This 100% online Postgraduate diploma will provide you with the necessary tools to successfully teach the subject of Health Processes in High School Education"

In recent years, professions related to the health field have been of great interest to young high school students, given the multiple job options and the social and economic recognition. For this reason, there has been an increase in the demand for teaching professionals to teach subjects directly related to auxiliary nursing care, health emergencies, pharmacy, or dietetics.  

In view of this reality, teachers who teach these areas with a high scientific component must have the necessary pedagogical tools to be able to carry out first-class teaching and learning. In this line, TECH has designed this Postgraduate diploma that delves over 6 months in the training of the Health Processes Teacher in High School Education. 

This is a 100% online program that provides the future teacher with precise knowledge of the contents to be covered in specialties such as pathological anatomy and cytodiagnosis, prosthetic audiology, health documentation, and administration. All this, in addition, together with a syllabus that will lead you to delve into the methodology, learning techniques and the most innovative teaching in Health Processes.  

Likewise, students taking this program will have access to multimedia material that can be easily accessed at any time of the day from a cell phone, computer or tablet with an Internet connection.  

A unique opportunity to advance professionally in the teaching sector through a flexible Postgraduate diploma, which is at the educational forefront and fully compatible with day-to-day responsibilities. 

Bring gamification methodology to your classroom and break with the traditional methodology for teaching health in High School Education" 

This Postgraduate diploma in Health Processes Teacher Training in High School Education 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 practical information on the disciplines that are essential for professional practice 
• Practical exercises where self-assessment can be used 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 are looking at a program of 450 hours of advanced learning that is both flexible and compatible with your daily responsibilities. Enroll now”

The program includes in its teaching staff professionals from the sector who bring to this training the experience of their work, as well as recognized specialists from leading companies 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.  

The design of this program focuses on Problem-Based Learning, by means of which the professional must try to solve the different professional practice situations that are presented throughout the academic course. For this purpose, the students will be assisted by an innovative interactive video system created by renowned and experienced experts. 

With this university program, you will have all the teaching resources you need to enrich your Health Processes lessons"  

The multimedia pills of this program will allow you to delve into pedagogical concepts in a much more dynamic way"

The syllabus of this university program has been designed with the main objective of offering professionals an advanced knowledge of the main subject to be taught in Health Processes in High School Education. For this purpose,has an advanced syllabus on health contents governed by the current regulatory framework, the syllabus design of the subject and the most innovative teaching. All this, complemented with multimedia resources that can be accessed comfortably from any device with an Internet connection.   

Thanks to the Relearning system, you will be able to consolidate your knowledge in a much more natural way and reduce the long hours of study. Enroll now”

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

Module 2. Health Processes Syllabus Design

2.1. Introduction to Syllabus Design

2.1.1. Introduction 
2.1.2. School Syllabus: Concept and Components
2.1.3. Distribution of Competences Levels of Curricular Concreteness
2.1.4. Syllabus Design: Concept
2.1.5. Programming, Didactic Programming and Didactic Units
2.1.6. Syllabus Model

2.2. Educational Regulations

2.2.1. Introduction
2.2.2. State Legislation: Educational Laws and Syllabus Regulations
2.2.3. Regional Syllabus Legislation
2.2.4. Main State Regulations on Vocational Training

2.3. The Spanish Education System Teaching Levels and Modalities

2.3.1. Introduction and Objectives
2.3.2. Education System and School System
2.3.3. Factors and Elements of the Educational System
2.3.4. General Characteristics of the Spain Educational System
2.3.5. Structure of the Educational System in Spain
2.3.6. Early Childhood Education
2.3.7. Primary Education
2.3.8. Compulsory High School Education
2.3.9. High School
2.3.10. Special Regime Education
2.3.11. Adult Education

2.4. General Information on Vocational Training

2.4.1. Introduction and Objectives
2.4.2. General Principles of Vocational Training
2.4.3. General Objectives of Vocational Training
2.4.4. Vocational Training Programs
2.4.5. Access to the Different Levels of Vocational Training
2.4.6. Types of Professional Modules
2.4.7. Evaluation in Vocational Training

2.5. Didactic Programming in Vocational Training I

2.5.1. Introduction and Objectives
2.5.2. Educational Programming
2.5.3. Elements of Educational Programming in Training
2.5.4. Communication Management
2.5.5. Justification
2.5.6. Context

2.6. Programming Training in Vocational Training II

2.6.1. Objectives
2.6.2. Competencies
2.6.3. Contents
2.6.4. Methodology
2.6.5. Assessment
2.6.6. Evaluation of the Teaching-Learning Process
2.6.7. Attention to Diversity

2.7. Work Unit in  Vocational Training I

2.7.1. Introduction and Objectives
2.7.2. Work Unit
2.7.3. Elements of Work Unit
2.7.4. Justification
2.7.5. Learning Results

2.8. Work Unit in Vocational Training II

2.8.1. Teaching Objectives
2.8.2. Competencies
2.8.3. Contents
2.8.4. Methodology
2.8.5. Timing
2.8.6. Activities
2.8.7. Resources
2.8.8. Assessment
2.8.9. Considerations for Specifying Teaching Practice in Didactic Programs and Work Units

2.9. Other Aspects of Vocational Training

2.9.1. Introduction and Objectives
2.9.2. Vocational Training in Distance
2.9.3. Dual Professional Formation
2.9.4. Key Competencies

2.10. Elements of Didactic Programming in ESO, High School, and its Differences with Vocational Training

2.10.1. Introduction and Objectives
2.10.2. Teaching Programming in ESO/ High School
2.10.3. Differences of Teaching Programming from ESO, High School with Vocational Training

Module 3. Health Process Teaching

3.1. General Teaching and Learning Theories

3.1.1. Teaching Communication
3.1.2. Teaching Planning

3.2. The Teaching Role in Vocational Education Analysis of the Student's Reality

3.2.1. Education and Teachers after the Meteorite
3.2.2. Decalogue of Post-Digital Learning
3.2.3. Exciting Teachers and Stimulating Learning Environments
3.2.4. Five Dimensions of Expert Teachers
3.2.5. The New Roles of the Teacher
3.2.6. The Role of the Student
3.2.7. How Do Students Learn?
3.2.8. Learning Styles
3.2.9. Metacognition

3.3. Learning Theories

3.3.1. Introduction
3.3.2. Learning Theories
3.3.3. Implicit Theories
3.3.4. Implicit Theories in Vocational and Education Training
3.3.5. The Dual Vocational Training Model
3.3.6. Bloom's Taxonomy and the SAMR Model

3.4. Instructional Design

3.4.1. Introduction
3.4.2. Instructional Design
3.4.3. Analysis
3.4.4. Design
3.4.5. Development
3.4.6. Implementation
3.4.7. Assessment
3.4.8. The Instructional Designer

3.5. Teaching Strategies TIC, Bloom's Taxonomy, and Methodological Change

3.5.1. Introduction
3.5.2. The TIC are Changing the Teaching Strategies
3.5.3. Teaching Didactic Strategies with TIC
3.5.4. TIC Strategies and Resources Associated to Bloom's Taxonomy.
3.5.5. The Methodological Change Invited by Technology
3.5.6. Gamification
3.5.7. Flipped Classroom
3.5.8. Project-Based Learning (PBL)

3.6. Teaching- Learning Activities

3.6.1. Introduction
3.6.2. Towards Personalized Teaching
3.6.3. Learning Situations in Personalized Plan
3.6.4. Techniques that Favor Personalized Teaching
3.6.5. Personalized Programming of the Teaching-Learning Process
3.6.6. Guide to Self-Employment
3.6.7. Design of Activities
3.6.8. Activities

3.7. Teaching Resources: Selection and Classification

3.7.1. Teaching Resources, Means and Materials
3.7.2. Functions of the Teaching Resources in Vocational Training
3.7.3. Types of Teaching Resources
3.7.4. Elaboration and Selection of Teaching Materials and Resources
3.7.5. Elaboration of Digital Resources
3.7.6. Rights of the Author
3.7.7. Introduction to Resource Selection and Classification
3.7.8. Methodology for the Development of a Repertoire
3.7.9. Classification of Resources
3.7.10. Search and Selection of Resources
3.7.11. Analysis (Cataloging and Critical Appraisal) of Resources
3.7.12. Presentation of the Resource Repository

3.8. Creation of a Virtual Learning  Environment

3.8.1. Know Virtual Learning Environments
3.8.2. Components for EVA Creation
3.8.3. Communication Tools in the EVA
3.8.4. Know specific examples of EVA in the specialty of Health Processes

3.9. Evaluation in Vocational Training and Instruments

3.9.1. Know about the Importance of Evaluation in the Teaching-Learning Process
3.9.2. Identify Evaluation as a Process of Educational Improvement
3.9.3. Know the Characteristics of Assessment in Vocational Training
3.9.4. Identify the Different Types of Assessment and its Time of Application
3.9.5. Assessment Techniques in FP
3.9.6. Tools for the Assesment in FP
3.9.7. Evaluation Instruments as Instruments of Regulation and Encouragement
3.9.8. Examples of Evaluation Instruments in VET in the Health Family

3.10. Specific Aspects of Learning in Health Vocational Training

3.10.1. Health Vocational Training and its Specific Characteristics
3.10.2. Vocational Training and its Challenges
3.10.3. Dual Training and its Curricular Basis
3.10.4. Vocational Training in Distance
3.10.5. Examples of Learning Methodologies in Health Vocational Training |

The teaching materials of this program, elaborated by these specialists, have contents that are completely applicable to your professional experiences"