Creating a Health Fair Display

  • Textbook
  • Website

Teaching Strategy Description: Student partners create a health fair display on a researched topic relevant to an aggregate population (adolescents, elderly, etc.), based on appropriate educational resource development guidelines. Students then present their poster boards to their aggregate in a public venue, such as a school, health unit lobby, hospital waiting areas, etc. Teaching Context: […]

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Creating Health Education Materials for the Public

  • PowerPoint
  • Textbook
  • Website

Teaching Strategy Description: Students have the opportunity to apply the theory learned in the classroom about plain language and social marketing principles when developing health education materials (e.g. fact sheets, posters, tri-folds) and when speaking to clients.  Students also created a Facebook page for the Peer-Peer Health Promotion Program and regularly update it. Teaching Context: […]

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Critiquing E-health Resources

  • Report
  • Textbook

Teaching Strategy Description: Students engage with CASN nursing informatics competencies by relating E-health literacy concepts and criteria to population health. In groups, students describe a population of interest using epidemiological and other sources of data to identify health promotion priorities.  In groups, students present their critique of three e-health resources that members of the population […]

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Public Health Agency of Canada: Skills Online

  • Online Module

Skills Online is a continuing education program developed by, and offered through the Public Health Agency of Canada (PHAC). It offers a collection of self-directed and facilitated modules that help build the skills and knowledge necessary to meet the Core Competencies for Public Health in Canada: Release 1.0 (PHAC, 2007). The Modules contain content specific to […]

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Modifying Health Information into Plain Language

  • Textbook

Teaching Strategy Description: The teaching learning strategy is the actual use of a readability tool to modify health information to plain language.  Students document all the information about the community client on the four practice tools described earlier in domains 2, 3, and 4. The context of documentation is within the community clinical course and […]

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Examining the Media’s Presentation of Evidence-based Sources

  • Report

Teaching Strategy Description: In this exercise, students write a paper that compares and contrasts popular, lay media’s presentation of evidence-based sources and discuss the implications for CHN practice. Many individuals get their health information through a variety of media sources such as newspapers, the Internet, and magazines.  Health care providers, including community health nurses, need […]

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