Contents
Acknowledgements / iii
Foreword / iv
Validating a Health Capstone: A Ten Year Retrospective / 1
Anne M. Hewitt, Seton Hall University, NJ
Integrating Service-Learning into a Public Health curriculum / 9
J. Belliard, Loma Linda University, CA
D. Gaede, Loma Linda University, CA
R. Mataya, Loma Linda University, CA
B. Jamison, La Sierra University, CA
Technology vs learning styles: Nursing education / 16
Dax Andrew Parcells, School District of Palm Beach County, FL
Cynthia Ann Blum, Florida Atlantic University, FL
Building a Practicum Course with Desire2Learn / 24
Sherryl W. Johnson, Albany State University, GA
Enhancing Communication Skill in Diverse Learners / 30
Andrea Morgan-Eason, Molloy College, NY
Building new teachers’ dispositions and aptitudes / 36
Virginia Kennedy, California State University, Northridge
Vanessa Goodwin, California State University, Northridge
Yoga: Therapy for Children on the Autism Spectrum / 45
Anita Miller, Dominican University, IL
Allen Studnitzer, Dominican University, IL
Effects of Dyslexia and Dyscalculia on Teachers / 51
Elizabeth M. Wadlington, Southeastern Louisiana University
Patrick L. Wadlington, Birkman International, Inc.
Deborah E. Rupp, Purdue University
Pediatric Cancer: Implications for School Personnel / 59
Rachel K. Peterson, Indiana University Bloomington
Rebecca S. Martinez, Indiana University Bloomington
Clinical Decision Making Tool for DPT students / 67
Tracy Brudvig, MGH Institute of Health Professions, MA
Kelly Macauley, MGH Institute of Health Professions, MA
Unintentional Harm of Older Adults / 74
Julie Bach, Dominican University, IL
Physical activity and children with disabilities / 80
Alicia Fedewa, University of Kentucky
Heather Erwin, University of Kentucky
Donald J. Young, University of Kentucky
Ashley Alumbaugh, University of Kentucky
Experiential Learning and Clinical Education / 86
Jaime N. Sand, Boise State University, ID
Patt Elison-Bowers, Boise State University, ID
Thomas J. Wing, II, Boise State University, ID
Leslie Kendrick, Boise State University, ID
The Unintentional Harm of Compassion Fatigue / 92
Denise Orpustan-Love, California State University
Creating a Critical Health Curriculum in Haiti / 98
Shewanee Howard-Baptiste, The University of Tennessee
Charlene E. Schmidt, The University of Tennessee
Betty McNulty, The University of Tennessee
Jamie Harvey, The University of Tennessee
Engaging Students: Strategies for Digital Natives / 105
Katherine J. Janzen, Mount Royal University
Beth Perry, Athabasca University
Margaret Edwards, Athabasca University
Walk with Me: A Qualitative Research Journey / 114
Sharon L. Moore, Athabasca University
Katherine J. Janzen, Mount Royal University
Author Index / 125
School Index / 126
Foreword
Health education is a broad entity that incorporates curriculum, activities, and methods or techniques of delivery.
It includes knowledge, attitudes, beliefs, values, and behaviors. It involves individual human beings, couples,
families, communities, states, countries, regions, and the world. It starts in early childhood and continues
throughout adulthood until the end of life. Topic range is infinitely diverse including issues such as prenatal care,
nutrition, disease prevention and management, lifestyle and fitness, stress reduction, sexually transmitted
diseases, cultural practices that affect health, genetics, addictions, and so forth. Those involved in health
education range from parents to teachers to medical doctors to scientists to government leaders. It is no
wonder that interest in the field touches so many individuals, organizations, and fields of study.
Health education, especially on the post-secondary level, is multifaceted. Health educators must first have
knowledge of their students' backgrounds and characteristics in order to motivate and meet the unique needs
manifested in their classrooms. They must also have depth and breadth of knowledge of their particular health
education content and know how to communicate it. In addition, they must be experts in selecting appropriate
materials, skills, and methods to teach health subject matter and its applications in diverse situations.
Effective health educators know that they must use materials, skills, and methods that actively engage their
students in meaningful inquiry, creativity, and reflective thinking. At the same time, they must strive to make
their teaching real world-applicable by integrating other content areas, authentic experiences, multisensory
teaching techniques, and technology. They know that their use of appropriate materials, skills, and methods
will help to prepare learners to adopt good practices and make critical decisions in the present and in the future.
The critical task of choosing optimal materials, methods, and skills is made more challenging by the fact that
health educators must also align these with professional health education standards on national, regional, and
local levels.
In this volume, educators from diverse backgrounds and disciplines share insightful, relevant theories and best
practices to educate and train teachers and other professionals involved in health education and related fields.
The settings and learner populations are broad and display different economic and demographic characteristics
which can be extended to more general or more specialized situations. In drawing upon the richness of experiences
of these authors as well as the readers, one can expect far-reaching implications to result. Therefore, it is hoped
that this volume will provoke thoughtful discussions, encourage respectful cooperation, and lead to cutting-edge
research in the field of health education with the ultimate common goal being global, national, community, and
individual health and well-being.
Elizabeth Wadlington, Ph.D.
Professor, Southeastern Louisiana University
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