Health Promotion Across the Lifespan

Health Promotion Across the Lifespan.

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Course Description This course is designed to focus on the health promotion and disease prevention of the aggregate (individuals, families, groups that make up a community and/or a society). It provides the student a different and wider perspective related to the incorporation and the application of the theoretical knowledge into the aspects of clinical practices. The course will address: the foundation of the meaning of population within the context of health promotion and disease prevention, the goals of the national health plan, health indicators, health determinants at the individual and societal levels, health behavior and the challenge to change people’s behavior. This will include applying concepts of health behavior theories, health disparity, human genetics, environmental health, and chronic disease control and prevention. Additionally, students will apply epidemiological principles to identify populations at high risk of preventable illnesses. The course will explicitly address the health promotion and clinical/disease prevention activities that are culturally responsive and appropriate.

Health Promotion Across the Lifespan.

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Study Time Lecture, Lab, or Internship/Externship/Clinical/Practicum hours as indicated on the syllabus represent scheduled hours spent engaged in learning activities. Students should expect to spend a minimum of two additional hours engaged in learning activities outside of class for each one hour identified as lecture; students should expect to spend one hour engaged in learning activities outside of class for each two hours of scheduled laboratory time. Learning activities outside of class support the achievement of one or more course learning objectives and may be spent reading textbook material, completing homework assignments, preparing for lab assignments, engaged in drill and practice exercises, working on case studies, completing workbook activities, or conducting library research. Additional study time outside of scheduled Internship/Externship/Clinical hours is typically not expected.

Health Promotion Across the Lifespan.

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The total amount of time that students spend engaged in learning activities is consistent, regardless of instructional delivery method. For example, students enrolled a three credit lecture course should expect to spend 45 hours in scheduled class time and an additional 90 hours engaged in learning activities outside of the classroom. Online or blended students should expect to spend the equivalent total of 135 hours engaged in learning activities if they are enrolled in the same course.

Determination of the amount of time that a student should expect to spend engaged in learning activities is based upon faculty judgment regarding the average student. The amount of time spent engaged in learning activities is expected to vary among students, based upon previous knowledge of the content, learning style, learning ability, difficulty of the course, and student motivation.

Health Promotion Across the Lifespan.

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Course Learning Objectives    Upon successful completion of this course, students should be able to:
1)    1. Synthesize broad ecological, global and social determinants of health; principles of genetics and genomics; and epidemiologic data to design and deliver evidence based, culturally relevant clinical prevention interventions and strategies. AACN VIII.1
2)    2. Evaluate the effectiveness of clinical prevention interventions that affect individual and population-based health outcomes using health information technology and data sources. AACN VIII.2.
3)    3. Design patient-centered and culturally responsive strategies in the delivery of clinical prevention and health promotion interventions and/or services to individuals, families, communities, and aggregates/clinical populations. AACN VIII.3.
4)    4. Advance equitable and efficient prevention services, and promote effective Population -based health policy through the application of nursing science and other scientific concepts. AACN VIII.4.
5)    5. Integrate clinical prevention and population health concepts in the development of culturally relevant and linguistically appropriate health education, communication strategies, and interventions. AACN VIII.5.
Program Learning Outcomes Supported    Program Learning Outcome    Course Learning Objective Supported

Health Promotion Across the Lifespan.

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1.    Critical Thinking: Demonstrate critical thinking and holistic caring as an advanced practice nurse
2.    Scientific Literature Analysis: Analyze scientific literature for application to selected diagnosis and treatment plans.
3.    Ethical Principles: Synthesize ethical principles into the management and evaluation of healthcare delivery concerns in culturally diverse care settings
4.    Competencies: Articulate a personal philosophy and framework acknowledging professional and accrediting agency competencies relating to the role and scope of practice of the family nurse practitioner
5.    Role of FNP: Implement the role of the family nurse practitioner in selected clinical settings.
6.    Integrate scientific evidence from nursing and biopsychosocial disciplines, genetics, public health, quality improvement, and arganizational sciences when designing and implementing outcome measures in diverse settings through the lifespan.
7.    Incorporate organizational and culturally sensitive client and population centered concepts in the planning, delivery, management, and evaluation of direct and indirect evidence-based health promotion care and services to specified individuals, families, and populations.
8.    Implement scholarly actifities in selected individuals, populations, and systems.    5,4

Health Promotion Across the Lifespan.

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Textbook(s)
Pender, N. J., Murdaugh, C. L., & Parsons, M. A. (2014). Health promotion in nursing practice. Upper Saddle River, N.J: Pearson.

Optional Textbook(s) Lunney, M. (2010). Use of critical thinking in the diagnostic process. International Journal of Nursing Terminologies and Classifications, 22 (2), 82-88.
Bednarski, D. (2010). Integrating evidence-based practice. Nephrology Nursing Journal.
37, (2),113-114
Reeves, J., Gale, L., Webb, J., Delaney, R. & Cocklin, N. (2009). Focusing on young
men: developing integrated services for young fathers. Community Practitioner.
82, (9),18-21

Larsson, L., Butterfield, P., Christopher, S. & Hill , W. (2006) Rural community leaders’
perceptions of environmental health risks. AAOHN Journal 54, (3), 105-111

Li, S & Ng, J (2008). End –of-life care: nurses’ experiences in caring for dying patients
with profound learning disabilities – a descriptive case study. Palliative Medicine,
22, 949–955
Eggenberger, T. L., Keller, K. B., Chase, S. K., & Payne, L. (2012). A quantitative approach to evaluating
caring in nursing simulation. Nursing Education Perspectives, 33(6), 406-9.

Kulbok, Pamela A,., Thatcher, E., Park, E., & Meszaros, P. S., PhD. (2012). Evolving public health nursing
roles: Focus on community participatory health promotion and prevention. Online Journal of Issues in Nursing, 17(2), 14-1.