Course Syllabus
Course Description
Number: NURS6000
Title: Transitions to Health Promotion and Illness Prevention
Credit: 2-0-2
Catalog description: This course presents a variety of clinical interventions that influence the goal of achieving health at the primary, secondary, or tertiary levels of health care. Goals of Healthy People 2010 will be examined. Key concepts include healthy lifestyles, self-care, nursing therapeutics, caring, critical thinking, multicultural issues and risk reduction.
Prerequisite(s): NURS5100, NURS5200
Corequisite(s): None
Textbook Information
Required:
Edelman, C. and Mandle, C. (2006). Health promotion throughout the lifespan (6th ed.) Mosby, Inc. (Elsevier). ISBN-13:9780323031288
Healthy People 2010 - http://www.healthypeople.gov
Recommended:
American Psychological Association. (APA, 2004). Publication manual of the American Psychological Association (5th ed.) Washington, DC: American Psychological Association.
Lubkin, I. and Larsen, P. (2006) Chronic illness: impact and interventions (6th edition) 0-7637-3594-9
Technology Requirements
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Each CSU student is required to have ready access throughout the semester to a notebook computer that meets the ITP Choice requirements (http://itpchoice.clayton.edu/) for the student's academic program.
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Students must have access to the Internet either through the on-campus local area network or through an Internet Service Provider.
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Students must be proficient with Internet access, WebCT Vista and Microsoft Office and demonstrate competency using web browsers, website navigation, search engines and e-mail communication.
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Contact the HUB for software and connectivity issues; no excuse will be accepted for inability to access the Internet and/or technical difficulties.
Course Objectives
By the completion of the course, the student should be able to:
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Apply theoretical and conceptual models of health promotion and illness prevention to selected individuals, families and groups throughout the life span.
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Utilize the National Health Agenda (Health People 2010) to assess and address risk factors/issues in the internal and external environment that relates to health promotion and illness prevention.
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Critically analyze qualitative and quantitative health promotion research studies that provide evidence for the management of clients in a selected area of interest.
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Demonstrate critical thinking in the implementation of various clinical interventions that influence the goal of achieving health at the primary, secondary, or tertiary levels of care.
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Demonstrate cultural competence in advanced health promotion and disease prevention using evidence-based practice.
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Develop a comprehensive plan of care that addresses health promotion and disease prevention strategies in a selected area of care.
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Demonstrate competency with outcome measures in a selected area of nursing knowledge for health promotion and disease prevention.
Methods of Instruction
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Weekly Discussion Questions (DQ): Each week, discussion questions will be posted online under specific threads. Students are expected to post their responses to the DQs as well as respond to other students’ postings. Postings should demonstrate reflective thought and insight.
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Health Promotion Paper: The focus of this paper will be on the Healthy People 2010 Initiative.
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Health Promotion Teaching Aid: Using the Twelve-Step Process for Developing Health Promotion Teaching Aid Campaigns Checklist. Develop a plan to organize the campaign development process including time, money, and other resources for a Healthy People 2010 issue.
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Comprehensive Final Exam.
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This course will be taught in a module format; within each module, students will read assigned chapters, actively participate in online discussions, and complete assignments. Guidelines for these activities are provided in separate documents.
|
Week |
Topic |
Readings/Activities |
|
Week 1 |
Foundations of Health Promotion Health Defined: Objectives for Promotion and Prevention Changing Populations and Health Culture |
Edelman Ch 1, 2 Discussion Questions |
|
Week 2 |
Health Policy and the Delivery System The Therapeutic Relationship Ethical Issues Relevant to Health Promotion |
Edelman Ch 3, 4, 5 Discussion Questions |
|
Week 3 |
Assessment for Health Promotion Health Promotion and the Individual Health Promotion and the Family |
Edelman Ch 6, 7 Discussion Questions |
|
Week 4 |
Health Promotion and the Community |
Edelman Ch 8 Discussion Questions |
|
Week 5 |
Healthy People 2010 a. Health Disparities b. Quality of Life |
Healthy People 2010 Discussion Questions |
|
Week 6 |
Interventions for Health Promotion: a. Screening b. Health Education |
Edelman Ch 9, 10 Discussion Questions |
|
Week 7 |
c. Nutrition Counseling for Health Promotion d. Exercise |
Edelman Ch 11, 12 Discussion Questions |
|
Week 8 |
e. Stress Management f. Holistic Health Strategies |
Edelman Ch 13, 14 Discussion Questions |
|
Week 9 |
Application of Health
Promotion b. The Prenatal Period |
Edelman Ch 15, 16 Discussion Questions |
|
Week 10 |
c. Infant d. Toddler |
Edelman Ch 17, 18 Discussion Questions |
|
Week 11 |
e. Preschool Child f.. School-Age Child |
Edelman Ch 19, 20 Discussion Questions |
|
Week 12 |
g.. Adolescent h. Young Adult |
Edelman Ch 21, 22 Discussion Questions |
|
Week 13 |
i. Middle-Age Adult j. Older Adult |
Edelman Ch 23, 24 Discussion Questions |
|
Week 14 |
Challenges as We Enter the New Millennium Health Promotion for the Twenty-First Century: Throughout the Lifespan and Throughout the World |
Edelman Ch 25 Discussion Questions |
|
Week 15 |
Health Promotion Teaching Aid Presentations |
|
Course Requirements
- Courses taught in an online format require students to be self-directed and responsible for meeting deadlines.
- Participation in online, asynchronous discussions is a course requirement. Students are required to participate in the discussions prompted by the weekly discussion questions. To meet the online participation requirements, students must engage in discussions 4 out of 7 days of the week and contribute at least two substantive responses to peers’ responses in addition to answering the assigned discussion questions.
- Attendance is mandatory at scheduled on-campus meetings.
- Students are expected to use APA format for all submitted papers.
- Approval must be obtained from the University Institutional Review Board for all research studies.
- This syllabus provides a general plan for this course; the faculty reserve the right to make changes to the syllabus and/or course schedule including but not limited to assignments, time tables, examinations, projects, etc.
Evaluation
| Weekly Discussion Questions | 30% |
| Health Promotion Paper | 30% |
| Health Promotion Teaching Aid | 20% |
| Comprehensive Final Exam | 20% |
Grading Scale
| 90-100% | A |
| 80-89% | B |
| 70-79% | C |
| Below 70% | F |
Classroom Policies
- Attendance: Mandatory for scheduled on-campus meetings.
- Communication: WebCT Vista is the official tool for this course and is accessible online from any computer; students are responsible for monitoring e-mail on a regular basis and should direct all communications with faculty and other students through WebCT or Clayton State e-mail.
- Conduct: Students must abide by policies in the University Graduate Student Handbook, the Graduate Student Responsibilities, and if applicable program handbook; the code of academic integrity will be strictly enforced.
- Electronic devices: Cell phones/pagers must be turned off (or placed on vibrator mode) during class meetings. Permission from individual faculty is necessary before taping a class.
- Mid-term progress report: Mid-term grade will reflect approximately 15% of the entire course grade. Based on this grade, students may choose to withdraw from the course and receive a grade of “W”; contact the Registrar for withdrawal procedures.
- Submission: Students are responsible for completion and submission of all course requirements as scheduled in the course calendar. Make-up work is at the discretion of the faculty.
To obtain this document in an alternative format, contact the Disability Resource Center.