Why study at TECH?

Take a step further in your professional career and orient it with guarantees towards teaching in Health Processes"

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Education systems are designed to provide students with the competencies that enable their professional, personal, and social development. This approach is even more relevant in programs that are aimed at students seeking to obtain an apprenticeship that will launch them with guarantees in the labor market.

In this sense, in the health field, in recent years there has been an increased interest on the part of students in the study of various specialties. Therefore, in order to homogenize the contents, competencies or objectives to be achieved, there are different regulations that regulate them. This is key information for the teacher, who will use these instruments as a guide and working tool. That is why TECH has created this university program that provides the professional with the most comprehensive content on Disciplinary Training in Health Processes.  

It is a program with a theoretical-practical perspective on the contents to be taught in the different programs in the health field, such as auxiliary nursing care technician, health emergency technician, or orthoprosthesis technician. A syllabus that explains in a much more dynamic way the regulations that govern them, as well as the pedagogical criteria to be applied. 

In order to achieve this learning, the student will have access to multimedia teaching material that can be easily at any time of the day, from any electronic device with an Internet connection.  

The future teacher is therefore faced with a 100% online and flexible program. The fact is that, with no classroom attendance or classes with fixed schedules, the graduate will be able to combine daily responsibilities with quality teaching.  

The case studies will give you a practical approach and methodology that you can integrate in the preparation of your classes in different health specialties" 

This Postgraduate certificate in Disciplinary Training Health Processes contains the most complete and up-to-date educational program on the market. The most important features include: 

  • The development of case studies presented by experts in teaching in High School Education 
  • The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
  • Practical exercises where the self-assessment process can be carried out to improve learning
  • Its special emphasis on innovative methodologies  
  • Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments 
  • Content that is accessible from any fixed or portable device with an Internet connection

You will be able to correctly orient the content you teach in Health Processes in only 6 weeks"

The program’s teaching staff includes professionals from the field who contribute their work experience to this educational program, as well as renowned specialists from leading societies and prestigious universities.  

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide immersive education programmed to learn in real situations.  

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise during the educational year. For this purpose, the students will be assisted by an innovative interactive video system created by renowned and experienced experts.   

Prosthetic audiology, pharmacy technician, radiotherapy, etc. Learn more about the main practical activities that you will be able to teach in the health field"

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In this university program you will say goodbye to long hours of memorization thanks to the Relearning system"

Syllabus

TECH Global University provides students with an advanced syllabus that will allow them to know in detail the competencies and professional skills required for teaching classes in Health Processes. To this end, you will have access to innovative multimedia content that will provide you with the latest information on the regulations governing health qualifications and subjects. In addition, thanks to the Relearning system, you will be able to consolidate the new concepts without investing a great amount of study hours.

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A syllabus that will allow you to obtain, with a theoretical-practical approach, a complete vision of the regulations governing the disciplinary training of Health Processes”  

Module 1. Complements for the Disciplinary Training of Health Processes

1.1. Technical Assistant Nursing Care Technician (LOGSE)

1.1.1. Introduction
1.1.2. General Competence and Professional Skills (RD 546/1995)
1.1.3. Competence Units: Realizations and Criteria of Realization (RD 546/1995)
1.1.4. Professional Modules: Terminal Capacities, Evaluation Criteria and Basic Contents (RD 546/1995)
1.1.5. Syllabus: contents (RD 558/1995)
1.1.6. Practical Activity Applied to the TCAE Cycle + Explanatory Video

1.2. Medium Level Health Emergency Technician

1.2.1. Introduction
1.2.2. General Competence, Professional, Personal, and Social Competences (RD 1397/2007).
1.2.3. Professional Environment and Prospective of the Program (RD 1397/2007)
1.2.4. General Objectives, Spaces and Equipment (RD 1397/2007)
1.2.5. Professional Modules: Learning Outcomes, Evaluation Criteria, Duration, Basic Contents, and Pedagogical Guidelines (RD 1397/2007).
1.2.6. Syllabus: contents (Order ESD / 3391/2008)
1.2.7. Practical Activity Applied to the TES Cycle

1.3. Pharmacy and Parapharmacy Technician

1.3.1. Introduction
1.3.2. General Competence, Professional, Personal, and Social Competences (RD 1689/2007).
1.3.3. Professional Environment and Prospective of the Program (RD 1689/2007)
1.3.4. General Objectives, Spaces and Equipment (RD 1689/2007)
1.3.5. Professional Modules: Learning Outcomes, Evaluation Criteria, Duration, Basic Contents, and Pedagogical Guidelines (RD 1689/2007).
1.3.6. Syllabus: contents (Order Edu / 2184/2009)
1.3.7. Practical Activity Applied to the TFP Cycle

1.4. Senior Technician in Pathological Anatomy and Cytodiagnosis

1.4.1. Introduction
1.4.2. General Competence, Professional, Personal, and Social Competences (RD 767/2014).
1.4.3. Professional Environment and Prospective of the Program (RD 767/2014)
1.4.4. General Objectives, Spaces and Equipment (RD 767/2014)
1.4.5. Professional Modules: Learning Outcomes, Evaluation Criteria, Duration, Basic Contents, and Pedagogical Guidelines (RD 767/2014).
1.4.6. Syllabus: contents (Order Ecd / 1526/2015)
1.4.7. Practical Activity Applied to the APC Cycle + Explanatory Video

1.5. Senior Technician in Prosthetic Audiology

1.5.1. Introduction
1.5.2. General Competence, Professional, Personal, and Social Competences (RD 1685/2007).
1.5.3. Professional Environment and Prospective of the Program (RD 1685/2007)
1.5.4. General Objectives, Spaces and Equipment (RD 1685/2007)
1.5.5. Professional Modules: Learning Outcomes, Evaluation Criteria, Duration, Basic Contents, and Pedagogical Guidelines (RD 1685/2007).
1.5.6. Syllabus: contents (Order Edu / 2217/2008)
1.5.7. Practical Activity Applied to the TES Cycle

1.6. Senior Technician in Dietetics

1.6.1. Introduction
1.6.2. General Competence and Professional Skills (RD 536/1995)
1.6.3. Competence Units: Realizations and Criteria of Realization (RD 536/1995)
1.6.4. Professional Modules: Terminal Capacities, Evaluation Criteria and Basic Contents (RD 536/1995)
1.6.5. Syllabus: contents (RD 548/1995)
1.6.6. Practical Activity Applied to the TES Cycle

1.7. Senior Technician in Health Documentation and Administration

1.7.1. Introduction
1.7.2. General Competence, Professional, Personal, and Social Competences (RD 768/2014).
1.7.3. Professional Environment and Prospective of the Program (RD 768/2014)
1.7.4. General Objectives, Spaces and Equipment (RD 768/2014)
1.7.5. Professional Modules: Learning Outcomes, Evaluation Criteria, Duration, Basic Contents, and Pedagogical Guidelines (RD 768/2014).
1.7.6. Syllabus: contents (Order Edc / 1530/2015)
1.7.7. Practical Activity Applied to the DAS Cycle + Explanatory Video

1.8. Senior Technician in Oral Hygiene

1.8.1. Introduction
1.8.2. General Competence, Professional, Personal, and Social Competences (RD 769/2014).
1.8.3. Professional Environment and Prospective of the Program (RD 769/2014)
1.8.4. General Objectives, Spaces and Equipment (RD 769/2014)
1.8.5. Professional Modules: Learning Outcomes, Evaluation Criteria, Duration, Basic Contents, and Pedagogical Guidelines (RD 769/2014).
1.8.6. Syllabus: contents (Order Ecd / 1539/2015)
1.8.7. Practical Activity Applied to the TSHB Cycle

1.9. Senior Technician in Diagnostic Imaging and Nuclear Medicine

1.9.1. Presentation of the Subject
1.9.2. General Competence, Professional, Personal, and Social Competences (RD 770/2014).
1.9.3. Professional Environment and Prospective of the Program (RD 770/2014)
1.9.4. General Objectives, Spaces and Equipment (RD 770/2014)
1.9.5. Professional Modules: Learning Outcomes, Evaluation Criteria, Duration, Basic Contents, and Pedagogical Guidelines (RD 770/2014).
1.9.6. Syllabus: contents (Order ECD / 1540/2015)
1.9.7. Practical Activity Applied to the IPDMN Cycle

1.10. Senior Technician in Clinical and Biomedical Laboratory

1.10.1. Introduction
1.10.2. General Competence, Professional, Personal, and Social Competences (RD 771/2014).
1.10.3. Professional Environment and Prospective of the Program (RD 771/2014)
1.10.4. General Objectives, Spaces and Equipment (RD 771/2014)
1.10.5. Professional Modules: Learning Outcomes, Evaluation Criteria, Duration, Basic Contents, and Pedagogical Guidelines (RD 771/2014).
1.10.6. Syllabus: contents (Order ECD / 1541/2015)
1.10.7. Practical Activity Applied to the LCB Cycle

1.11. Senior Technician in Orthoprosthetics and Support Products

1.11.1. Introduction
1.11.2. General Competence, Professional, Personal, and Social Competences (RD 905/2013).
1.11.3. Professional Environment and Prospective of the Program (RD 905/2013)
1.11.4. General Objectives, Spaces and Equipment (RD 905/2013)
1.11.5. Professional Modules: Learning Outcomes, Evaluation Criteria, Duration, Basic Contents, and Pedagogical Guidelines (RD 905/2013).
1.11.6. Syllabus: contents (Order Ecd / 1544/2015)
1.11.7. Practical Activity Applied to the OPA Cycle

1.12. Senior Technician in Dental Prosthesis

1.12.1. Introduction
1.12.2. General Competence, Professional, Personal, and Social Competences (RD 1687/2011).
1.12.3. Professional Environment and Prospective of the Program (RD 1687/2011)
1.12.4. General Objectives, Spaces and Equipment (RD 1687/2011)
1.12.5. Professional Modules: Learning Outcomes, Evaluation Criteria, Duration, Basic Contents, and Pedagogical Guidelines (RD 1687/2011).
1.12.6. Syllabus: contents (Order Ecd / 109/2013)
1.12.7. Practical Activity Applied to the TSPD Cycle

1.13. Senior Technician in Radiotherapy and Dosimetry

1.13.1. Introduction
1.13.2. General Competence, Professional, Personal, and Social Competences (RD 772/2014).
1.13.3. Professional Environment and Prospective of the Program (RD 772/2014)
1.13.4. General Objectives, Spaces and Equipment (RD 772/2014)
1.13.5. Professional Modules: Learning Outcomes, Evaluation Criteria, Duration, Basic Contents, and Pedagogical Guidelines (RD 772/2014).
1.13.6. Syllabus: contents (Order Ecd / 1546/2015)
1.13.7. Practical Activity Applied to the RTD Cycle

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Do you want to teach how to become a radiotherapy and dosimetry technician? This program provides you with all the regulatory and competency knowledge you need to know"

Postgraduate Certificate in Disciplinary Training in Healthcare Processes

This Postgraduate Certificate in Disciplinary Training of Health Processes has been designed with the aim of enhancing the student's skills as a future teacher, through the use of the most innovative educational technology. This program differs from others by offering the possibility of taking its contents completely online, adapting to the needs and obligations of the student, in an asynchronous and self-manageable way. To do this, the enrolled student will go through the middle technical degree in Auxiliary Nursing Care, Health Emergencies, Pharmacy and Parapharmacy or Pathological Anatomy, among other key points.

Enroll in a unique academic opportunity in the market

The student of the Postgraduate Certificate in Disciplinary Training in Health Processes will be able to choose which days, at what time and how much time to dedicate to the degree and the contents of the program, always according to their skills and aptitudes. In fact, the structure of the subjects and their topics has been designed in a modular way, allowing each student to decide his or her dedication and self-manage his or her time. To achieve this, theoretical materials have been developed and presented in different formats, such as enriched texts, multimedia presentations, exercises and guided practical activities, motivational videos, master classes and case studies, so that the student acquires knowledge in an orderly manner and can train decision making that demonstrates their training in the field of teaching.