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HE 500: Health Care Educator


This course is designed to examine the professional role of health practitioner as educator.  Health practitioners facilitate learning for clients and their families as they work to overcome the challenges that health, disease, prevention, and rehabilitation bring. They also share their experience, disseminate new knowledge and guide colleagues and students alike as they acquire new skills. This course is designed to examine these 'educator' roles in the health context and stimulate a critical analysis of taken-for-granted assumptions about this integral aspect of practice.
Throughout the course, learning will be situated in the health environment and focus on the provision of prevention service through education of clients and families, and instruction of colleagues and students. In completing course readings and interacting with others, participants will apply current learning theories and effective teaching strategies to the design, implementation, and evaluation of creative, innovative and positive learning experiences for these targeted learners. The course is based on the assumptions that instruction is learner-centered and that effective learning is the outcome of a collaborative process between learner and facilitator. Contact hours of education= 30. Course Code = HE 500.

This course is approved for re-certification contact hours of education for the following specialties: meditation instructor, holistic-integrative health care, stress management consulting, health care life coach, crisis intervention counseling, nurse-patient educator and attention deficit disorder consulting.

The American Institute of Health Care Professionals, Inc. is a licensed Continuing Education Provider in the State of California, Board of Registered Nursing, Provider # CEP 15595. Access Info

Instructor/Course Author:  Marco Meneses, MSc, CHES, CFLE, AASECT

Link to resume

Email: marcomeneses@msn.com


AIHCP BLOG: Please visit our interactive web blog. Here you will find frequently added information on our programs, articles and news by practice speciality, and much more. Register and become a part of our professional health care community.  

TIME FRAME: You are allotted two years from the date of enrollment, to complete all of the continuing education courses in the substance abuse practitioner program. There are no set time-frames, other than the two year allotted time. If you do not complete the courses within the two-year time-frame, you will be removed from the course and an "incomplete" will be recorded for you in our records. Also, if you would like to complete the courses after this two-year expiration time, you would need to register and pay the course tuition fee again.

TEXTBOOKS: There is one (1) required textbook for this course.

"Health Professional as Educator: Principles of Teaching and Learning", Bastable, Gramet, Jacobs, Sopczyk, 2010. ISBN-13: 878- 0763792787

You are required to order your own copy of the textbook. Please be sure to order your book as soon as possible so that you can begin your course of study.

AIHCP Online Bookstore: AIHCP provides an online bookstore stocked with all of the required textbooks, and/or materials required for its CE courses. To purchase this book online, click the access store link, go to the table of categories, right upper hand corner, and click on "Health Education." Access AIHCP Store: click here

GRADING: You must achieve a passing score of at least 70% to complete this course and receive the 30 hours of awarded continuing education credit. There are no letter grades assigned. You will receive notice of your total percentage score. The American Institute of Health Care Professionals will contact those who score below the minimum of 70%, and options for completing additional course work to achieve a passing score, will be presented.

ONLINE COMMUNITY MESSAGE BOARDS: Enrolled students have full access to our online Student Community Message Boards. These message boards allow students in our CE courses to meet each other, communicate online, share information, discuss topics of study and interest and much more. Full access is provided via the online classroom.

ONLINE COMMUNITY MESSAGE BOARDS: Enrolled students have full access to our online Student Community Message Boards. These message boards allow students in our CE courses to meet each other, communicate online, share information, discuss topics of study and interest and much more. Full access is provided via the online classroom.

MESSAGE BOARDS: each specialty program has an area to "post" on the message board. Students may post messages at any time. Posting allows students to converse with those in the same specialty practice and to discuss issues/course content etc. Instructions for posting are provided in the online classrooms.

CHAT ROOMS: each specialty has its own unique "chat room." Inside of the classroom there is a schedule for "chat time" with students in your specific specialty practice. Participating in "chats" is voluntary. The chat sessions are used as means for students to come together and discuss course content or anything related to the courses and/or certification specialty.

EXAMINATION ACCESS: there is link to take you right to the online examination program where you can print out your examination and work with it. All examinations are formatted as "open book" tests. When you are ready, you can access the exam program at any time and click in your responses to the questions. Full information is provided in the online classrooms.

STUDENT RESOURCE CENTER: there is a link for access to a web page "Student Resource Center." The Resource Center provides for easy access to all of our policies/procedures and additional information regarding applying for certification. We also have many links to many outside reference sites, such as online libraries that you may freely access.

there is a link in the classroom where you may access the course evaluation. All students completing a course, must, without exception, complete the course evaluation.

FACULTY ACCESS INFORMATION: you will have access to your instructor's online resume/biography, as well as your instructor's specific contact information.

some of our faculty have prepared additional "readings" and /or brief lecture notes to enhance your experience. All of these are available in the online classrooms.

Our site also provides specialty practice blogs, an online health care directory where members may voluntarily post information about themselves, and a health care articles blog.

COURSE OBJECTIVES: Upon completion of this course, you will be able to:

1)    Analyze the education role of the health professional in providing rehabilitation services.
2)    Apply adult learning theories to the rehabilitation health care environment.
3)    Utilize education research 'evidence' in facilitating adult learning in health care settings.
4)    Assess educational need(s) in collaboration with a learner or group of learners in rehabilitation.
5)    Assess, and discuss the implications of different learning styles and multiple intelligences in developing learning experiences.
6)    Develop instructional plans for educating clients, families, colleagues, or students in a range of informal and formal learning contexts.
7)    Use a variety of strategies to promote and foster client, family, colleague, or student learning.
8)    Implement instructional strategies that reflect the age, culture, language, and learning style(s) of the learner(s) in face-to-face, distance, and e-learning contexts.
9)    Apply the principles and purposes of authentic evaluation in education in evaluating the effectiveness of learning experiences.
10)  Discuss the concept of lifelong learning and the role of continuing professional education in promoting this concept to health professionals.


1). Overview of Education in Health Care.
2). Ethical, Legal.  And Economic Foundations of the Educational process
3). Applying Learning Theories to Healthcare Practice.
4). Determinants of Learning.
5). Developmental Stages of the Learner.
6). Compliance, Motivation, and Health Behaviors of the Learner.
7). Literacy in the Adult Client Population.
8).  Gender, Socioeconomic, and Cultural Attributes of the Learner.
9). Educating Learners with Disabilities.
10). Behavioral Objectives.
11). Instructional Methods and Settings.
12)  Instructional Materials
13)  Technology in Education
14)  Evaluation in Health Care Education

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