Strategies for Introductory Health Literacy Education Using Fundamental, Case-Based, and Simulated Learning Experiences in Undergraduate Health Education

Autor/in	Crossman, Joanne M.
Titel	Strategies for Introductory Health Literacy Education Using Fundamental, Case-Based, and Simulated Learning Experiences in Undergraduate Health Education
Quelle	In: American Journal of Health Education, 52 (2021) 6, S.338-351 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-5037
DOI	10.1080/19325037.2021.1972878
Schlagwörter	Multiple Literacies; Health Education; Introductory Courses; Undergraduate Students; Fundamental Concepts; Case Method (Teaching Technique); Situated Learning; Instructional Design; Activity Units; Cooperative Learning; Student Centered Learning; Competency Based Education + Suchen Sie Ihr Suchwort? Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Einführungskurs; Grundlagenplan; Konzept; Case method; Fallmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Area of activity; Tätigkeitsfeld; Kooperatives Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode
Abstract	This feature article describes strategies for designing and facilitating an introductory health literacy education mini unit using a compendium of fundamental, case-based, and simulated learning experiences in undergraduate health education. It explores issues of definition, complimentary fields, associative pedagogy and established measures, before considering contextualized and scaffolded, and skill-building approaches, and their direct translation to health education practice. The guiding perspective acknowledges health literacy as an asset and critical outcome of health education; its transferrable skills continuously enhanced in changing contexts. Conceptual and experiential health literacy education interventions are both grounded in Constructivist learning theory and informed by salient instructional planning models. Pedagogical guidance for their facilitation is provided, with particular emphasis placed on encouraging newly developed and meaningful learning informed by students' prior experiences and knowledge. Featured collaborative and learner-centered instructional activities include live and virtual interactions, affording students practice using HL Universal Precautions to clearly communicate health information and confirm understanding of health messages. Collectively, the HL education unit was informed by emerging literature; National Health Education Standards; NACE Career Competencies; Health Literacy Clear Communication Recommended Practices; HESPA II 2020 Area VI competency, and sub-competencies. Lastly, extensive, practical applications align this HL education unit with health education practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01