4 hours per week lecture or practical applications/lab
or
Hybrid: 2 hours per week in class and 2 hours per week online
or
Online
• Lecture
• Discussion groups
• Reading assignments
• Field observation
• Online discussion groups
1. Terms and concepts
2. Health promotion in Canada
2.1. History and context of health promotion in Canada
2.2. Relationship between health promotion and population health
2.3. Social determinants of health
2.4. The healthy cities and communities approach
3. Models and theories
3.1. Systems approach
3.2. Social theory
3.3. Ecological model
4. Behaviour change/interventions
4.1. Behavioural theory
4.2. Opportunities and challenges of a behaviour change approach
5. Health equity
5.1. Issues in healthy equity
5.2. Indigenous community health promotion
5.3. Health literacy
5.4. Ethics in health promotion
6. Planning a health promotion program
6.1. Entry points for intervention
6.2. Conducting a needs assessment
6.3. Measurement and sampling
6.4. Special topics (e.g., focusing on built environment)
7. Implementing a health promotion program
7.1. Developing a community of practice
7.2. Program implementation
7.3. Partnership and resources
7.4. Social marketing
8. Evaluating health promotion programs
8.1. Goals, objectives, and outcomes
8.2. Logic models
8.3. Formative, process, outcome, and impact evaluation
Following successful completion of this course, the student will be able to:
1. Accurately define and discuss health, wellness, health education, and health promotion.
2. Describe and discuss the primary determinants of health, behaviour and health behaviour change.
3. Critically explore the concepts and theories of health promotion.
4. Critically analyze health promotion approaches in health, social, and systems contexts.
5. Demonstrate an understanding of the principles of research and evaluation in health promotion.
6. Devise a health promotion intervention and an appropriate evaluation.
7. Describe how vital statistics and epidemiological data are used for assessment and planning of health education and promotion.
Evaluation will be carried out in accordance with the Douglas College Evaluation Policy. The instructor will present a written course outline with specific evaluation criteria at the beginning of the semester. Evaluation will be based on the following:
Quizzes 5-30%
Health Fair Project 0-30%
Health Promotion Project 5-20%
Personal Reflection 0-20%
Presentations 0-30%
Consult with the Douglas College Bookstore for the latest required textbooks and materials. A list of recommended textbooks and materials is provided on the Instructor’s Course Outline, which is available to students at the beginning of each semester.
Example textbooks and materials include:
• Pederson, A. P., Rootman, I., Frohlich, K. L., & Dupéré, S. (current edition). Health promotion in Canada: new perspectives on theory, practice, policy, and research. Canadian Scholars.
• Cross, R. (current edition). Health promotion: global principles and practice. CABI.