1. Analyze the concepts of education, teaching, learning and Health Education (SPS) as well as their interrelationship;
2. Recognize the importance of SPS as a health promotion strategy and as a contribution to improving health literacy levels;
3. Recognize the potential of Health Education in nursing interventions
4. Understand the importance of Learning Theories and Pedagogical Models in the practice of Health Education;
5. Develop scientific and pedagogical skills in the planning, execution and evaluation of a training action in health.
Skills to develop
The curricular unit contributes to the construction of knowledge, skills and capacities for the development of general skills expected for the graduate in Nursing from the University of the Azores (Cf. https://cutt.ly/ag7ifqt) with respect to: General Instrumental Competences 1, 2, 3, 4, 5, 6, 9 & 12; General Interpersonal Skills - 13, 14, 18 & 19; General Systemic Skills - 21, 22, 25; Competencies of the General Care Nurse - B1 (20, 21, 22, 23, 25, 26, 29, 38); B2 (32, 33, 34, 36, 41, 42, 43); B3 (44, 45, 46); B4 (62, 63, 64, 65, 66); C1 (85); C2 (89)
1. Conceptual framework of Health Education: analysis and evolution of central concepts and their applicability to Nursing
2. The focus of Health Education: object of study and intervention
3. The nurse as a health educator in the 21st century
4. The health educator profile
5. Health literacy: concept, levels of literacy and health literacy skills
6. Learning Theories and Pedagogical Models with application in Health Education
6.1 Learning Theories (Behaviorist / Behaviorist; Cognitive; Constructivist and Humanist)
6.2 Pedagogical Models (Social Learning; Health Beliefs; Trans-theoretical or Prochaska and Empowerment)
7. Training planning and implementation methodology
7.1 From data collection to diagnostic decision-making
7.2 Identification of the focus of attention (health problems and / or health needs)
7.3 Definition of educational goals and objectives
7.4 Teaching methods and techniques
7.5 Strategies and resources
7.6 Assessment of learning and training
8. Final pedagogical simulation
In this Curricular Unit the hours of a theoretical character intend to frame and explore the fundamental concepts of the curricular unit that are related to Health Education through expository sessions of teaching content using the projection of audiovisual media and the active questioning of students with the purpose to encourage them to participate and to make them reflect on the contents taught. (adapted to distance learning)
In the theoretical-practical approach with the use of participatory and active methods, it is intended that students can collect, share, reflect and problematize information that supports them in planning, developing and evaluating a Health Education session.
The hours of practical nature recommend planning the execution and group evaluation of an educational session.
Direção Geral de Saúde. (2019). Manual de boas práticas literacia em saúde-capacitação dos profissionais de saúde. Lisboa: DGS.
Freitas, L. (2013). Necessidades de formação em educação para a saúde em contexto escolar: Contributos para os currículos de enfermagem. (Tese de Doutoramento em Educação). Ponta Delgada: Universidade dos Açores.
Lefrançois, G. (2016). Teorias de Aprendizagem: o que o professor disse. S. Paulo: Cengage Learnig Editores.
Pérez, JC; et al. (2017). Psicologia y Educación para la Salud. Edita: SCINFOPER.
Direção Geral de Educação; Direção Geral de Saúde. (2017). Referencial de educação para a saúde. Lisboa: DGE & DGS.
Taylor, N., Quinn, F., Littledyke, M., Coll, R.K. (Eds.). (2012). Health Education in Context: An International Perspective on Health Education in schools and local Communities. Boston: Sense Publishers.
World Health Organization, Regional Office for the Eastern Mediterranean (2012). Health education: theoretical concepts, effective strategies and core competencies: a foundation document to guide capacity development of health educators. WHO. https://apps.who.int/iris/handle/10665/119953.