Online discussion groups
- 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
184.108.40.206. 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
220.127.116.11. Curriculum based
18.104.22.168. Community based
22.214.171.124. 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:
126.96.36.199. Cognitive domain
188.8.131.52. Affective domain
184.108.40.206. 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:
3.2. Personal health and nutrition:
3.2.1. Cardiovascular disease
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
3.3.4. Type II diabetes
3.3.5. Other health and physical activity topics
3.4. Personal health and substance abuse:
3.4.1. Understanding addiction
3.4.4. 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
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.
- 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.
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.
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.
The selection of evaluation tools for this course is based upon:
1. 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.
2. A developmental approach to evaluation that is sequenced and progressive.
3. Evaluation is used as a teaching tool for both students and instructors.
4. 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%
Volunteerism experience 20%
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