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Education Module Learning Objectives

The Respiratory Educator will be able to explain the importance of education as a voluntary process.
The Respiratory Educator will be able to describe models and theories commonly used in health education, including the Health Belief Model, PRECEDE model, Transtheoretical model (stages and processes of change), Social Cognitive Theory and Self-efficacy Theory.
The Respiratory Educator will be able to explain education in terms of goals and objectives.
The Respiratory Educator will be able to explain the key components of the comprehensive education process as well as the principles of health education.
The Respiratory Educator will be able to demonstrate effective verbal and non-verbal communication skills that improve educator and patient interactions and communication.
The Respiratory Educator will be able to distinguish between the general characteristics that may influence learning among: preschool children (3-4 years); school-aged children; adolescents; adults; and seniors.
The Respiratory Educator will be able to identify patient special needs which may influence learning.
The Respiratory Educator will be able to distinguish between the learning styles of: preschool children (3-4 years); school-aged children; adolescents; adults; and seniors.
The Respiratory Educator will be able to: explain the three categories of factors that cause or influence behaviours; explain educational interventions to address these factors; and demonstrate how to assess these factors.
The Respiratory Educator will be able to explain the relationship between the stages/processes of change and the factors influencing behaviour change.
The Respiratory Educator will be able to identify the components of effective education programs, as well as the CACR/CTS recommendations for patient education.
The Respiratory Educator will be able to identify the ethical principles to consider when conducting patient education.
The Respiratory Educator will be able to identify the quality of an effective community education resources list.
The Respiratory Educator will be able to describe the process used in patient goal setting to facilitate behaviour change in disease self-management.
The Respiratory Educator will be able to: describe effective instructional practices for use with patients and groups; and to demonstrate how to teach a skill using the Direct Instructional Model.
The Respiratory Educator will be able to: describe effective teaching methods/strategies appropriate for respiratory patients (preschool children; school-aged children; adolescents; adults; and seniors): and to demonstrate age-appropriate teaching methods/strategies for patients.
The Respiratory Educator will be able to describe group process in the context of providing group education.
The Respiratory Educator will be able to explain disease management in terms of: a team approach & the goal of teamwork; the benefits & barriers of teamwork; the role & responsibilities of health care professionals; the role & responsibilities of patients; and strategies for effective teamwork.
The Respiratory Educator will be able to identify which components an educator would evaluate to determine if the patient is able to manage the condition & to evaluate the patient learning outcomes that would be the focus of an impact evaluation.
The Respiratory Educator will be able to evaluate the impact of the education program in terms of the educator's skills.
The Respiratory Educator will be able to illustrate professional conduct by appraising the literature for relevance and credibility.