- History and context for health promotion and education
- Continuum of wellness
- Intervention continuum – from disease treatment to wellness optimization
- Understanding Canadian health care and health promotion/education
- Canadian health care delivery
- Health Canada and health education/promotion
- Current initiatives
- The role of non-profit organizations and health promotion/education
- Public school system and health promotion/education
- Curriculum based
- Community based
- Event based
- Learning Theory
- Cognitive dissonance
- Learning styles and learning basics:
- Cognitive domain
- Affective domain
- Psychomotor domain
- Selected theories relating to choice and behaviour change
- Motivational theory – Maslow’s hierarchy of needs
- The Health Belief Model
- The Theory of Reasoned Action and Theory of Planned Behaviour
- The Transtheoretical Model and Stages of Change
- Psychosocial health:
- Personal health and nutrition:
- Cardiovascular disease
- Type II diabetes
- Other health and nutrition topics
- Personal health and physical activity:
- Cardiovascular disease
- Type II diabetes
- Other health and physical activity topics
- Personal health and substance abuse:
- Understanding addiction
- Contemporary drug concerns
- Gateway drug
- Environmental health
- Communicable and chronic diseases
- Assessing community needs
- introduction to vital statistics and demography
- epidemiological studies
- Planning for promotion and assessment of success
- Selecting Strategies and Tools
- Discussion groups
- Reading assignments
- Field Observation
- Online discussion groups
The selection of evaluation tools for this course is based on:
- Adherence to college evaluation policy regarding number and weighing of evaluations, for example a course of three credits or more should have at least three separate evaluations.
- A developmental approach to evaluation that is sequenced and progressive.
- Evaluation is used as a teaching tool for both students and instructors.
- Commitment to student participation in evaluation through such processes as self and peer evaluation, and program/ instructor evaluation.
The following is presented as an example assessment format for this course:
|Health Education case study||30%|
|Health Promotion Fair||30%|
Following successful completion of this course, the student shall be able to:
- Accurately define and discuss in his/her own words health, wellness, health education, and health promotion.
- Describe and discuss the primary determinants of health behaviour and health behaviour change.
- Identify key elements of curriculum-mandated health promotion in the k-12 school context.
- Identify alternative health promotion activities and initiatives in the k-12 school context.
- Describe a community context and identify health promotion activities utilized in that context.
- Analyze an existing health promotion initiative in a school or community context by identifying its goals, breaking it into its component pieces and identifying what constitutes success and failure for the campaign.
- Describe how vital statistics and epidemiological data are used for assessment and planning of health education and promotion.
Textbooks and Materials to be Purchased by Students
Will be decided by course instructors. Potential resources include
- Butler, T. (2001). Principles of Health Education and Health Promotion, 3rd Edition. Thomson Learning.
- Cottrell, R. (2002). Principles and Foundations of Health Promotion and Education, 2nd Edition. Pearson Education, Newmarket, Ontario, Canada.
- Glanz, K. (2002). Health Behavior and Health Education, 3rd Edition. John Wiley & Sons, Inc., Publishers, Mississauga, Ontario, Canada
- Greenberg, J. (2004). Health Education and Health Promotion: Learner-centered Instructional Strategies, 5th Edition. Mcgraw-Hill Ryerson Publishers, Whitby, Ontario, Canada
- Meeks, L., Page, R., and Heit, P. (2003). Comprehensive School Health Education, 4th Edition. Mcgraw-Hill Ryerson Publishers, Whitby, Ontario, Canada
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
|Institution||Transfer Details||Effective Dates|
|Kwantlen Polytechnic University (KPU)||No credit||2007/09/01 to -|
|Thompson Rivers University (TRU)||TRU PHED 2XX (3)||2007/09/01 to 2010/08/31|
|Thompson Rivers University (TRU)||TRU PHED 2XXX (3)||2010/09/01 to -|
|University of Northern BC (UNBC)||UNBC HHSC 1XX (3)||2007/09/01 to -|
|University of the Fraser Valley (UFV)||UFV KPE 2XX (3)||2007/09/01 to -|
|University of Victoria (UVIC)||UVIC EPHE 2XX (1.5)||2007/09/01 to -|