theories |
81 |
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Motor Learning |
84 |
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Common Principles of Learning |
91 |
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State of the Evidence |
94 |
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Summary |
95 |
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References |
97 |
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PART TWO |
CHARACTERISTICS OF THE LEARNER |
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4 |
Determinants of Learning Sharon Kitchie |
103 |
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The Educator’s Role in Learning |
104 |
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Assessment of the Learner |
105 |
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Assessing Learning Needs |
106 |
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Methods to Assess Learning Needs |
110 |
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Readiness to Learn |
113 |
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Learning Styles |
122 |
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Learning Style Models and Instruments |
124 |
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Interpretation of the Use of Learning Style Models and Instruments |
143 |
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State of the Evidence |
144 |
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Summary |
145 |
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References |
147 |
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5 |
Developmental Stages of the Learner Susan B. Bastable and Michelle A. Dart |
151 |
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Developmental Characteristics |
153 |
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The Developmental Stages of Childhood |
158 |
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The Developmental Stages of Adulthood |
173 |
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The Role of the Family in Patient Education |
190 |
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State of the Evidence |
192 |
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Summary |
193 |
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References |
195 |
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6 |
Compliance, Motivation, and Health Behaviors of the Learner Eleanor Richards and Kirsty Digger |
199 |
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Compliance |
200 |
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Motivation |
203 |
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Selected Models and Theories |
209 |
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Models for Health Education |
217 |
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The Role of Health Professional as Educator in Health Promotion |
219 |
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State of the Evidence |
220 |
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Summary |
221 |
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References |
222 |
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7 |
Literacy in the Adult Client Population Susan B. Bastable |
227 |
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Definition of Terms |
230 |
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Scope and Incidence of the Problem |
234 |
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Trends Associated with Literacy Problems |
238 |
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Those at Risk |
239 |
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Myths, Stereotypes, and Assumptions |
241 |
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Assessment: Clues to Look for |
242 |
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Impact of Illiteracy on Motivation and Compliance |
244 |
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Ethical, Financial, and Legal Concerns |
246 |
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Readability of Printed Education Materials |
248 |
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Measurement Tools to Test Literacy Levels |
250 |
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Formulas to Measure Readability of PEMs |
251 |
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Tests to Measure Comprehension of PEMs |
254 |
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Tests to Measure Reading Skills of Clients |
256 |
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Simplifying the Readability of PEMs |
258 |
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Teaching Strategies for Clients with Low Literacy |
265 |
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State of the Evidence |
270 |
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Summary |
271 |
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References |
273 |
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8 |
Gender, Socioeconomic, and Cultural Attributes of the Learner Susan B. Bastable |
279 |
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Gender Characteristics |
281 |
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Socioeconomic Characteristics |
289 |
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Cultural Characteristics |
294 |
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The Four Major Ethnic Subcultural Groups |
301 |
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Preparing Health Professionals for Diversity Care |
317 |
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Stereotyping: Identifying the Meaning, the Risks, and the Solutions |
319 |
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State of the Evidence |
321 |
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Summary |
322 |
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References |
324 |
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9 |
Educating Learners with Disabilities Deborah L. Sopczyk and Kay Viggiani |
331 |
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Scope of the Problem |
333 |
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Models and Definitions |
333 |
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The Language of Disabilities |
335 |
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Role of the Health Professional as Educator |
336 |
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Types of Disabilities |
337 |
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Sensory Disabilities |
337 |
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Learning Disabilities |
347 |
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Developmental Disabilities |
352 |
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Mental Illness |
356 |
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Physical Disabilities |
358 |
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Communication Disorders |
361 |
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Chronic Illness |
365 |
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The Family’s Role in Chronic Illness or Disability |
366 |
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Assistive Technologies |
366 |
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State of the Evidence |
369 |
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Summary |
369 |
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References |
371 |
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PART THREE |
TECHNIQUES AND STRATEGIES FOR
TEACHING AND LEARNING |
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10 |
Behavioral Objectives Susan B. Bastable and Julie A. Doody |
377 |
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Types of Objectives |
379 |
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Characteristics of Goals and Objectives |
379 |
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The Debate About Using Behavioral Objectives |
381 |
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Writing Behavioral Objectives and Goals |
383 |
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Common Mistakes When Writing Objectives |
386 |
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Taxonomy of Objectives According to Learning Domains |
386 |
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Development of Teaching Plans |
399 |
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Use of Learning Contracts |
404 |
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The Concept of Learning Curve |
408 |
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State of the Evidence |
413 |
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Summary |
413 |
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References |
415 |
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11 |
Instructional Methods and Settings Kathleen Fitzgerald |
419 |
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Instructional Methods |
421 |
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Selection of Instructional Methods |
444 |
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Evaluation of Instructional Methods |
446 |
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Increasing Effectiveness of Teaching |
447 |
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Instructional Settings |
452 |
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State of the Evidence |
454 |
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Summary |
456 |
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References |
458 |
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12 |
Instructional Materials Diane S. Hainsworth |
463 |
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General Principles |
465 |
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Choosing Instructional Materials |
465 |
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The Three Major Components of Instructional Materials |
466 |
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Types of Instructional Materials |
468 |
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Evaluation Criteria for Selecting Materials |
494 |
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State of the Evidence |
496 |
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Summary |
498 |
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References |
500 |
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13 |
Technology in Education Deborah L Sopczyk, Nancy Doyle and Karen Jacobs |
503 |
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Health Education in the Information Age |
505 |
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The Impact of Technology on the Teacher and the Learner |
507 |
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Strategies for Using Technology in Healthcare Education |
508 |
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Healthcare Consumer Education and the World Wide Web |
525 |
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Professional Education and the World Wide Web |
529 |
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E-Learning |
532 |
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Distance Education |
533 |
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State of the Evidence |
535 |
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Summary |
535 |
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References |
537 |
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14 |
Evaluation in Healthcare Education Priscilla Sandford Worral |
541 |
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Evaluation, Evidence-Based Practice, and Practice-Based Evidence |
543 |
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Evaluation versus Assessment |
543 |
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Determining the Focus of Evaluation |
544 |
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Evaluation Models |
545 |
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Designing the Evaluation |
554 |
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Conducting the Evaluation |
565 |
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Analyzing and Interpreting Data Collected |
566 |
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Reporting Evaluation Results |
567 |
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State of the Evidence |
569 |
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Summary |
570 |
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References |
571 |
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Appendix A |
Tests to Measure Readability and Comprehension and Tools to Assess Instructional Materials |
575 |
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Appendix B |
Resources and Organizations for People with Disabilities |
589 |
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Appendix C |
Teaching Plans |
593 |
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Glossary |
599 |
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Index |
621 |
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