Teaching Strategy Description: Though simulation is widely used for acute care practice, it can also be applied to theory classes in public health. A simulation manikin was used in a junior-level course in a low-fidelity exercise, and the manikin was used in a medium-fidelity exercise with senior students. Medium Fidelity: Early in the course, the […]
Teaching Strategy Description: Students line up against the back wall of the classroom. The instructor reads out a variety of life circumstances, opportunities, and setbacks and students step forward for positive circumstances and back for negative ones, as they apply to their life or the life of a person they are representing. By the end, […]
Teaching Strategy Description: Students are matched with diverse agency partners to work on a variety of health promotion projects in their public health nursing practicum course. The projects span bringing preventative health teaching to non-health and marginalized settings (e.g. community centres, low income neighborhoods), community organizing to address social determinants of health (e.g. with groups […]
Teaching Strategy Description: Students travel to different rural and remote northern Aboriginal communities, including one week of immersion in a remote community, giving students the opportunity to learn about the influence of culture and geography on health. There are in-class learning activities on cultural competence, cultural safety, health status indicators, etc., to prepare them for […]
Teaching Strategy Description: Students incorporate the values and principles of Primary Health Care (PHC) and the Ottawa Charter (OC) processes and strategies when planning and implementing clinical health promotion activities during their clinical placements. Group discussions focus on PHC and the OC, and the significance of access to formal and informal social support networks for […]
Teaching Strategy Description: Students are responsible for facilitating group discussion by developing 5 – 6 questions that integrate the core concepts of the readings with community practice placements. The reflective reader strategy integrates weekly readings, media presentations, practice placements examples and critical thinking with specific weekly concepts. Teaching Context: Third year course: Community and Societal […]
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 […]
Teaching Strategy Description: Students are divided into groups of eight. Within the group, students arrange themselves in pairs and select one of the four practice tools (see Resources). Students are given a narrative of a population health issue, (e.g. increasing non-intentional injuries among children in an urban community). The student pairs then prepare, based on […]
Teaching Strategy Description: Working in small groups, students are provided case studies related to communicable disease outbreaks. They are directed to several resources to assist them to answer questions relating to communicable diseases, case finding, outbreak response, and individual, family, community, and population health (see Resources). Guided by Bloom’s Taxonomy (1956) of thinking and reasoning, […]