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. (2008). 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: Heather Flores, RN, MSN
Lecture: Online Discussion Threads; Online supplemental
lecture/PowerPoint Presentations, and supplemental materials at
the faculty’s discretion.
Clinical: ***See notes below.
Course Dates: Fall course dates: NOVEMBER 7, 2011 – FEBRUARY 11, 2012
Office Hours: M/W/F: 9:00 AM – 11:00 AM
Tues/Thurs: 12:00 pm – 5:00 pm
(and also available by appointment)
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 week.
At the end of this course, the student will be able to:
Identify nursing concepts related to health promotion and the theoretical foundations needed for planning health promotion.
Define the role of the professional registered nurse in health promotion and health prevention.
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.
Identify cultural diversity within the population related to health promotion and health prevention.
Understand the different avenues for delivery of health promotion across the lifespan.
Describe strategies and interventions necessary for a healthy lifestyle.
Develop a comprehensive teaching plan for a client with a knowledge deficit concerning health promotion and health prevention.
At the end of this course, the student will be able to:
Utilize nursing concepts related to health promotion and prevention in the practice of healthcare delivery to hospitalized clients.
Incorporate health promotion and health prevention in their nursing role in the delivery of client care utilizing evidence-based practices.
Practice effective communication techniques necessary to establish health promotion and health prevention and refer to other resources when appropriate.
Understand and incorporate cultural diversity when providing client care.
Practice health promotion and holistic care across the adult lifespan.
Teach health promotion and health prevention strategies to clients.
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
D = 70-74
F = 69 and below
The course average must be a 75 or better to pass.
Participation 20% (2 participation points/week x 10 weeks)
***Clinical: 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 clinical paper is due. Each care plan must include a knowledge deficit diagnoses with the appropriate plan for teaching.
Participation Requirements: Participation is very important online. You will be expected to participate in the online discussion threads by posting at least two substantive discussion messages each week. This is a required part of your grade. Participation consists of notes you send above and beyond graded assignments.
Expectations for Discussion Question Responses/Participation Posts
Discussion question responses/participation posts should be about 150-200 words. Please post responses to the threads provided. To respond, highlight the appropriate thread, click on Reply, type your response, and send. Please do not start a new thread for the weekly discussion question. In order to earn full participation points, you must add something of substance to the discussion by posting 2 times/week minimum—this would consist of new ideas, your perspectives, etc.
Unlike your formal written assignments, I do not require that your responses adhere to specific formatting requirements. However, please make sure to proofread carefully. Grammar and spelling errors may impact the grading. Please be sure to add a reference to your participation posts.
I expect your discussion question responses/participation posts to reflect critical thought. Whenever possible, please try to relate the course content to real-world applications from your work experience. Please note that both quantity and quality are important considerations when it comes to participation. For example, a message which says simply, "I agree," does not constitute participation, because it does not add anything of substance to the discussion. Please also note that your posts need to have a reference in APA format, be relevant to the week’s content, and add to the discussion by tying in the week’s readings to an article or observation or experience.
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. The exam will be available for you for one week during the exam week.
Make-up Tests This will be at the faculty discretion, on a case-by-case basis, and needs to be coordinated with the course faculty prior to exam due date.
Guidelines for Teaching Project The teaching project accounts for 10% 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.
b. Create a 10-15 slide (content) PowerPoint Presentation with Speaker’s Notes (APA format) and reference list in APA format including the following:
1. Description of the patient’s need 20%
2. Learning environment and patient’s readiness for education 20%
4. Teaching methodology 30%
5. Evaluation of Patient’s Learning 20%
6. Reference list in APA format. 10%
Late or incomplete presentations 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.
Teach Project Grading Criteria:
The following criteria will be used in grading your Teaching Project Presentation:
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% (10 points)
Course Outline: Weeks 1, 2, and 3
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
End of content for exam 1
Care Plan 1 Due Wk 2 (Nursing Care Plan: any nursing diagnosis related to a health promotion topic from chapters 1-4.)
Unit 1 exam available week 4.
Weeks 4 and 5
Unit 2: Factors Influencing Health Promotion
Chapter 6 Cultural Considerations
Chapter 7 Environmental Factors
Chapter 8 The Mind-Body Connection
End of Content for Exam 2
Care Plan 2 Due Wk 5 (Nursing Care Plan: any nursing diagnosis related to a health promotion topic from chapters 6-8.)
Unit 2 exam available week 6.
Weeks 6 and 7
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
End of content for Exam 3
Care Plan 3 Due Wk 7 (Nursing Care Plan: any nursing diagnosis related to a health promotion topic relevant to any patient age group from chapters 9-13.)
Unit 3 exam available week 8.
Weeks 8 and 9
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
End of content for comprehensive final exam.
Teaching Presentations due at the end of week 9 for presentation in week 10.
Teaching project presentations online during week 10.
Final Exam over units 1-5 available week 11.
Unit 5: Health Promotion Concerns
Chapter 19 Concerns of the Health Professional
Chapter 20 Economic and Quality Concerns
Care Plan 4 Due Wk 10 (Nursing Care Plan: any nursing diagnosis related to a health promotion topic from chapters 14-18.)
Course Schedule: This course schedule may encounter some changes during the term. Students will be informed prior to the change.