NURS 3410 Health Promotion and Maintenance

 

COURSE DESCRIPTION:  This course will focus on specific community and individual needs in the delivery of disease prevention and health promotion.  The student will have an overview of conceptual foundations and theoretical approaches.  Factors related to health promotion will be discussed. Health promotion will be examined throughout the life cycle and promotion strategies and interventions will be addressed.  Prerequisites:  NURS 3424 and NURS 3622.

 

CREDIT:  4 Credit hours (Class 3 hrs/week, clinical 12 hrs/week)

 

PROGRAM LEVEL: I

 

TEXTBOOKS:

 

Maville, J. & Huerta, C. (2002).  Health Promotion in Nursing. 2nd Ed.  Albany: Delmar.

Mosby’s Nursing Drug Reference 2007.  St. Louis:Mosby.

Malarkey, L. & McMorrow, M. (2006). Mosby’s Manual of Diagnostic and Laboratory Tests, 3rd Edition. St. Louis:Mosby.

Potter, P. & Perry, A. (2005). Fundamentals of Nursing:  St. Louis: Mosby.

Publication Manual of the American Psychological Association.  5th Edition: Washington.

 

Classroom Faculty:     Charlene Smith, JD., M.S.N.,RN,

 

Lecture:                      Wednesday 1000-1300

 

Clinical:                       Thursday (Wright) 0645-1600

 

Contact Information:  Email: Charlene.smtih@wbusa.wbu.edu

                                    Answering service: (210) 240-3032

 

Office Hours:                Wednesdays: 9am-10am; 1pm-3pm; other times by appointment  

 

COURSE OBJECTIVES:

At the end of this course, the student will be able to:

 

  1. Identify nursing concepts related to health promotion and the theoretical foundations needed for planning health promotion.
  2. Define the role of the professional registered nurse in health promotion and health prevention.
  3. Design a plan of care using the nursing process that incorporates health promotion and health prevention and holistic care in collaboration with the client and the interdisciplinary health care team.
  4. Identify cultural diversity within the population related to health promotion and health prevention.
  5. Understand the different avenues for delivery of health promotion across the lifespan.
  6. Describe strategies and interventions necessary for a healthy lifestyle.
  7. Develop a comprehensive teaching plan for a client with a knowledge deficit concerning health promotion and health prevention.

 

 

 

It is University Policy that no otherwise qualified disabled person be excluded from participations in, be denied the benefits of, or be subject to discrimination under any educational program or activity in the university.  Students should inform the instructor of existing disabilities the first class meeting. 

 

 

 

 

 

CLINICAL OBJECTIVES: 

At the end of this course, the student will be able to: 

 

  1. Utilize nursing concepts related to health promotion and prevention in the practice of healthcare delivery to hospitalized clients.
  2. Incorporate health promotion and health prevention in their nursing role in the delivery of client care utilizing evidence-based practices.
  3. Practice effective communication techniques necessary to establish health promotion and health prevention and refer to other resources when appropriate.
  4. Understand and incorporate cultural diversity when providing client care.
  5. Practice health promotion and holistic care across the adult lifespan.
  6. Teach health promotion and health prevention strategies to clients.
  7. Evaluate the effectiveness of implementing a healthy lifestyle for a client.

 

EVALUATION AND GRADING:  A point system is used to determine the grade in Health Promotion and Maintenance.

 

            A = 90-100

            B = 80-90

            C = 75-80                                 75 or better required to pass

            D = 70-74

            F = 69 and below

 

Teaching Project           20%

Exam 1                         15%

Exam 2                         15%

Exam 3                         15%

Exam 4                         15%

Final Exam                    15%

Worksheets                   0.5%

                                ------------

                                    100%

 

The clinical portion of this course is graded on a pass/fail basis and must be passed to pass the course.  The level one clinical evaluation form will be used to determine the student’s pass or fail basis for this course.  Students will be expected to prepare a nursing care plan for at least one patient a week.  Each care plan must include a knowledge deficit diagnoses with the appropriate plan for teaching.  The course average must be a 75 or better to pass.

 

Testing

 

A test blueprint will be prepared by the faculty and distributed to the student prior to the exam.  The blueprint will provide the student with the general subject content, the number of questions in that subject area and the type of question.  The type of question will be categorized by the areas of the nursing process: assessment, planning, implementation and evaluation and by cognitive level: knowledge, analysis, application, and comprehension.  In the event a faculty must change a test date, they will notify the students as soon as possible before the scheduled exam.  If the student must miss an exam, they must notify the faculty prior to the exam and schedule the make-up exam within one week of the exam date. 

 

 

 

 

 

 

 

Make-up Tests

 

Occasionally a student will miss a test that is scheduled for a class.  A student should contact his/her instructor to arrange the make-up test.  The make-up test  will be administered by the staff on Tuesday, Wednesday, or Thursday at the IH 35 location. Both the instructor and the student must contact the office to schedule the make-up test.  Tests begin at either 9:00 a.m. or 1:00 p.m. and must be completed before the office closes at 5:00 p.m.

 

Class Attendance

 

  1. The student must attend the class (es) for which he/she is enrolled.
  2. A student enrolled at Wayland Baptist University should make every effort to attend all class meetings.  All absences must be explained to the satisfaction of the instructor, who will decide whether the omitted work may be made up.
  3. A student who misses twenty percent of the regularly scheduled class meetings will receive a grade of “F” for that class.
  4. When a student reaches a number of absences, considered by the instructor, to be excessive for this course content, the instructor will advise the student and file an Unsatisfactory Progress Report. Additional absences may result in course failure.
  5. The instructor will count three tardies as one absence.
  6. If an instructor fails to appear or  to send notification of late arrival within the first fifteen minutes of a class period, the student may leave without incurring an absence.

 

Clinical Attendance

 

Attendance to clinical is critical.  This is the opportunity for the student to learn and practice skills in the Skills Lab and then apply them later in patient care.  All time spent in the skills lab and receiving instruction is considered clinical time.  Any student missing a clinical must call the instructor at least one hour prior to the scheduled clinical. Failure to provide safe care, be observed appropriately by your clinical instructor, excessive absences, and /or unprofessional conduct will result in clinical failure. Clinical time missed cannot be made up. 

 

Guidelines for Teaching Project

 

The teaching project accounts for 20% of the student’s grade.  Choose a client in your health care setting.  Select a knowledge deficit that the client has concerning his or her health care or health promotion.  (Example:  They need to learn how to inject themselves with insulin, they need to quit smoking or they must go home on oxygen)  Some more examples are located in your Fundamentals book on page 451.  Write a teaching plan for your client using these guidelines that include: the Motivation to Learn, the Ability to Learn, and the Learning Environment.  Be sure you include the teaching methodology you are going to use.  Paper is to be no longer than 6 pages including your cover sheet and reference page. Late or incomplete papers will have 10 pts deducted immediately and 10 points per day thereafter. If more than 2 days late the paper will be refused and a grade of 0 will be applied.

 

 

The following criteria will be used in grading your paper.

 

Description of the patient’s need                        20%

Learning environment and patient’s        20%

readiness for education                         

Teaching methodology                           30%

Evaluation of Patient’s Learning             20%

APA Format                                         10%

Total                                                     100%

Course Outline

 

Unit 1:    Conceptual Foundations and Theoretical Approaches

               Chapter 1 Health Promotion:  Past, Present, and Future

               Chapter 2 Nursing Concepts and Health Promotion

               Chapter 3 Theoretical Foundations of Health Promotion

               Chapter 4 The Role of the Nurse in Health Promotion

 

Unit 2:    Factors Influencing Health Promotion

               Chapter 6 Cultural Considerations

               Chapter 7 Environmental Factors

               Chapter 8 The Mind-Body Connection

 

Unit 3:    Promoting Health Throughout the Life Cycle

               Chapter 9  Mother, Infant, and Toddler

   Chapter 10 The Child

   Chapter 11 The Adolescent and Young Adult

   Chapter 12 The Middle-Aged Adult

               Chapter 13 The Older Adult

 

Unit 4:    Health Promotion Strategies and Interventions

               Chapter 14 Embracing Proper Nutrition

               Chapter 15 Engaging in Physical Fitness

               Chapter 16 Controlling Weight

               Chapter 17 Avoiding Tobacco, Alcohol, and Substance Abuse

               Chapter 18 Enhancing Holistic Care

 

Unit 5:    Health Promotion Concerns

               Chapter 19 Concerns of the Health Professional

               Chapter 20 Economic and Quality Concerns

 

Course Schedule:  This course schedule may encounter some changes during the term.  Students will be informed prior to the change. 

 

 

 

 

 

 

 

 

 

SEE NEXT PAGE

 

 

 

 

 

 

 

 

 

 

           

 

 

 

HEALTH PROMOTION CLASS SCHEDULE-SUMMER 2009

 

 

 

May 27            Introduction, Chapters 1, 2

 

June 3              Chapters 3, 4, 5

June 10            EXAM 1:        Covers Chapters 1-5

                        Chapters 6, 7

June 17            Chapters 8, 9, 10

June 24            EXAM 2: Covers Chapters 6-10

                        Chapters 11, 12

July 1               TEACHING PROJECT COMPLETION DAY/No Office Hours

July 8               TEACHING PROJECT DUE

July 15             EXAM 3: Covers Chapters 11-15

                        Chapters 16, 17

July 22             Chapters 18, 19, 20

July 29             EXAM 3: Covers Chapters 16-20

                        Group work – review for Final

August 5           COMPREHENSIVE FINAL EXAMINATION

 

 

 

 

 

 

 

 

 

 

Unit 1:  Health Promotion:  Past, Present, and Future

 

Unit Objectives

Student Assignments

Learning Activities
  1. Differentiate between health education and health promotion
  2. Trace the evolution of health promotion practices and developments from ancient history to the modern-day world
  3. Discuss three major movements contributing to the social mandate for health promotion in the nineteenth century
  4. Relate scientific, social, economic, environmental, and political forces of the twentieth century contributing to the evolution of health promotion in the United States
  5. Describe national, international, and world efforts for health promotion
  6. Describe changes in contemporary nursing practice and policy resulting from health care reform
  7. Examine the future of nursing in health promotion

 

Read Maville and Huerta, Chapter 1, pp 2-17,

Lecture and discussion

 

 

 

Unit 1: Nursing Concepts and Health Promotion

 

Unit Objectives

Student Assignments

Learning Activities
  1. Identify concepts essential in                               

defining professional practice

  1. Describe how the concept of health promotion provides a framework for professional nursing practice
  2. Explain how a metaparadigm is useful in defining a profession
  3. Describe the four concepts central to nursing’s metaparadigm
  4. Describe nursing educational levels and their relationship to health promotion.
  5. List assumptions basic to integrating health promotion into nursing practice
  6. Identify selected nursing theoretical frameworks
  7. List various definitions of nursing.

 

Read Maville and Huerta, Chapter 2, pp 19-39.

Lecture and Discussion

 

 

 

 

 

 

 

 

 

 

 

 

 

Unit 1:  Theoretical Foundations of Health Promotion

 

Unit Objectives

Student Assignments

Learning Activities
  1. Explore the meaning of health
  2. Examine definitions of health promotion
  3. Differentiate health promotion from wellness, disease prevention, and health protection
  4. Compare and contrast theories and models of human behavior, human behavior and health, and human behavior and health promotion
  5. Relate theoretical concepts of human behavior to promotion of health
  6. Discuss the application of theories and models for health promoting behavioral outcomes
  7. Describe strategies for development of a health promotion plan

 

Read Maville and Huerta,

Chapter 3, pp 40-56 

Lecture and Discussion

 

 

Unit 1:  The Role of the Nurse in Health Promotion

 

Unit Objectives

Student Assignments

Learning Activities

1         Identify domains fundamental to nursing practice in health promotion.

2         Describe how the technological domain impacts the domains fundamental to nursing practice in health promotion.

3         Define holistic nursing practice in relation to health promotion      

  1. Describe the role of the professional nurse in health promotion for the individual, family, and community
  2. Describe the steps of the nursing process in health promotion
  3. Define specific nursing responsibilities for promoting health during each phase of the nursing process:  assessment, diagnosis, planning, and evaluation
  4. Utilize the nursing process in promoting health in individuals, families, aggregates, and community
  5. Identify risk factors and/or potential problems influencing health
  6. Identify current factors affecting nursing roles in health promotion

 

Read Maville and Huerta, Chapter 4, pp 57-76.

Lecture and discussion

 

 

 

 

 

 

 

 

 

 

 

 

 

Unit 2:  Cultural Considerations

 

Unit Objectives

Student Assignments

Learning Activities

1         Discuss the concept of culture, including its components

2         Differentiate among the concepts of culture, race, ethnicity, and nationality

3         Explain how culture is holistic

4         Describe how culture impacts each metaparadigm concept

5         Identify examples of bigotry, discrimination, prejudice, racism, and ethnocentrism

6         Describe how cultural assessment relates to the nursing process

7         Complete a cultural assessment of yourself and others

8         Become aware of your own culture and how it permeates your life

9         Describe how culture is interwoven with wellness and illness

10      Differentiate among cultural competence, cultural awareness, and cultural sensitivity

11.Specify ways of culturally advocating    for clients

Read Maville and Huerta, Chapter 6, pp 96-111.

Lecture and discussion

 

Unit 2:  Environmental Factors

 

Unit Objectives

Student Assignments

Learning Activities
  1. Identify factors influencing environmental health
  2. Distinguish between the attributes of a supportive versus a threatening environment
  3. Recognize common symptoms resulting from occupational and environmental pollutants
  4. Describe the process of chemical sensitization
  5. Discuss the nurse’s role in promoting environmental health
  6. Assess a variety of environments for sources of toxins
  7. Select interventions to improve environmental health
  8. Explain the relationship between natural, technological, or terror-related disasters and posttraumatic stress disorder.
  9. Discuss ways to empower citizens to protect a community’s environmental health

 

Read Maville and Huerta, Chapter 7, pp 112-148.

Lecture and discussion

 

 

 

 

 

 

 

 

Unit 2:  The Mind-Body Connection

 

Unit Objectives

Student Assignments

Learning Activities

1         Describe the ways by which the neural and endocrine systems modulate the immune function

2         List the outcome measurements used to determine changes in immune status

3         List five chemicals involved in the communication between the neural, endocrine, and immune systems.

4         Describe how stress impacts the neural, endocrine, and immune systems.

5         Discuss research findings on psychoneuroimmunology, stress, and illness.

6         Identify normal lifetime stressors, emotional states, and diseases that can negatively impact the immune function.

7         Describe at least three nursing interventions useful in promoting immunoenhancement.

 

 

 

 

 

 

 

Read Maville and Huerta, Chapter 8, pp 149-168

Lecture and discussion

 

 

Unit 3:  The Mother, Infant, and Toddler

 

Unit Objectives

Student Assignments

Learning Activities
  1. Examine health promotion strategies in the biologic domain for mothers, infants, and toddlers.
  2. Identify nursing responsibilities for screening to promote the health of mothers, infants, and toddlers.
  3. Relate theories of cognitive and emotional development to health promotion strategies in infants and toddlers.
  4. Identify social networks and their importance in mother and infant health.
  5. Describe occurrence, signs and symptoms, and nursing responsibilities relating to child abuse and neglect.
  6. Identify legislative actions designed to improve the health of mothers and infants.
  7. Describe parental and nursing responsibilities for promoting infant and toddler safety.
  8. Relate normal sexual development to strategies designed to promote sexual health in infants.
  9. Describe spiritual influences on health promotion in pregnant women, infants, and toddlers.

 

Read Maville and Huerta, Chapter 9, pp 170-198.

Lecture and discussion

 

 

Unit 3:  The Child

 

Unit Objectives

Student Assignments

Learning Activities
  1. Examine health promotion strategies in the biologic domain for children.
  2. Identify nursing responsibilities for screening to promote health of children.
  3. Relate theories of cognitive and emotional development to health promotion strategies in children.
  4. Identify social networks and their importance in child health.
  5. Describe occurrence, signs and symptoms, nursing responsibilities, and strategies relating to child abuse and neglect.
  6. Identify legislative actions designed to improve the health of children.
  7. Describe parental and nursing responsibilities for promoting child safety.
  8. Relate normal sexual development to strategies designed to promote sexual health in children.
  9. Describe spiritual influences on health promotion in children.

 

Read Maville and Huerta, Chapter 10, pp 199-217.

Lecture and discussion

 

 

 

Unit 3:  The Adolescent and Young Adult

 

Unit Objectives

Student Assignments

Learning Activities
  1. Examine health promotion strategies in the biological domain for adolescents and young adults.
  2. Identify nursing responsibilities for screening to promote health of adolescents and young adults.
  3. Relate theories of cognitive and emotional development to health promotion strategies in adolescents and young adults.
  4. Describe occurrence of, signs and symptoms of, nursing responsibilities for, and strategies to reduce or prevent abuse and domestic violence.
  5. Identify political influences on the adolescent and young adult.
  6. Describe strategies to reduce accidental death in adolescents and young adults. 
  7. Relate normal emotional and sexual development to strategies designed to promote sexual health in adolescents and young adults.
  8. Describe spiritual development in adolescents and young adults.

Read Maville and Huerta, Chapter 11, pp 218-246.

Lecture and discussion

 

 

 

 

 

 

Unit 3:  The Middle-Aged Adult

 

Unit Objectives

Student Assignments

Learning Activities
  1. Describe the characteristics of middle adulthood that influence health promotion activities.
  2. Discuss the function of health promotion for the middle adult in terms of improved physiological, psychological, sociological, spiritual, and sexual health.
  3. Identify environmental factors that influence health outcomes for the middle adult.
  4. Describe guidelines and prevention recommendations for healthy lifestyles for this age group.
  5. Propose nursing’s role in early detection (secondary prevention) activities based on recommended screening tests for middle adults based on age, gender, and risk status.

Read Maville and Huerta, Chapter 12, pp 247-266.

Lecture and discussion

 

 

Unit 3:  The Older Adult

 

Unit Objectives

Student Assignments

Learning Activities
  1. Identify nursing responsibilities in promoting the health of older adults
  2. Explore demographic trends related to aging
  3. Examine developmental theories with respect to aging
  4. List health promotion tips for expected physiological changes of aging
  5. Identify strategies within the biological domain (nutrition, fitness and exercise, sleep, and sex) to promote health in older adults
  6. Relate effects from the socioeconomic domain to the health of older adults
  7. Describe issues from the psychological domain (stress and elder abuse) that contribute to the health of older people
  8. Consider the influence of spirituality in promoting health of older adults
  9. Identify environmental influences that contribute to the health of older adults
  10. Discuss future research trends that may influence the health of older adults
  11. Identify health promotion resources for this age group

 

 

 

Read Maville and Huerta

Chapter 13, pp. 267-292.

Lecture and discussion.

 

 

 

 

 

 

 

Unit 4:  Embracing Proper Nutrition

 

Unit Objectives

Student Assignments

Learning Activities
  1. Recognize those nutrients that are essential to maintaining health
  2. Identify the major goals of Healthy People 2000
  3. Describe how the biological, psychological, sociocultural, spiritual, and environmental domains influence eating behaviors
  4. Develop an awareness of how nutritional excesses and deficits affect health promotion
  5. List dietary strategies that promote a healthful diet
  6. Utilize the food guide pyramid in planning a healthy diet
  7. Recognize how the exchange system can be utilized as a tool for menu planning
  8. Recognize how the nursing process may be utilized in developing a nutritionally balanced health promotion plan

 

Read Maville and Huerta, Chapter 14, pp 294-320.

Lecture and discussion

 

 

Unit 4:  Engaging in  Physical Fitness

 

Unit Objectives

Student Assignments

Learning Activities
  1. Explain why exercise is important in health promotion
  2. Define physical fitness, including health-related fitness and motor-performance fitness
  3. Assess the various components of health-related fitness
  4. Identify the general principles of fitness training
  5. Plan a fitness program using the FITT Model
  6. Understand the principles and concepts of cardiovascular fitness
  7. Describe the essential elements of training
  8. Identify frequent problems related to exercise
  9. Describe the RICE concept for injury treatment
  10. Identify myths and fallacies of exercise
  11. Describe how the health promotion model is useful in developing a fitness program
  12. Recognize how the nursing process may be utilized in developing a physical fitness plan.
  13. Identify practical tips for increasing physical activity.

Read Maville and Huerta, Chapter 15, pp 321-342.

Lecture and discussion

 

Plan a fitness program using the FITT Model

 

 

 

 

 

 

 

Unit 4:  Controlling Weight 

 

Unit Objectives

Student Assignments

Learning Activities
  1. Identify physiological, psychosocial, and economic consequences of obesity
  2. Recognize obstacles encountered in weight control
  3. Identify theories associated with obesity.
  4. Describe how the domains fundamental to health promotion influence weight.
  5. Describe how the biological/physiological domains influence obesity
  6. Recognize the role of heredity in obesity.
  7. Describe environmental domain influences on obesity.
  8. Identify biological theories that influence weight control.
  9. Describe how the sociocultural domain influences weight control.
  10. Recognize how the nursing process may be utilized in developing a weight control health promotion plan.
  11. Utilize nursing’s health promotion model in determining strategies for weight control
  12. Explain ways to help promote lifestyle changes and successful weight control

Read Maville and Huerta, Chapter 16, pp 343-365.

Lecture and discussion

 

 

Unit 4:  Avoiding Tobacco, Alcohol, and Substance Abuse

 

Unit Objectives

Student Assignments

Learning Activities
  1. Describe the impact of substance use, abuse, and addition on society
  2. Differentiate among prescription, nonprescription, and psychotropic drugs
  3. Explain the mechanics of drugs
  4. Differentiate among drug misuse, abuse, and addiction
  5. Compare the biological and psychosocial bases of addiction
  6. Describe the effects of nicotine, alcohol, and psychotropic drugs on the body and the brain
  7. Relate patterns of substance abuse to gender, age, and ethnicity
  8. Discuss substance abuse among nurses
  9. Identify the relationship of comorbidity, mental health, physical health, and spirituality to substance abuse and addiction
  10. List health promotion and preventive strategies related to tobacco, alcohol, and other drugs
  11. Describe the role that nurses have in prevention, abuse, and addiction to drugs

Read Maville and Huerta, Chapter 17, pp 366-385.

Lecture and discussion

 

 

 

 

 

 

 

Unit 4:  Enhancing Holistic Care

 

Unit Objectives

Student Assignments

Learning Activities
  1. Create a personal definition of a healing nurse
  2. Discuss how the nurse can help the client discover and meet health needs
  3. Explore the concept of the human energy field and its relevance to nursing
  4. List two ways to become conscious of and change unwanted thoughts
  5. Discuss how imagery can be used to promote health
  6. Practice and teach the Relaxation Response technique
  7. List two ways the nurse can use light and sound for health promotion
  8. Demonstrate the use of Centering and Grounding as used in Therapeutic Touch and Healing Touch
  9. Demonstrate the use of touch therapy by using reflexology or massage to help balance the body for relaxation and healing
  10. Choose among methods of nurturing self and managing stress and describe how they can be used for health promotion
  11. Describe how healing and health can be promoted through human caring and love

 

Read Maville and Huerta, Chapter 18, pp 386-416.

Lecture and discussion

 

 

Unit 5:  Concerns of the Health Professional

 

Unit Objectives

Student Assignments

Learning Activities
  1. Identify current issues that have an impact on the health care professional
  2. Recognize specific factors that affect the nursing profession
  3. Discuss health behavior patterns and their implications for the health professional
  4. Describe how a health care professional’s health promotion practices influence the biological, psychological, spiritual, sociocultural, and environmental domains
  5. Identify strategies for positive health promotion for health professionals
  6. Utilize the steps of the nursing process to develop a health promotion plan for the health care professional

Read Maville and Huerta, Chapter 19, pp 362-377

Lecture, discussion, and development of a care plan

 

 

 

 

 

 

 

 

 

 

 

 

Unit 5:  Health Care Cost and Quality Issues

 

Unit Objectives

Student Assignments

Learning Activities
  1. Describe the changes that affect the cost and quality of health care today
  2. Describe the factors influencing increases in health care costs
  3. Describe efforts made by health-care-conscious organizations, the government, and consumers to control health care costs
  4. Define managed care
  5. Define the different types of managed care organizations
  6. Discuss the nurse’s role in managed care organizations
  7. Identify measures indicative of a quality managed care organization
  8. Describe some of the functions of the National Committee for Quality Assurance
  9. Describe how national standards and nursing quality issues are affected by managed care
  10. Describe how the concept of health promotion relates to managed care and health care costs

Read Maville and Huerta, Chapter 20, pp 436-445.

Lecture and discussion