Johali CHS282JOHALI_PriHE2nd32_39_2012_2019 PRINCIPLES OF HEALTH EDUCATION Dont teach

 Johali CHS282JOHALI_PriHE2nd32_39_2012_2019 PRINCIPLES OF HEALTH EDUCATION Dont teach

Johali CHS282JOHALI_PriHE2nd32_39_2012_2019 PRINCIPLES OF HEALTH EDUCATION Dont teach me Help \ Promote Me QHE C-P Centered Welcome PHE Ready + Willing 1St Step - ZD HE Happiness EISA ALI JOHALI http://fac.ksu.edu.sa/ejohali/courses NEW https://wiki.answers.com/Q/User:Johaliask EISA ALI JOHALI A Lecturer Bachelor A. M. Sc. Heath Education, KSU 1407 /1987 Short Fellowship Planning Health Professions Education, UIC, USA 199 MA (Ed.) Philosophies and Sciences of Teaching, Learning and Curriculum in Nursing, UK 1995 PhD Health Sciences By Accrediting Prior Experiences, Hill University Sept. 2012

Author of Two Published Books & 3 Projected http://fac.ksu.edu.sa/ejohali [email protected] http://sa.linkedin.com/pub/eisa-johali/31/3a6/896 https://twitter.com/TheNature2011 Dr. Eisa Johali Face book Group https://www.facebook.com/group !!!!!!!!!!!!!!!!!!!!!!!! LinkedIn Group: Jhttps://www.linkedin.com/group !!!!!!!!!!!!!!!!!!!!!!! Researchgate: ??????????? !!! ? Twitter: @JohaliPriHE2nd3839 !!!!! PHE Promotion : 2/[/

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)( ) ( 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 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: JohaliPriHE32_39_2012 Be Passive Student & Patient? Or Be Active ? _2019 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, JohaliPriHE32_39_2012 _2019learning and assessing

your self, your colleague, your teaching and learning process and Johali Course Syllabus Objectives & Plan 1819 All the Learners will success; Except the one Who DO NOT Like Dont Be Ready & Welling to Success Dont Attend Be Active Course (code and NO): Credit hours: Contact hours: Course Description (CHS 282) 2 (2+0) 2 Course title: Level: Prerequisite: Principles of health education 5 CHS 212 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 Johali 2014health education, task analysis, curriculum & lesson plan development, improving

improving environment This in anlearning 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. You have to 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 JohaliPriHE32_39_2012_2019 Johali Course Syllabus Objectives & Plan 1819 All the Learners will success; Except the Dont Be Ready & Welling to Success one Who DO NOT

Dont Attend Be Like Active 1 Topics to be Covered TOPICS Teaching and Learning Activities 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 ( A Brief Historical with Probing PHE: from where to start " Health Education" & Defining Terms Philosophical bases of Health Education Weeks 1 hours 2 2nd -3rd 4

4th -5th 4 8th 9th 6th -8th 9th 11th 4 6 6 12-15 4 1st Midterm Exam \ Smart Assignments plan and choice Health Education scopes , aims and roles and principles Task Community Analysis Teaching and Learning domains : cognitive, affect-attitudes, thinking, and the psychomotor 2nd 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 JohaliPriHE32_39_2012 _2019 _ Johali Self Smart Assignment _ Smart Research Activity : All the Learners will success; Except the one Who DO NOT Like Dont Be Ready & Welling to Success Dont Attend Be Active : LinkedIn : all should learn by " LinkedIn; Twitter; Face book with minimum standard below * _ _.. ... ...

..... 3 ... ( ) ( ) https://www.researchgate.net/application.Login.htmlhttps://www.researchgate.net/application.Login.html- ( 11 2 ) ( ) .. JohaliPriHE2012_2017 60 Johali Self Smart Assignment _ Smart Research _ Activity All the Learners will success; Except the one Who DO NOT Like Dont Be Ready & Welling to Success Dont Attend Be Active

Guideline For Full Mark LinkedIn_Facebook_Twitter Eisa Johal More connections at least 25 new _ 50 with old Join others related groups in LinkedIn at least 5new groups in health and education plus ' health education and promotion' Minimum 10 Groups At least 10 discussions from the course Follow at least 10 pioneers people, companies, organizations include 3 health education and promotion Like 50 at least Twitter: 50 New Twits from the course with 25 retwitte with short survey Facebook: 50 // / / / 50 10 : _ 25 _50 50 __ , ( JohaliPriHE2012_2017 Johali Course Syllabus Objectives & Plan 1819

Major Text Book & References Your Smart Note in this Class This Lecture: The Principles of Health Education The First Step Towards ZDHE JohaliCHS282PriHE2013_2016 http://faculty.ksu.edu.sa/JOHALI/JOHALI%20NEW%20ACADEMIC%20YEAR%202014/default.aspx?RootFolde %2FJOHALI %2FJOHALI%20NEW%20ACADEMIC%20YEAR%202014%2FShared%20Documents%2F2ND%20SEMESTER %202014%2FCHS282JOHALI2014PHE1&FolderCTID=0x0120006D152863CDF1824C914A4BF8E26A3E2D&View={0E F7A9A2-D995-48E7-9F44-24481332655A Johali, E. A ( 2019) Introduction to the Meaningful Health Education and Promotion HEPAHP ( In Press soon) Reading Text: Health 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), 326-332 http://www.preservearticles.com/201105156674/principles-of-health-education.html Define Roles: http://wiki.answers.com/Q/What_are_the_roles_of_health_education_in_pulic_health?# slide=2

WHO (2012) Health education: theoretical concepts, effective strategies and core competencies: a foundation document to guide capacity development of health. Regional Office for theJohaliPriHE32_39_2012 Eastern Mediterranean _2019 Small Group Brainstorming Now Let Us Start Reasoning WHY PHE ? Why you are study this course Let us Start with: These Educational Videos Health Education Specialists: Promoting a Healthy World http://www.youtube.com/watch?v=ErBECLCWNOk An Introduction To Health Education By Ms. Ria Gandhi http://www.youtube.com/watch?v=V9Xk350 kN98 Conclude ; What is a Health Educator? By Amy McCauley, eHow Presenter Read more: Video: What is a Health Educator

? | eHow.com http://www.ehow.com/video_4872 867_health-educator_.html#ixzz2 IkxDv9cB 1) PHE is the first step to all HE Courses 2) It is Part of My Job Description (HEJD) 3) Assure Quality of HE JohaliPriHE32_39_2012_2019 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 Professions 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, help ( not 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. JohaliPriHE32_39_2012 _2019 Johali HISTO_PHILOSOPHICAL DEVELOPMENT PROBE to DEFINE TERMS Looking for The E; H & HE that can Assure the Quality of Healthfully Life ? JohaliPriHE32_39_2012_2019 Johali HISTO_PHILOSOPHICAL DEVELOPMENT What Is the Education That We Have To Look For Historically As health and education; HE is not a new science, it is traced back to early ancient era;

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. However, professionally ; 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) JohaliPriHE32_39_2012_2019 Johali HISTO_PHILOSOPHICAL DEVELOPMENT 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 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. It confirms the Integrated Relationship between the two Sciences Education formula: - Health that can simplified by the following EDUCATION HEALTH Healthful Life SO, What is the EDUCATION that leads to HEALTH?" & Go ahead to promote the Quality of HE JohaliPriHE32_39_2012_2019 Johali HISTO_PHILOSOPHICAL DEVELOPMENT

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 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 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). JohaliPriHE32_39_2012_2019 Johali HISTO_PHILOSOPHICAL DEVELOPMENT Also, Albert Einstein" German/US Physicist said: (1878-1955)

the "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.. JohaliPriHE32_39_2012_2019 Johali HISTO_PHILOSOPHICAL DEVELOPMENT 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 dont?!, 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. 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 JohaliPriHE32_39_2012_2019 Johali HISTO_PHILOSOPHICAL DEVELOPMENT 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 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 defined as: /that can be An intellectual & behavioral process of Teaching and Learning activities that influence the growth & development and promote healthful life. Still, What Teaching & What is Learning can promote the QHEH? JohaliPriHE32_39_2012_2019 that Johali HISTO_PHILOSOPHICAL DEVELOPMENT What Is the Education That We Have To Look For While the traditional Teaching is understood as: 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 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: An Independent Process of Growth and Development within the

personal science, technology, experience, & behavior JohaliPriHE32_39_2012_2019 Common Philosophies )Systems( of Education Key Concepts Most Common Philosophies & Theories of Education Humanism Transfer Education /Process Preserve& Transmit Knowledge Knowledge/ Theory worthwhile Skills/ Practice Relative to safe practice Centre /

Transferor Vital-theory Teacher/HE Examination/ Evaluation Student/ Patient Curriculum/ Plan Passivecontainer Fully-controlled Technocrat Shape Progressivism Travel /Jearny Reconstruction Grow Adaptation/ Training Training/Skills/ Objectives relative- essential for safe practice

Vital Personal Growth & Development Society-Centered Create better society Life experience Tentative Student interest Vital Life experience Tentative Society interest Vital Instructor & Guide Facilitator Vital- practical Self interest & evaluation Indoctrinator/ Orientator

Vital theory-practice for better society Active Semi-control Passive- holder practically fully supervised Active/ Freeinterest Map of key Schedule of Basic Portfolio of Subject Skills/ a kind of Experiences Technology Agenda of Cultural Issues 20 JohaliPri HE32_39 _2012 _2019 Probing HE to reach Holistic Wellness _ Happiness

http://thesaurus.com/browse/education JohaliPriHE32_39_2012_2019 Probing HE to reach Holistic Wellness _ Happiness JohaliPriHE32_39_2012_2019 22 W Th h Johali HISTO_PHILOSOPHICAL DEVELOPMENT at at ?What is the Heallth That You Are Looking For Yo Is u H Fo Are EA L r 1) Hold a Small Group Discussion ?! Lo TH ok What HEALTH Means to You \ What is Health \ HC that you in g are looking for ?! 2) Visit: Welcome visit my e_Sites\ My groups: The Philosophy Network

What What Does Does Health Health Means Means to to You You ?? Health Health has has a a long long history history with with huge huge philosophical philosophical concepts, concepts, may may be be the the first first health health meaning meaning raised raised before before billions billions of of years,

years, the the early early .. .. http://www.linkedin.com/groupItem?view=&gid=78660&type=member&item= 199928773&qid=58db8a86-f861-4c3b-89e9-3eaecfc98fdc&trk=group_search_ item_list-0-b-ttl&goback=%2Egmr_78660 http://www.linkedin.com/groupItem?view=&gid=78660&type=member&item=207981 338&qid=ffd428bb-f5f5-4541-9445-acf0889173df&trk=group_most_recent_rich-0-b-t tl&goback=%2Egmr_78660 JohaliPriHE32_39_2012_2019 COMMON PHILOSOPHIES OF HEALTH WHAT IS HEALTH? that we are look for:? Medics Curative Medicine Behaviori sts Social Scientists

Humanists Idealists Physical fitness absence of disease harmonious functioning of organs Commodity Just Feeling Good ability to adapt Adaptatio n (HBM) Well social function absent of all diseases,

health problems & handicaps Personal strength\ ability Self Growth & Developme nt Perfect wellbeing in every respect Behaviorist also come under Realism = Pragmatic 24 JohaliPriHE32_39_2012_2019 Johali HISTO_PHILOSOPHICAL DEVELOPMENT What Health Means to You \ Health That You Are ?Looking For Remember Health in CHS232 Johali HeSHE ! ; What HEALTH Means to You \ What is Health \ HC that you are looking for ?! 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 JohaliPriHE32_39_2012 Life _2019 Johali HISTO_PHILOSOPHICAL DEVELOPMENT ?What HE Means to You\ HE That You Are Looking For 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 JohaliPriHE32_39_2012 _2019 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: JohaliPriHE32_39_2012_2019 What is the National HE that We have to look for 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" JohaliPriHE32_39 factors such as poverty, hunger, hazards that can

_2012 affect the quality of_2019 health full life of people (-ve/+ve). 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 educational 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 JohaliPriHE32_39_2012_2019 well being. WELLNESS Model 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 ) Health- Illness Sickness Disease Scale WELLNESS Health Disease Severe, disabling, and life-threatening

illness effecting physical, mental and social health Complete Physical Mental Social Emotional Spiritual health JohaliPriHE32_39_2012_2019 etc e cl ud Co n Draw Education - Health HE Integrated Integrated Self Creative Conceptual diagrams Johali PriHEWellness Model

Later after understanding philosophical and scientific models JohaliPriHE32_39_ 2012_2019 Johali Wellness_Happiness Health Model Project = TQ Perfect Health Ethical Moral Redraw like this or more attractive Spiritual Emotional Occupational Cultural Technological Physical Johali Wellness_Happiness Model

Political Social Environmental Economical Intellectual JohaliPriHE32_39_ 2012_2019 Mental Psychological Who Can Draw A Best HE Philosophical Bases HE Philosophy-Why? Profession Ethical Definition the PEDDPGC Direction Guidance Consistency The 5 Historical Philosophies Johali FCSDB

Freeing/Functioning = free people to make the best health decisions Cognitive Based = Focus on content and information, increase in knowledge to help in making decisions Social Change = Focus on the role of health education in creating social, economic, and political change that benefit all. Decision Making/Skills-based = Concern with simulated problems, case studies, scenarios, create and analyze potential solutions, critical thinking skills developed Behavior Change = Focus on modifying unhealthy habits JohaliPriHE32_39_2012_2019 HE Philosophical Bases Some philosophical questions you might have Should I develop my own philosophy?

Will my philosophy work in all situations? What if I dont fit into one of the existing philosophical positions? What is the difference between a goal of HE and a What is the difference between a goal; vision, mission of HE philosophy? and philosophy ? One way to think about it Goal = result, outcome, long(er) term Philosophy = how to get to the result Tomasso's Pizza & Subs 1229 West Palmetto Park Road Boca Raton, FL Mission Statement We are Committed to using the fi nest ingredients in our recipes. No food leaves our kitchen that we ourselves would not eat. JohaliPriHE32_39 _2012_2019 HE Philosophical Bases

Philosophy is - A Greek comes from the Greek (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] - The study of general and fundamental problems, such as existence, knowledge, values, reason, mind, and language. [1][2] It is distinguished from other ways of addressing such problems by its critical, generally systematic approach and HE Philosophy reflects: its reliance on rational argument.[3] 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. Those who work in the profession should value helping others. JohaliPriHE32_39_2012_2019 YES Should I develop my own philosophy ? fine

de Play Thinking Play with thinking Conclude fr om above probing yo ur philosophy of E H or ?! H E Let s Let s Pla y d e fi ne HE Philosophical Bases Will my philosophy work in all situations?

NO JohaliPriHE32_39_2012_2019 Determining your philosophy Goal of HE is focused on behavior Parts/steps/strategies to promoting and maintaining behavior Deciding where to stop HE Behavior ? Knowled ge knowledge knowled DM & PS Related skills ge applicati on JohaliPriHE32_39_ 2012_2019 behaviorRelated skills

Sample 1 School Community HE Philosophy http://www.healthpromotion.cywhs.sa.gov.au/ content.aspx?p=154 JohaliPriHE32_39 _2012_2019 Sample 2 Johali 1995 Nursing _HE Philosophy in the UK Advanced Nursing P 2000 UK P 2000 & B eyond The Used Philosophies & Sciences UKP2000 PHILOSOPHY OF HEALTH & NURSING MODEL Optimum health Independence handicap HP & NC death Health breakdown & independence heal th pr omotion & Nur sing car e Deviation

From Health Source: http://faculty.ksu.edu.sa/JOHALI/Publications/Forms/AllItems.aspx?RootFolder=%2FJOHALI%2FPublications%2FMy%20 Publishing%20Books&FolderCTID=0x0120009493C311010EAF4994AA8F69DDB1DF8E&View={8B47BFA9-043E-48348EC5-5A724A4AA026} JohaliPriHE32_39_ 2012_2019 Sample Johali 2013 Andragogy _LinkedIn JohaliPriHE32_39_ 2012_2019 HE Scopes \ Goals\ Basic Principles JohaliPriHE32_3 9_2012_2019 41 Ego Exercise Go back to the probe historical and philosophical bases , the WHO & Behavioral 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 Goals _ Objectives that you and others likecan attract others -An ideal accepted & promoting goal\objective -A Persuasive HE goal \ objective JohaliPriHE32_3 9_2012_2019 42 Read HE Definition 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. FACILITATE VOLUNTARY ADAPTATIONS OF BEHAVIOR CONDUCTIVE TO HEALTH. BY ENCOURAGING, MOTIVATING, PROMOTE ........NOT TEACH/INSTRUCT\ ORDER PEOPLE\PATIENTS TO: ACQUIRE ....,. PERCEPT (Accept/ not Reject) ........ MOTIVATE To (accept) ... MODIFY\HELP CHANGE voluntary .......... & PROMOTE SELF / INDEPENDENT / MAINTAIN HEALTH BEHAVIORS JohaliPriHE32_39_2012 _2019 Aims Objective of Health education Aims 1. 2. Health promotion and disease prevention. Early diagnosis and management. 3.

Utilization of available health services. Objectives 1. 2. 3. 4. 5. 6. To make health an assets valued by the community. To help people to increase knowledge of the factors that affect health. To encourage behavior which promotes and maintains health. To enlist support for public health measures, and when necessary, to press for appropriate institutional and national action. To encourage appropriate use of health services especially preventive services. To inform the public about medical advances, their uses and their limitations JohaliPriHE32_ 39_2012_2019 Nature\ Bases & Components of Health Education Principles HEP

JohaliPriHE32_39_2012_2019 Three Bases of HE Principles Health education is an essential component of any programme to improve the health of communities. B1: Effective planning of any health education programme depends on identifying the problems/ needs of the people (PcHEP) B2: The introduction of new practices JohaliPriHE32_ may fail if they are incompatible with 39_2012_2019 B3: Principles (Cont.) B4: Any proposal for a change of practice should:

meet a felt need of 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); be locally affordable (money, materials, and time) B5: Flexible and fit in with peoples circumstances-For example, education about nutrition should be based on foods that are JohaliPriHE32_39_2012 _2019 available locally, aids for the disabled made from Principles (Cont.) B6: Require continuous dialogue with the community to find acceptable solutions to meet their needs. B7: Local taboos may be obstacles to implementing health education but many of them actually support the health

education programme. JohaliPriHE32_39_2012_2019 B8. Psychological Shadow HEPs Learning by doing: If I hear, I forget If I see, I remember If I do, I know. Motivation, i.e. awakening the desire to know and learn: - Primary motives; e.g. internal the inborn desires , hunger, sex. - Secondary motives; i.e. desires created by incentives such as praise, love, recognition, competition. 49 JohaliPriHE32_39_2012_2019 The 10th HEPrinciples Johali IPMCPRGPFM_KAA 1.

2. 3. 4. 5. Interest Participation Motivation Comprehension 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 .JohaliPriHE32_39_201 10 th 2_2019 PHE Model 50 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, JohaliPriHE32_39_2012 _2019 mothers ..etc) 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) JohaliPriHE32_39_2012_2019 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) JohaliPriHE32_39_2012_2019 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; Forcesopp: 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

JohaliPriHE32_39_2012_2019 HEPs Principles of Teaching and Learning Summary of Theories of Meaningful Learning Principles .. Teaching and Learning domains : cognitive, affectattitudes, thinking, and the psychomotor https://www.facebook.com/groups/6143657152 99250/ 1 JohaliPriHE32_39_2012_2019 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 classroom Be willing to listen to and help students\patients Care about students\patients - Be there for them Remember that students\patients can teach you Truly care about your students in general - Gagne, R - Principles of Instructional Design - Arthur W. Chickering - Principles for Good Practice JohaliPriHE32_39_2012 23 Acadia faculty - Recognized as excellent _2019

Principle 1 Good practice encourages student-faculty contact 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. Arthur W. Chickering and Zelda F. Gamson, Seven Principles for Good Practice, AAHEBulletin 39: 3-7, March 1987 Knowing faculty members motivates students and keeps them on track Knowing faculty members provides models Acadia Institute for Teaching and Technology 1 The 7 Ps Principle 1 Good practice encourages studentfaculty contact 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 Arthur W. Chickering and Zelda F. Gamson, Seven Principles for Good encourages them think Practice, AAHEBulletin 39:to 3-7, Marchabout 1987 their own values and future plans. Knowing faculty members motivates students and keeps them on track Knowing faculty members provides models JohaliPriHE32_39_2012_2019 Principle 2 Good practice encourages cooperation among students Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. W orking with others often increases involvement in learning. Sharing ones own ideas and responding to others reactions improv es thinking and deepens understanding. Arthur W. Chickering and Zelda F. Gamson, Seven Principles for Good Practice, AAHEBulletin 39: 3-7, March 1987

Group work is important Emotional intelligence Acadia Institute for Teaching and Technology 6 Principle 3 Good practice encourages active learning Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily liv es. They must make what they learn part of themselves. Arthur W. Chickering and Zelda F. Gamson, Seven Principles for Good Practice, AAHEBulletin 39: 3-7, March 1987 Active learning helps students construct authentic knowledge W e only truly learn what we make a part of ourselves Info Student JohaliPriHE32_39_2012_2019 Acadia Institute for Teaching and Technology Know 7

Principle 4 Good practice gives prompt feedback Knowing what you know and dont know focuses learning. Students need appropriate feedback on performance to benefit from courses. In getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves. Arthur W. Chickering and Zelda F. Gamson, Seven Principles for Good Practice, AAHEBulletin 39: 3-7, March 1987 Appropriate and timely feedback is critical The cycle of learning Material Acadia Institute for Teaching and Technology 8 Principle 5 Good practice emphasizes time on task Time plus energy equals learning. There is no substitute for time on task. Learning to use ones time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis for high performance for all.

Arthur W. Chickering and Zelda F. Gamson, Seven Principles for Good Practice, AAHEBulletin 39: 3-7, March 1987 Emphasize time on task (in class, outside of class) Provide checkpoints JohaliPriHE32_39_2012_2019 Acadia Institute for Teaching and Technology 9 Principle 6 Good practice communicates high expectations Expect more and you will get it. High expectations are important for everyonefor the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts. Arthur W. Chickering and Zelda F. Gamson, Seven Principles for Good Practice, AAHEBulletin 39: 3-7, March 1987 Celebrate success You hit what you aim for (or at least come close) Acadia Institute for Teaching and Technology JohaliPriHE32_39_2012_2019 10

Principle 7 Good practice respects diverse talents and ways of learning There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily. Arthur W. Chickering and Zelda F. Gamson, Seven Principles for Good Practice, AAHEBulletin 39: 3-7, March 1987 Start with success Identify student learning styles (Visual, auditory, kinaesthetic etc..) Hello Acadia Institute for Teaching and Technology JohaliPriHE32_39_2012_2019 11 Survey says Take a personal interest in students beyond the classroom Be willing to listen to and help students Care about students; be there for them Remember that students can teach you Truly care about your students in general Acadia Institute for Teaching and Technology

Students = Patients JohaliPriHE32_39_2012_2019 12 PHE The Story of Behavior What Why How Can You Do You Accept Change Why Resistances \ Barriers Changes JohaliPriHE32_39_2012_2019 Major HE Variables in Behavior Change Thoughts and ideas inside a persons mind have significant influence on an individuals 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. 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. Attitude: Manner, disposition, feeling, or position toward a person or JohaliPriHE32_39_2012 thing. _2019 Theory of Reasoned Action TRA has been explained and predicted a variety of human behaviors since 1967. 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. JohaliPriHE32_39_2012_2019 (Summarize and reorganize these 6 in 5 Only BIBAN - Redraw model ) Theory of Reasoned Action As HE; think and describe this diagrammatic model ..to what cases and how you can use Then read authors description You can summarize redraw more accurate Source: Ajen,I., Fishbein, M. (1980) Understanding attitudes and predicting social behavior. JohaliPriHE32_39_201 .New Jersey: Prentice-Hall, Inc 2_2019 The Belief Benefit

s Anticipated value of the recommended course of action. Barrier s Perception of negative consequences Greatest predictive Must believe value of recommended whether JohaliPriHE32_39_2012_2019 health action behavior will 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. JohaliPriHE32_39_2012_2019 Stages of Change Model the PCPAM 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 highrisk 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). JohaliPriHE32_39_2012_2019 Stages of Change Model the PCPAM Help Relationships Source: Prochaska, J.O., DiClemente, C.C. and Norcross, J.C. (1992). In search of how people change -- applications to addictive behaviors. American JohaliPriHE32_39 Psychologist, 47(9), 1102-1114. _2012_2019 Stages of Change Model the PCPAM Model Figure 1 Cycle of change (after Prochaska and DiClemente7) in Bondy, C 2004, J R Soc Med. 2004; 97(Suppl 44): 4347. JohaliPriHE32_39_2012 _2019 JohaliPriHE32_39 _2012_2019 AIDS Risk Reduction Model (ARRM)

Stage 1 Stage 2 Stage 3 http://www.fhi360.org/nr/rdonlyres/ei26vbslpsidmahhxc332vwo3g233xsqw22er3vofqvr fjvubwyzclvqjcbdgexyzl3msu4mn6xv5j/bccsummaryfourmajortheories.pdf JohaliPriHE32_39_2012 Stage 1 _2019 Teaching Learning Domains - Objectives - Plan Programs\Curriculum\Lessons \ Activities JohaliPriHE32_39_2012 _2019 Bloom's Taxonomy of Educational Objectives INTRODUCTION Learn By See & Doing http://www.youtube.com/watch?v=uQ5o__jCfgo http://www.youtube.com/watch?v=__YdXxwBZ7Q

Blooms Taxonomy and Lesson Planning http://www.youtube.com/watch?NR=1&feature=endscreen&v=LrKmM1cE ffU JohaliPriHE32_39_2012 _2019 75 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 / JohaliPriHE32_39_2 012_2019 Active 76 THEORY OF BEHAVIORAL EDUCATIONAL OBJECTIVESLearn to behave -design -plan and develop HE Lessons \ Curriculum The BLOOM s TAXONOMY OF LEARNING OBJECTIVES Domains Verbs Simple / Dependent / Behavioral Objective Action/ Psycho Area

Affect Receive Remember Communicate Respond Reason Act Value/apprise Plan to solve Adapt Organize/character Format Develop Create/Interpret Understand

Decide Ext Judge Inter Judge / Class Cognitive Reflect/Move Complex Passive Independent / Active Knowledge Knowledge Comprehension

Int. Ability Application Analysis Int. Skills Synthesis Evaluation / Deep understanding JohaliPriHE32_39_201 2_2019 77 By Bloom and All Above You Can Plan, Design & Develop ZD HEP Programs\Curriculum\Lessons \ Activities 78 JohaliPriHE32_39_2012_2019 Curriculum management: by Brian Clare Tree Model of 2014

http://www.one45.com/ http://www.one45.com/curriculum/what-is-curriculum-manageme nt / Imagine a perfect curriculum one that is tailored to your learning outcomes, with content sequencing thats just right, teaching types that highlight your institutions approach to learning, and everything assessed and evaluated in just the right spots. Its a thing of beauty. JohaliPriHE32_39_2012 _2019 79 Johali

Saudi HEP Curriculum Planning and Development Models 1379-1423 80 JohaliPriHE32_39_2 012_2019 In the Name of God the Most Graceful the Most Merciful Towards a Saudi Arabian Step Up Nursing and Applied Medical Education Developmental Strategy Eisa Ali Johali PhD EL Health Sciences Hill University 2011 Johali SUNHEP the 3RD Millennium Developmental Strategy ABSTRAC SAUDI CAMS 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 PROBLEMS regard to Islamic and democratic education, and the relevant philosophies are conjectured. As a part of its conclusion and recommendations, the study WE HAVE(Meighan, PROBLEMS NOT JUSTinto A PROBLEM R. 1989, 2001) endeavors to modify Mieghan's philosophy a philosophy of qualitative regarding fourteen Beside theories luck as a of

base for futureresearches developmental studies and set a millennium scientificofbased framework for step up educational and quality CAMS graduates, education andcurriculum . development curriculum, there are wide criticisms and long P ROGRAMS 10. The Program\Curriculum \Lesson Philosophy (rationale- models- general aim & objectives)- Framework & Syllabi.. 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 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 8: Course Specification - Description .2 OBJECTIVES Investigate the historical roots of nursing education in the United Kingdom and Saudi Arabia, as example for all health . professions education Explore and compare the curriculum, teaching and learning philosophical and scientific developmental models in the UKP2000 and beyond and Saudi Associated Nursing Programme ?.(SANPs) 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 Explore how people think about philosophy and science of METHODS ?AME Theory-Theory- Theory .1 .3 .4

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 Present History Documentary Future Practice- Practice -Practice General Ed. Aims & Objectives : 6-7 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 .2 Past

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 Development EL Religions; Culture; Society; Professions INT NAHPs + NEL1970-2013 = 3RD Millennium SUNAME* CONCLUSION & RECOMMENDATION 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, knowobjectives .teacherinstructor 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 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 ?! USA 1991+UK1995+USAUSCAN&JAPGERM200-2007+NEL1975-2013 * 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; 1990. Wagdi, M. N (1999) Exploring the Scientific Miracle of The Holy Qur'an (Dr. Mohammad N. Wagdi, Ph.D.) http://www.scienceinquran.com/index.html JohaliPriHE32_39_2012 _2019 81 In the Name of God the Most Graceful the Most Merciful Johali 10 Step Up Model for HE Lesson-Curriculum-Program Planning and Development -the SUNHE PModel Johali SUNHEP the 3RD Millennium Developmental Strategy 10. The Program\Curriculum \Lesson Philosophy (rationale- models- general aim &

objectives)- Framework & Syllabi.. 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 .2 8: Course Specification - Description Theory-Theory- Theory Cognitive Practice- Practice -Practice General Ed. Aims & Objectives : 6-7 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 JohaliPriHE32_39_ 2012_2019

82 The Lecturer Publications Further Future References Plus; Johali (2014) Health Education and Promotion In Press 2012 JohaliPriHE32_39_2012_2019 Major Text Book & References Your Smart Note in this Class This Lecture: The Principles of Health Education The First Step Towards ZDHE JohaliCHS282PriHE2013_2016 Health 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), 326-332 http://www.preservearticles.com/201105156674/principles-of-health-education.html Ref & Souces For Smart Assignments http://wiki.answers.com/Q/What_are_the_principles_of_health_education (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 Mediterranean The Essentials of Health and Fitness Giving the body with proper nutrition is a must in health and fitness. The body needs ample amount of vitamins, minerals, protein, fat, and carbohydrates to function optimally and be free of diseases.........more http://www.healthornutrition.com/the-essentials-of-health-and-fitness/ JohaliPriHE32_39_2012_2019 With My Great Best Wishes Be Excellency - ZD Be Critical Thinkers Be Creative; & Meaningful Assertive

Smart Lifelong and Day After HE Learners JohaliPriHE32_39_2012 _2019 Thank you JohaliPriHE32_39_201 2_2019

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