Teaching for health / first edition by Lyn Coutts and Leslie Hardy.

Previous ed.: 1985.

Includes bibliographical references and index.

SECTION 1: Theoretical underpinnings:- 1. Health and its promotion:-The meaning of health -- Planning for health -- Measuring health--Current ill health in Britain - Health education and health promotion--Ethical issues in health promotion--References--Further reading--2. Health education concepts and practice:- Health education approaches and models--Health education services in the UK -- Nurses as health educators--Teaching for health--References--Further reading--3. Learning about health:- Ideas about learning and teaching--theoretical considerations relevant to learning--References--Further reading--4. Therapeutic and persuasive communication:- Therapeutic communication--The communication process--Techniques of therapeutic communication--Persuasive communication--Factors affecting communication and Persuasion--References--Further reading--5. Teaching techniques and aids:- Factors which influence understanding and recall--Teaching for skills learning--Encouraging affective learning--Teaching methods--Choosing teaching techniques and aids--References--Further reading--SECTION 2: The Process of Health Teaching--6. Beginning the teaching-learning process: assessment of learning needs:- Assessment and the concept of need - collecting information--Analysing information--Defining Learning needs--Learning needs of healthy individuals and Groups--References--Further reading--7. Planning: preparation for teaching:- The meaning of planning--Who plans?--The mechanics of planning--Preparing to teach--The teaching plan--References--Further Reading--8. Implementing teaching plans:- Example 1 Stoma Appliance Management - Example 2 Female secondary school students and menstruation--Example 3 Preoperative preparation - References--Further reading--9. Evaluation of health teaching:- The benefits of planned evaluation--Defining evaluation--Setting evaluation criteria--Evaluation designs for outcome assessment--Who needs feedback?--References--Further reading--SECTION III: Issues in Health Teaching:- 10. Research in health teaching:- Arguments about value and efficacy--Researching health teaching--Evaluating research approaches--Research-mindedness and the health teacher--References--Further reading--11. Reflections on teaching for health:- Success in health teaching -- Health teaching in a changing scene--Professional interfaces--Final reflections--References--Further reading--Questions for review and reflection.