Department of Community and Allied Health, Violet Vines Centre for Rural Health Research, La Trobe Rural Health School, Bendigo, Vic., Australia.
School of Psychology and Public Health, College of Science, Health and Engineering, La Trobe University, Melbourne, Vic., Australia.
Health Promot J Austr. 2022 Oct;33 Suppl 1(Suppl 1):27-34. doi: 10.1002/hpja.654. Epub 2022 Sep 6.
Using experiential learning and authentic assessments to support students to become competent health promotion practitioners.
The aim of this article is to describe how experiential learning, authentic assessments, community development and ethical principles were consolidated in the design and delivery of a health promotion planning and evaluation subject (HPE) during 2019 to 2021. Experiential learning and authentic assessments were used to guide the development of health promotion competencies in line with the International Union for Health Promotion and Education (IUHPE) Core Competencies and Professional Standards for Health Promotion. Students were required to complete three sequential authentic assessments. Ethics approval was granted for students to undertake a needs/assets assessment with a local community group following which, students completed a literature review and planned a community development program.
The subject comprises 10 h of weekly engagement over a 12-week semester with weekly topics following a program logic model. Working in teams and individually, students work with a local community group to assess their needs/assets and establish priority areas regarding health and wellbeing. This then informed the development of a health promotion program and evaluation plan. Students undertook three sequential authentic assessment tasks: (i) needs/assets report, (ii) a literature review and (iii) a program folio. Retrospective anonymous student feedback on subject (SFS) data from 2019 to 2021 was used to evaluate HPE.
HPE provides students with the opportunity to understand ethical principles and processes, engage with stakeholders in the community and develop qualitative research skills, to plan and evaluate health promotion programs. SFS scores have improved with an overall score of 3.7 (response rate 49.44%) in 2019 to 4.3 (response rate 39.58%) in 2020 and 4.04 (response rate 28.57%) in 2021.
Students acquire a broad range of knowledge and skills in line with IUHPE Core Competency and Professional Standards for Health Promotion preparing them for their future professional practice. SO WHAT?: These teaching and learning experiences show that students can develop health promotion competencies through sound pedagogical approaches, both online and face-to-face and in challenging environments.
利用体验式学习和真实评估来支持学生成为有能力的健康促进从业者。
本文的目的是描述如何在 2019 年至 2021 年期间，将体验式学习、真实评估、社区发展和道德原则整合到健康促进规划和评估课程（HPE）的设计和实施中。体验式学习和真实评估用于指导健康促进能力的发展，以符合国际健康促进与教育联盟（IUHPE）的核心能力和健康促进专业标准。学生需要完成三个连续的真实评估。学生在与当地社区团体进行需求/资产评估时获得了伦理批准，随后完成了文献综述并规划了社区发展计划。
该课程每周有 10 小时的学习，为期 12 周的学期，每周的主题遵循一个项目逻辑模型。学生以团队和个人的形式与当地社区团体合作，评估他们的需求/资产，并确定健康和福祉方面的优先领域。这随后为健康促进计划和评估计划的制定提供了信息。学生完成了三个连续的真实评估任务：（i）需求/资产报告，（ii）文献综述，（iii）项目档案。2019 年至 2021 年的学生对课程的反馈（SFS）数据用于评估 HPE。
HPE 为学生提供了了解道德原则和过程、与社区利益相关者合作以及发展定性研究技能的机会，以便规划和评估健康促进计划。SFS 分数有所提高，2019 年的总分为 3.7（回应率为 49.44%），2020 年提高到 4.3（回应率为 39.58%），2021 年提高到 4.04（回应率为 28.57%）。
学生获得了与 IUHPE 核心能力和健康促进专业标准相一致的广泛知识和技能，为他们未来的专业实践做好准备。
这些教学和学习经验表明，学生可以通过在线和面对面的以及在具有挑战性的环境中，通过合理的教学方法发展健康促进能力。
