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First Print 2007 as HEHP- Johali3 NHEPC 2014 1 KINGDOM OF SAUDI ARABIA MINISTRY OF HIGHER EDUCTION KING SAUD UNIVERSITY CAMS \ CHS DEPARTMENT N UTRITION H EALTH E DUCATION & P ATIENT C OUNSELING The Way To APCHE R Healthy Life Promote and Help To .. The NHEPC 2014 EISA ALI JOHALI CHS456 Traditional\ unbalanced Habit The Quality Notational Plan

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Johali3 NHEPC 2014 EISA ALI JOHALI A Lecturer Bachelor A. M. Sc. Heath Education, KSU 1407 /1987 Bachelor A. M. Sc. Heath Education, KSU 1407 /1987 Short Fellowship Planning Health Professions Education, UIC, USA 199Short Fellowship Planning Health Professions Education, UIC, USA 199 MA (Ed.) Philosophies and Sciences of Teaching, Learning and Curriculum in Nursing, UK 1995MA (Ed.) Philosophies and Sciences of Teaching, Learning and Curriculum in Nursing, UK 1995 PhD Health Sciences By Accrediting Prior Experiences, Hill University Sept. 2012PhD Health Sciences By Accrediting Prior Experiences, Hill University Sept. 2012 Author of Two Published Books & 5 Projected http://faculty.ksu.edu.sa/JOHALI/default.aspx Johali59@hotmail.comJohali59@hotmail.com WL Messengers CHS242 Johali 2 NEHPC2013 Johali59@hotmail.com http://sa.linkedin.com/pub/eisa-johali/31/3a6/896 https://twitter.com/TheNature2011https://twitter.com/TheNature2011 Dr. Eisa Johali https://twitter.com/TheNature2011 https://twitter.com/EisatheNature CHS4562

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Johali3 NHEPC 20143 CHS456 Promontory : ] * [ /2 3] ] [ /29]. : ( ) ( ) ( ) These Islamic Calls are our Evidences to assure Quality of Profession; Quality of NHEPC & Quality of Life today and for the Day after. Meanwhile, do not forget the most common Arab Proverb: Nothing Itching Your Skin Like Your Nail Nothing Itching Your Skin Like Your Nail - Who can itch your skin! Effectively? You or other eg. teacher ? -When you will feel better & -Who can understand better: the Passive student who taught or filled by other the teacher? Or the active student who learn by himself or at least participate /share learning with teacher?. Thus, what do you prefer /recommend: Be Passive Student & Patient? Or Be Active ?

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CHS456Johali3 NHEPC 20144 A CONCISE OF NHEPC The COURSE EDUCATIONAL OBJECTIVES Explore the sciences of health, education, health education from the nature and duties of your profession practice and education courses, Briefly highlight the historical overview of Nutrition Health Education, Probe education health & briefly highlight philosophical & scientific NHE roots. Well realize the recent HE scientific concepts, methodologies, technologies & planning procedures that can promote the quality of lifelong health. Define Global health education Create a National Definition which suites our national nature and characters & predict HE Principles, Fields, Communication & Ethics. Be aware of the Teaching & Learning methods and technologies that we taught by during our HE study. Distinguish & use the most common HE Methodologies & Technologies, and their major advantages and disadvantages. Discover / Produce / Evaluate some interactive HETechnologies materials : Leaflet, Folder, Poster and Pamphlet & Sites Use the most related scientific concepts to plan an effective HE Activities. Our Overall Goal The Way Ahead Towards Assertive Patient Centred HE with & Best Evidence Assertive Patient Centred HE with & Best Evidence (APCHE R) QUALITY (APCHE R) QUALITY

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CHS456Johali3 NHEPC 20145 T & L Introductory As an introductory to this probing Lectures Note, I would like to send a progressive educational message to my dear Adult Learners. My dear learners remember that you are not a primary school pupil neither a an elementary nor even, a secondary student. You are mature adult learners, you should be smart CNs, that in order to success in this progressive course and in your life as well, you have to Think, Participate, Practice & Reflect on and in This course is not a traditional that you can just read, store and recall. it is a Lifelong Learning Guide (LLG) to help you to think around, back, about, over and up. It is prepared to promote you to search about the most appropriate knowledge, attitude that can lead to the right nutritional behaviors for you, your patients, family and community. This LLG consists of ten major learning units. Before probing the history of EDUCATION HEALTH QNHEPC\LIFE , you have to reason why you are studying this course. The second and third units promote you to determine the boundaries of the quality of H & E through the modern philosophical and scientific concepts of education and health that can guide you to, the Fourth by which you will distinguish the appropriate methodologies and technologies that can enable you to plan and develop effective health education activities to increase the quality of Patients Healthful Life. In order to learn the course well, you have to use "Your All Senses" and "Abilities", as well; You have to attend, see, listen, ask, discuss and participate actively in teaching, learning and assessing your self, your colleague, your teaching and learning process and materials, your curriculum, and your teacher, as well. Finally, if you do so, do not worry, you will success in your course and your life as well. With this Concise & its T&L Plan and Process All the Learners will success; Except the one Who DO NOT Welling to Success

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CHS456Johali3 NHEPC 20146 OUR Overall AIM The Way Ahead Towards APCHE R NHEPC Q UALITY The The A ssertive P atients C entred HE with Best Evidence to assure quality of NHEPC NHEPC T & LEARNING PLAN

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CHS456Johali3 NHEPC 20147 CHS456 T & LEARNING PLAN APCHER Quality NHEPC Notes Units/Subjects Units/SubjectsWeeks 1 hrs/week Interactive Lecture/Group Discussion/Role Playing /Ego Reflective Exercise & Research UNDERSTANDING EACH OTHER DISCUSSING THE COURSE OBJECTIVES Via this T& L Plan WHY NHEPC (The Place of HE in CN Profession & Education) A BRIEF HISTORICAL OVERVIEW 1 st & 2 nd = PROBING = DEFINE TERMS & Relations: HEALTH, HEALTH EDUCATION, TEACHING & LEARNING.etc PROBING EDUCATION HEALTH QNHEPC\LIFE = DEFINE TERMS & Relations: HEALTH, HEALTH EDUCATION, TEACHING & LEARNING.etc THE COMMON THEORIES & MODELS OF NHEPC (1) 3 rd & 4 th = Smart Exam1 - THE COMMON THEORIES & MODELS OF NHEPC (2) 1 st EXAM + Assignments Plan 5 th = - Preview NHEPC Related COMMUNICATION; COUNSELING & ETHICS (CHS 446) 6 th = NHEPC METHODOLOGYIES & TECHNOLOGIES (1) 7 th - 9 th = Smart Exam2 NHEPC METHODOLOGYIES & TECHNOLOGIES (2) QNHEPC PLANING TERMS & PROCESS (1) 2 nd EXAM + Assignment Presentation 10 th - 12 th = - QNHEPC PLANING CONCEPTS & PROCESS (2) - NHEPC FIELDS \ ASSOCIATIONS & RESOURCES 13 th & 14 th = Final Revision + FINAL EXAM 15 th & 16 th ASSESSMENT: 2 Monthly Creative Exams + Reflective Assignment (15 Grades each)

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CHS456Johali3 NHEPC 20148 The Most Recommended Reference & Source *** Your Smart Lecture Notes, in the Class **Johali, E A (2013) A Concise Nutrition Health Education For Smart Clinical Nutritionists and Dietitians : A Creative Lecturers Note (Soon be ready may be Quwafel Centre, King Abdullah Road, near KSU ) Johali, E. A (2012) Health Education and Promotion for All Health Professions the HEPAHP (A Project Book in Press, Damascus) * Johali, E. A (2010\2011) Health Education and promotion for Health Administration and Technicians HEHAT ( Qwafel Students Center, King Abedalah Rd from of KSU) JOHALI (2008) A Concise Health Professions History and Ethics, Dar Aawael Damascus; Syria (Specials discount for you SR 35 Al Quwafel Centre, King Abdullah Road, near KSU) Internet Resources http://www.dairycouncilofca.org/PDFs/AppToolkitFacGuide.pdf http://www.dairycouncilofca.org/PDFs/AppToolkitFacGuide.pdf The Related " Internet Sites" for research & your lifelong learning, growth & development

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CHS456Johali3 NHEPC 20149 REASONING REASONING WHY NHEPC? NHEPC Reasoning ? Let us Start with: How to Train to Be a Nutritionist http://www.ehow.com/video_5611014_train-nutritionist.html What is a Dietitian? http://www.ehow.com/video_4979770_what-dietitian.html Dietitians vs. Nutritionists http://www.ehow.com/video_4767643_dietitians-vs_-nutritionists.htm Nutritionist Job Description http://www.ehow.com/video_4958429_nutritionist-job-description.htm http://www.ehow.com/video_7462937_hints-reading-food-nutrition-labels.html Nutrition Education Video.mp4 http://www.youtube.com/watch?v=LE85JuOg7B0

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CHS456Johali3 NHEPC 201410 JOHALI CONCISE NHEPC - CHS 456 REASONING NHEPC WHY? Despite that this place is questionable worldwide may be because there are HE Specialists; Nationally, there no wide concern regarding HE specialty and specialists, thus it is a part of the nature of all HPs as it is stated in the HE Guide (MOH 1398) Group Discussion & Dialogue The Place of HE in CN the CNJD? The Place of HE in CNE related courses? ===== Play a role of CN working in hospital Do you have to practice NHEPC (protect, prevent, promote healthful life of you, your colleague & your patients, families and community?)Play a role of CN working in hospital Do you have to practice NHEPC (protect, prevent, promote healthful life of you, your colleague & your patients, families and community?) Then, Play a role of CN Student what is/are the most related CN Courses/ Sciences can be use in HEPC ?Then, Play a role of CN Student what is/are the most related CN Courses/ Sciences can be use in HEPC ? To conclude; The Major Reason WHY HEPT?, because HE is a part of CN Professional Duties CJND ; To: - Protect; - Prevent and; - Control; - Maintain, and Promote Quality of Healthful Life for your, your colleagues, your patients and environment..from Nutrition\Food Hazards, Poising, Imbalance & Overeating\ Habits and related Health Problems..

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CHS456Johali3 NHEPC 201411 The CNJD : . . . . . ( ). . . . . . : 1) - !! : !! 2) - ( )!! !! 3) - : . . . . . 4) - . 5) - !! ... : : . : : 1 ) . 2 ) . 3 ) .

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Probe HISTORY & DEFINE TERMS Looking for The E ; H & CN that can Assure the Quality of Healthfully Life ? CHS456Johali3 NHEPC 201412

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CHS456Johali3 NHEPC 201413 PROBE NHEPC HISTORY & DEFINE TERMS Place of Health & HE in the Holy Quran & Prophet Medicine ? (Ego Reflective Assignment) Worldwide, the literature of both health and education neglected health education and its facts including the Islamic concepts until the early of this century. It was only in the late 1919 that the term Health Education was recognized in the Western literature by: The term Health Education was proposed first about 1919 at a conference in New York of leaders of health and education called the Child Health Organization. The word Hygiene has become some popular in schools with both teachers and pupils that it was believed a new and more definitive term would be helpful in popularizing health practice. Health Education as a term to replace Hygiene was advanced by the director of the organization and after much discussion adopted. (Kime et al 1977)

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