Principles and Practices of Health
Curriculum guideline
Lecture: 4 hours/week
In this course, students engage in a variety of learning activities such as lecture, discussion, group work, case studies, and team-based exercises.
The following global ideas guide the design and delivery of this course:
Course content will be guided by research, empirical knowledge, and best practice. The following values and principles, consistent with professional standards, inform course content.
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There are many competing definitions of health, well-being and wellness; through a critical examination of health concepts from different perspectives, we can appreciate the many factors that influence health and health behaviour.
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The relationship between human health, health behaviours and environment is a complex, developing field. Understanding the relationship between health outcomes and personal and social determinants of health fosters interventions that promote resilience and social change.
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Social position(s) and social circumstances contribute to people’s health and overall well-being. Applying a social determinants of health lens allows for exploration of why and how social advantages and disadvantages influence health of marginalized populations.
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Attention to social factors plays an important role in enabling access to health promoting interventions. Understanding the purpose of health systems, community health, and health promotion supports making informed personal health decisions.
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Social and behavioural theories of health behaviour help to identify and assess personal and social factors that influence health. Understanding the connection between health promotion theory and research, policy and community practice builds critical knowledge for improving health literacy and designing effective health promoting leisure and recreation programs and interventions.
Upon successful completion of this course, the student will be able to:
1. Define domains of health and the concepts of wellbeing, wellness, disease and illness and the differences between them
2. Describe current health issues that influence health behaviours and health outcomes and understand personal health decisions
3. Define and explain personal and social determinants of health
4. Explain how and why personal and social determinants influence the health of populations and result in health inequities
5. Describe current approaches to health promotion including the relationship between health literacy and personal and social determinants of health
6. Apply leisure and recreation to promote health and reduce risk of disease
Assessment will be based on course objectives and will be carried out in accordance with the Douglas College Evaluation Policy. An evaluation schedule is presented at the beginning of the course. This is a graded course.
Typical means of evaluation would include a combination of:
- Testing
- Written assignments
- Presentations
Instructors may use a student’s record of attendance and/or level of active participation in a course as part of a student’s grade performance. Where this occurs, expectations and grade calculations regarding class attendance and participation will be clearly defined in the instructor’s course outline and allowed for in the course curriculum guideline.
This course may have an assignment that has been identified as part of the TR Department Research Framework and therefore the assignment must be passed at a minimum of a C (60%) level in order for a student to achieve a C (60%) final grade in the course. Each course outline will clearly identify these research framework assignments if relevant.
Students in the TR program, both diploma and degree students, are required to attain a minimum of 60% (C letter grade) in all courses utilized for credit towards a diploma and/or degree in Therapeutic Recreation in order to progress in the program.
Textbooks and materials are to be purchased by students. A list of required textbooks and materials is provided for students at the beginning of the semester.
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