Health Promotion

1. History and context for health promotion and education

1.1.     Continuum of wellness

1.2.     Intervention continuum – from disease treatment to wellness optimization

1.3.     Understanding Canadian health care and health promotion/education

1.3.1.       Canadian health care delivery

1.3.2.       Health Canada and health education/promotion

1.3.2.1.    Mandate

1.3.2.2.    Current initiatives

1.3.3.       The role of non-profit organizations and health promotion/education

1.3.4.       Public school system and health promotion/education

1.3.4.1.    Curriculum based

1.3.4.2.    Community based

1.3.4.3.    Event based

2.  Learning and behaviour change: models of individual health behaviour.

2.1.     Learning Theory

2.1.1.       Cognitive dissonance

2.1.2.       Learning styles and learning basics:

2.1.2.1.    Cognitive domain

2.1.2.2.    Affective domain

2.1.2.3.    Psychomotor domain

2.2.     Selected theories relating to choice and behaviour change

2.2.1.       Motivational theory – Maslow’s hierarchy of needs

2.2.2.       The Health Belief Model

2.2.3.       The Theory of Reasoned Action and Theory of Planned Behaviour

2.2.4.       The Transtheoretical Model and Stages of Change

3.  Selected health topics: (Individual instructors will cover a selection of topics from the following list as they relate to the other course components: Specifically, as they relate to course content items 1.2, 1.3, and 2 above and item 4 below)

3.1.     Psychosocial health:

3.1.1.       Intellectual

3.1.2.       Emotional

3.1.3.       Spiritual

3.1.4.       Social

3.2.     Personal health and nutrition:

3.2.1.       Cardiovascular disease

3.2.2.       Cancer

3.2.3.       Obesity

3.2.4.       Type II diabetes

3.2.5.       Other health and nutrition topics

3.3.     Personal health and physical activity:

3.3.1.       Cardiovascular disease

3.3.2.       Cancer

3.3.3.       Obesity

3.3.4.       Type II diabetes

3.3.5.       Other health and physical activity topics

3.4.     Personal health and substance abuse:

3.4.1.       Understanding addiction

3.4.2.       Alcohol

3.4.3.       Tobacco

3.4.4.       Contemporary drug concerns

3.4.5.       Gateway drug

3.5.     Environmental health

3.6.     Communicable and chronic diseases

4.  The Health Promotion Process:

4.1.     Assessing community needs

4.1.1.       introduction to vital statistics and demography

4.1.2.       epidemiological studies

4.2.     Planning for promotion and assessment of success

4.3.     Selecting Strategies and Tools

4.4.     Implementation

4.5.     Review

DOUGLAS COLLEGE SIGNATURE ELEMENTS:

Core Competencies (examples of integration with content and assignments):

a.  Oral, written and interpersonal communication:

-          Students will be responsible for a written case study that has a peer-presentation element

-          Students will be expected to engage in group learning activities in the class-room

-          Students will present a written poster and on their health-promotion topics in the Health promotions fair.

b.  Computational and Information Technology

-          Students will be introduced to Statistics Canada database use.

-          Students will be introduced to the statistical language of health promotion research.

c.  Critical  and Creative Thinking

-          Throughout the course, the critical thinking model presented by Roland Case (SFU) will be demonstrated by the teacher, taught to the students, and demonstrated by the students.

d.  Teamwork

-          If case studies are the chosen assessment, these will be group projects.

-          In addition, mini-groups will be formed on an ad hoc basis as needed for discussions and class assignments.

Academic Signature:

a.  Applied Skills (field, laboratory practicum)

-          If a volunteer experience is chosen assessment strategy, students may be required to volunteer their time to a health promotion/education/screening initiative. For examples the annual “Jump rope for heart” program in schools or a promotion activity on “Breast Cancer Awareness Day” would constitute quality volunteer activities.

b.  Ethical behaviour and social responsibility

-          Students will be expected to uphold college polices at all times during class. Social responsibility may be rewarded through peer assessment if the instructor chooses.

c.  Intercultural, International and Global Perspective

-          The school and community context used to approach this health promotion course will be presented in a culturally relativist format when discussing health concerns or issues from other cultures.