Learning activities in this course are designed to engage students actively in achieving an understanding of the concepts, theories and skills of this course. Students engage in critical thinking about their own health, and about caring and health promotion, health maintenance, and prevention. Students are encouraged to participate in active dialogue about health with others including the resource family, and to share experiences arising out of the learning activities. These activities provide opportunities to consider people's experiences of health from a praxis point - of - view.
People's experiences of health, health maintenance, health promotion and prevention are the focus of discussion. An outline of concepts and essential content is presented below. Concepts are addressed in relation to four foundational concepts (ways of knowing, personal meaning, time/transitions, culture/context) integrating the metaconcepts, health promotion and caring. Content related to the foundational concepts varies depending on the interests, choices and experiences of participants.
Person (phenomenological perspective)
- the lived experience of the person
- differing realities
- self esteem, self concept, body image, as they relate to personal health, personal resources, sexuality, spirituality
Perception
- personal meaning
- personal construct theory
- beliefs and values
Culture/context
- family
- community
- situatedness
Family theory
- introduction
Time/transitions
- developmental and situational change
- normal growth and development through the life span
- change theory, change process
- lifestyle change
Health
- theories & models (introduction)
- wellness
- holism
- health maintenance
- determinants
Health Promotion
- theories
- choice
- responsibility
- personal empowerment
Prevention
- levels (introduction)
- examples
Assessment
- health profile, personal health and health risk
- individual and family assessment process
- assessment in personal decision-making about health
In this course students have opportunities to:
- develop a heightened awareness of their own personal concepts of health, healthy living and prevention
- become aware of differences in individuals's context/culture i.e. beliefs, values and perceptions about health held by self and others.
- examine how those differences influence the way people behave throughout the lifespan in relation to health
- explore the complexities of the change process in relation to transitions/time in the life cycle and in healthful living practices for individual and family
- learn health assessment skills
Course evaluation is consistent with Douglas College Curriculum Development and Approval policy. There will be a minimum of three assessments which will typically include exams, quizzes, papers and/or student presentations. An evaluation schedule is presented at the beginning of the course. Respect for individual choices and an openness to negotiation guide decisions about methods of evaluation.
This is a graded course
- Planned Praxis Experience
- Personal experience with own health assessment and health risk assessment
- A list of recommended textbooks and materials is provided for students at the beginning of each semester.
- Other Resources
- Selected readings – health assessment, health promotion, growth and development
- Health assessment tools
- Selected audiovisual and computer resources