Nurs 3410 Health Promotion and Maintenance course description



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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

Holidays:



Nov 20 - Nov 26

 

Thanksgiving Break

Dec 18 - Jan 1

 

Christmas Break

Jan 16

 

Martin Luther King Day

Faculty Contact Information: Email: heather.flores@wayland.wbu.edu


Telephone: 719-235-1257
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.
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.


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

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)

Teaching Project 10%

Quiz 1 10%

Quiz 2 10%

Quiz 3 10%

Final Exam 20% Comprehensive Exam (units 1-5)

***Clinical Papers 20% ( 4 clinical papers, pass/fail, 5 points each paper)

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

100%
***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.


  1. 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.


Week 10.

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.

Course Schedule





Week

Content

Exams

Deliverables

WK 1

November 7 -12


Unit 1




Introductions + Participation –> 2 substantive posts/week =

2 points/week



Wk 2

November 13 -19

Unit 1




Participation – 2 substantive posts/week =

2 points/week



Care Plan 1 Due

November 20 - 26

Thanksgiving Break

Thanksgiving Break

Thanksgiving Break

WK 3

November 28-December 3

Unit 1




Participation –> 2 substantive posts/week =

2 points/week




WK 4

December 4 - 10

Unit 2

Unit 1 Exam

Participation – >2 substantive posts/week =

2 points/week



WK 5

December 11 - 17

Unit 2




Participation –> 2 substantive posts/week =

2 points/week



Care Plan 2 Due

December 18 – January 1

Winter Break

Winter Break

Winter Break

WK 6

January 2 - 7

Unit 3

Unit 2 Exam

Participation –> 2 substantive posts/week =

2 points/week



WK 7

January 8 - 14

Unit 3




Participation –> 2 substantive posts/week =

2 points/week



Care Plan 3 Due

WK 8

January 17-21

Unit 4

Unit 3 Exam

Participation –> 2 substantive posts/week =

2 points/week



WK 9

January 22 - 28

Unit 4




Teaching Presentatations due day 7, wk 9. + Participation -> 2 substantive posts/week =

2 points/week



WK 10

January 29 -

February 4

Unit 5




Teaching Presentations online with discussion – week 10.

Participation –> 2 substantive posts/week =

2 points/week

Care Plan 4 Due


Week 11

February 5 - 10




Final Exam over units 1-5

Week 11 – Final Exam week.

Weeks 1-10

(No participation in week 11 – final exam week).



As relevant for the week/faculty discretion.




Participation – 2 substantive posts/week =

2 points/week x 10 weeks = 20 points.



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


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