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HND731 - Learning and Teaching for Health Professionals

Unit details

Year2017 unit information
Enrolment modes:Trimester 2: Cloud (online)
Credit point(s):1
EFTSL value:0.125
Previously coded as:HND631
Unit chair:

Rhonda Brown





Incompatible with:


Contact hours:

Learning experiences are via CloudDeakin and attendance at a three day seminar to be scheduled at Burwood (Melbourne) during Trimester two.


The aim is for students to develop in-depth knowledge, skills, and values inherent in the teaching and learning processes that are important to practice as diabetes educators. People and their concerns are central to the core of the unit. The focus is on people as learners and the ways in which diabetes educators can facilitate learning processes. This unit identifies how facilitation of learning and teaching is associated with different health promotional approaches, traditional teaching methods, and creative teaching methods including reflective practices, motivational interviewing and use of internet technologies. The unit further aims to provide the psychological foundations of learning and the impact of group dynamics on teaching and learning.


This unit covers comprehensive perspectives of learning and teaching, as well as more specific ways of promoting and engaging in health education and health promotion. It has been designed to encourage practitioners in the field of health care education to examine and reflect on their methods of teaching. The first part of the unit presents information about the broader theoretical issues of learning and teaching which may influence the teaching process. The relationship between these theoretical concepts and the practice of education is constantly emphasised. The second part facilitates those skills necessary for educators such as practitioners in the field of diabetes education to implement and evaluate health education programs.


The unit will cover:

  • Definition, differentiation and application of health education and health promotion;
  • Review of information to identify barriers to accessing health services and information to promote health;
  • Teaching strategies in the context of traditional, reflective practices and inquiry training to promote the physical and psychological environment that promotes learning and teaching;
  • Exploration of reflective practice, reflective teaching and learning practice
  • Educational strategies by the ‘ways of knowing’ in terms of technical, practical and emancipatory knowing;
  • Principles and practice in patient education focusing on characteristics of excellent teaching; confidence, competence, communication and caring;
  • Psychological foundations of learning, specifically motivation in education, attention, memory, concept formation, emotional state and personality;
  • Social media and internet communication as a method of teaching and learning;
  • Social-psychological concepts of self-concept, self-esteem and self-image and how these concepts affect an educators’ choice of teaching and learning methods;
  • Exploration of the advantages of small group teaching in relation to group processes, communication, physical and psychological environment, relationships, and meeting individual learning needs; different methods of planning in relation to target groups, setting goals and objectives for learning;
  • Evaluation methods, content and implementation strategies; and
  • Formative and summative evaluation strategies.


Assessment task 1: Assignment (2000 words) 40%

Assessment task 2: Assignment (3000 words) 60%

Unit Fee Information

Unit fee information available soon

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