GRAYSON COLLEGERN TO BSNNURSING PROGRAMHEALTH PROMOTION ACROSS THELIFESPANNURS 4341Spring 20201
GRAYSON COLLEGECourse SyllabusCourse Information: NURS 4341, Health Promotion Across the Lifespan, Spring 2020Professor Contact InformationName: Allison Collins EdD, RN, CNELocation: Health Science Building, Office 110Office hours: online and by appointment (see Canvas)Cell: 580-775-7170Email: firstname.lastname@example.orgCourse Pre-requisites, Co-requisites, and/or Other RestrictionsMust have a current, unencumbered RN nursing license in your state of residence.Course Placement: First semester of the RN to BSN Program. Acceptance into the RN to BSNProgram required.Course Description:(3-0-3) This course introduces the registered nurse to the concept of wellness across the lifespan.Students will examine the concepts of health and wellness, the determinants of health behavior,national health status, the history of health education and health promotion. The student willrecognize health promotion as an important foundation for population-based health care.End of Program Student Learning Outcomes1.0Member of the Profession:1.1Demonstrate responsibility and accountability in the quality of care for patients, families,populations and communities.1.2Promote the profession of nursing through advocacy and leadership activities.2.0Provider of Patient-Centered Care2.1Incorporate theoretical knowledge and evidence-based research findings in thecoordination of care for patients, families, populations, and communities.2.2Synthesize knowledge from comprehensive health assessment data and evidence-basedresearch to provide care for culturally, ethnically, and socially diverse patients, families,populations, and communities2.3Develop, implement, and evaluate teaching plans for patients, families, populations, andcommunities to address health maintenance, health promotion, and risk reduction2
2.4Utilize clinical reasoning, knowledge, evidence-based practice, theoretical foundations,and research findings as basis for decision-making and comprehensive patient care3.0Patient Safety Advocate3.1Develop goals and outcomes utilizing theoretical knowledge and analysis, research, andevidence-based data to reduce patient and community risks3.2Develop and implement measure to promote a quality and safe environment for patients,self, families, communities, and populations4.0Member of the Healthcare Team4.1Utilize leadership and management principles to assign and/or delegate nursing care toother members of the healthcare team in relationship to patient and organizational need4.2Integrate referral needs, cost considerations, confidentiality, efficiency of care, andcontinuum of care as it relates to patients, families, communities, populations, and thehealthcare organizationCourse OutcomesUpon successful completion of the course, students will have demonstrated the ability to:1. Interpret the definitions, concepts, dimensions, determinants and dynamics of health andwellness that influence personal health, community health and the quality of life. (SLO 2.2)2. Discuss disease prevention and health promotion initiatives consistent with the HealthyPeople 2020 objectives. (SLO 3.1)3. Analyze models of health promotion. (SLO 1.1)4. Assess the influence of politics, ethics, environment, and the media on health issues. (SLO2.2)5. Develop the skills necessary for community assessment, planning, implementing, andevaluating health education and health promotion programs for diverse populations and acrossthe lifespan. (SLO 2.3)Required Textbooks and MaterialsBooks can be purchased in print or electronic formISBNAuthorTitleNo textbook required.Must choose book from list for book review (see end of syllabus).Course & Instructor Policies3
AttendanceThe RN to BSN program adheres to the Grayson College Student Handbook attendance policy.Should absences occur which do not allow for full evaluation of student performance (qualityand consistency) faculty will be unable to assign a passing grade. In addition, the followingpolicies are specific to the theory course.1. Regular attendance is expected for all classes.2. Attendance is verified within Canvas for all courses.3. Students must notify the faculty in case of an absence during test times at least one hourprior to the scheduled test time.Methods of Instruction (face-to-face and online) Reflective blog Recorded lectures Assigned book reading Practical exercises Group discussions Written assignments Students are expected to be “active learners.” It is a basic assumption of the instructor thatstudents will be involved (beyond the materials and lectures presented in the course) indiscovering, processing, and applying the course information using peer-reviewed journalarticles, researching additional information and examples on the Internet, and discussingcourse material and clinical experiences with their peers.EVALUATION AND GRADESGraded activities and percent of the overall course grade:Graded ActivityPercent ofCourse GradePersonal Health Module20%Blogs (5% each)20%Education Infograph20%Book Review25%Ideal Health Promotion Environment15%Total100%4
Course Grading PolicyThe grading policy for the RN to BSN program follows that of the college for the letter gradingsystem and grade point determination. This policy is found in the Grayson College Catalog. RNto BSN course grades are assigned as follows:Letter GradeInterpretationNumerical GradeGrade Points/Semester tory74.50-79.492DFailing64.50-74.491FFailing64.49 and below0According to college policy a letter grade of “D” is considered unsatisfactory in a student’smajor field of study and generally does not transfer. Therefore, a grade of “C” or better isnecessary in all RN to BSN courses for satisfactory completion of each level and progression tothe next nursing course.Topical Outline of Course ContentConcepts of Health and Wellness- personal health, community health, and quality of lifeNational Health Status (Healthy People 2020/2030)Determinants of Health Behavior- politics, ethics, environment, mediaModels of Health PromotionCommunity Assessment, Planning, Implementing, and Evaluating- health education and healthpromotion programs.ASSIGNMENT DESCRIPTIONS*Please note: Rubrics for all assessments are located at the end of this syllabus.Personal health module: Students will choose from multiple practical exercises and will completea health risk assessment and health promotion contract. Credit is given for completion.Reflective Blog: Students will journal using guided prompts that will address Healthy People2020/2030 and models of health promotion, in addition to other course objectives. Each studentwill keep an individual reflective journal utilizing an online blogging tool within Google.Detailed instructions will be given in Canvas. Blogs are 5% of the course grade and should be aminimum of 200 words with well-written descriptions reflecting in-depth thoughts about topicsprovided by the instructor. No points will be given for blog posts that do not follow guidelines ordo not post by each due date.5
Education Infograph: Students will use their personal health promotion concepts to develop aneducational infograph that can be relevant to clinical patient teaching. Students will select atechnology tool that could be used in nursing. The infograph should be thorough, logical, andaccurate for full credit. Detailed instructions will be given in Canvas.Book review: Students will read from the approved list of books to write a 3-5 page paper usingthe guidelines and rubric provided.Ideal health promotion environment: To be a leader in health care, one must develop a vision forenvironments that promote health for employees and the patients they serve. Throw out allbarriers, financial concerns, historical ways of doing, or any other roadblock for imaginative,innovative change. The ideal health promotion environmental project is a group discussion withguided prompts on the development of an ideal health setting involving ways to improve healthpromotion in the clinical environment. Your thoughts will be submitted via Canvas to prepare forthis in class discussion.Successful completion of the course requires reading, viewing videos, interacting with onlinelearning activities, completing the required assignments, and participation in course activities.Every element of the course, whether assignment or discussion, has a purpose, adding to theoverall learning experience for the course. All participation will be electronically monitored.Student will invite the instructor to their reflective blog for evaluation purposes.STUDENT RESPONSIBILITY & ATTENDANCEAttendance online is strongly encouraged. You will miss a deeper understanding of the materialsif you are not participating. There are readings that you will have to complete to be able toadequately participate in individual and group assignments. In order to complete this coursesuccessfully, you do have to participate in all course activities i.e. homework, discussion board,course projects, self–reflections, etc. Students are expected to engage in course activities andsubmit work by due dates and times. The hope is that students will make substantivecontributions that reflect integration of assigned materials as well as any outside readings asappropriate. Scholarly contribution is an expectation. For planning purposes, this class willprobably require a minimum of 6-9 study hours per week on average.COMMUNICATIONFaculty will respond to email and/or telephone messages within 24 hours during working hoursMonday through Friday. Weekend messages will not be returned until Monday.Written communication via Canvas: It is an expectation of this class that you use formal writingskills giving appropriate credit to the source for your ideas. Follow APA (2010) 6th edition (2ndPrinting or higher only) guidelines for referencing.Written communication via email: All private communication will be done exclusively throughyour Viking email address. Check frequently for announcements and policy changes.Virtual communication: Office hours and/or advising may be done with the assistance of thetelephone, online platform, etc.6
Use Good "Netiquette": Check the discussion frequently and respond appropriately and on subject. Focus on one subject per message and use pertinent subject titles. Capitalize words only to highlight a point or for titles. Otherwise, capitalizing is generallyviewed as SHOUTING! Be professional and careful with your interaction. Proper address for faculty is by formal titlesuch as Dr. or Ms. /Mr. Jones unless invited by faculty to use a less formal approach. Cite all quotes, references, and sources. When posting a long message, it is generally considered courteous to warn readers at thebeginning of the message that it is a lengthy post. It is extremely rude to forward someone else's messages without their permission. It is fine to use humor, but use it carefully. The absence of face-to-face cues can cause humor tobe misinterpreted as criticism or flaming (angry, antagonistic criticism). Feel free to useemoticons such as J or :) to let others know you are being humorous.(The "netiquette" guidelines were adapted from Arlene H. Rinald's article, The Net UserGuidelines and Netiquette, Florida Atlantic University, 1994, available from Netcom)ASSIGNMENT SUBMISSION AND FEEDBACKIn this class, all assignments need to be submitted through the Assignments link in the Canvascourse site. This is for grading purposes. Issues with technology use arise from time to time. If atechnology issue does occur regarding an assignment submission, email me email@example.com and attach a copy of what you are trying to submit. This lets your facultyknow you completed the assignment on time and are just having problems with the onlinesubmission feature in Canvas. Once the problem is resolved, submit your assignment through theappropriate link. This process will document the problem and establish a timeline. Be sure tokeep a backup of all work and save your work frequently!I will make every effort to provide feedback and grade submissions within one week of the duedate. If your assignment is submitted late, the feedback timeframe does not apply. I will get to itas soon as possible, but it may take longer than one week.LATE WORK OR MISSED ASSESSMENTS POLICYThe course is set up on weekly modules. Assignment due dates are shown on thecalendar/schedule or posted within Canvas. Five percentage points per day will be deductedfor assignments submitted late. Late assignments will not be accepted after five days.SAVING WORK FOR YOUR PORTFOLIOAt the end of the program, you will be required to submit certain assignments from each courseto demonstrate that you have met the objectives of the program. Save all assignments so that itwill be possible to compile this REQUIRED portfolio.Student Conduct & DisciplineRefer to the RN to BSN Student Handbook for policies7
Academic IntegrityRefer to the RN to BSN Student Handbook for policiesTITLE IXGC policy prohibits discrimination on the basis of age, ancestry, color, disability, genderidentity, genetic information, national origin, race, religion, retaliation, serious medicalcondition, sex, sexual orientation, spousal affiliation and protected veterans’ status.Furthermore, Title IX prohibits sex discrimination to include sexual misconduct: sexual violence(sexual assault, rape), sexual harassment and retaliation.For more information on Title IX, please contact: Dr. Regina Organ, Title IX Coordinator (903-463-8714)Mr. Brad Bankhead, Title IX Deputy Coordinator-South Campus (903) 415-2601Mr. Mike McBrayer, Title IX Deputy Coordinator (903) 463-8753Website: itle-ix-policies.htmlGC Police Department: (903) 463-8777- Main Campus) (903) 415-2501 - South Campus)GC Counseling Center: (903) 463-8730For Any On-campus Emergencies: 911Grayson College campus-wide student policies may be found on our Current StudentPage on our website: son College is not responsible for illness/injury that occurs during the normal courseof classroom/lab/clinical experiences.8
RN to BSN NursingNURS 4341Course OverviewSemesterDatesIndividual Learning ActivitiesWeek 1Personal Health moduleChoose book for book ReviewAssessmentDueDatePercent ofGradeBlog5%Health Risk Assessment5%10%Personal health modulePractical health promotionexercises: Sleep log,Stress/sleep analysis, exerciseprescription, carbon footprintanalysis, mindfulnessexercises.Choose 4 @2.5% eachBlogContinue reading for book reviewHealth Promotion Contract5%Week 4Community Health moduleEducational Infograph20%Week 5Continue reading for book reviewCommunity Health moduleBlog5%Week 6Continue reading for book reviewCommunity Health moduleBook Review25%Week 7Quality of Life moduleBlog5%Week 8Quality of Life moduleIdeal Health PromotionEnvironment15%Week 2Personal health moduleContinue reading for book reviewWeek 35%9
NRSG 4341 Health Promotion Across the LifespanBlog RubricExceptional5 ptsSatisfactory4 ptsUnderdeveloped Limited3 pts2 ptsLow credit0-1 pointThe blog postis focused andcoherentlyintegratesexamples withexplanationsor analysis.The postdemonstratesawareness ofits ownlimitations orimplications,and itconsidersmultipleperspectiveswhenappropriate.The entryreflects indepthengagementwith the topic.The blog post isreasonablyfocused, andexplanations oranalysis aremostly based onexamples orother evidence.Fewerconnections aremade betweenideas, andthough newinsights areoffered, they arenot fullydeveloped. Thepost reflectsmoderateengagementwith the topic.The blog post ismostlydescription orsummary,withoutconsideration ofalternativeperspectives, andfew connectionsare madebetween ideas.The post reflectspassingengagement withthe topic.The blog post ismissing (0 points)or consists of oneor twodisconnectedsentences.The blog post isunfocused, orsimply rehashespreviouscomments, anddisplays noevidence ofstudentengagement withthe topic.10
NURS 4341 HEALTH PROMOTION ACROSS THE LIFESPANEDUCATION INFOGRAPH pose30%The topic/purpose ofthe infographic wasclear and concise.30 pointsThe topic/purpose ofthe infographic wasnot clear and concise.Data20%Data of theinfographic wasaccurate and relevantto topic.20 pointsThe infographic had acolorful layout, withapplicable graphics.20 pointsThe topic/purposewas somewhat broadand did not allowviewer to understandthe purpose.Data of theinfographic wassomewhat accurateand relevant to topic.The graphics weresomewhat applicableto the infographic,creating an averagelayoutThe graphics hadnothing to do with thetopic and had a poorlayout. There was anoverload of text.The font wassomewhat legible andthe color schemedidn't affect theinfographic.Citation for 1 sourcewas included.The font was notlegible and the colorscheme detractedfrom the infographic.Layout20%Color/Font10%Credible references20%The font was legibleand the color schemeenhanced theinfographic.10 pointsCitations for theinfographic 2sources wereincluded.20 pointsData of theinfographic was notaccurate and was notrelevant to topic.No citations11
NURS 4341 HEALTH PROMOTION ACROSS THE LIFESPANBOOK REVIEW cation toNursing Practice30%Organization andClarity10%Grammar,Punctuation,Spelling, APA10%ExemplarySatisfactoryUndevelopedSummary consists of adiscussion of majorthemes, ideas, andcharacters, providing atleast 3 excerpts fromthe book using yourown words.20 pointsAll direct quotes fromthe book are noted byciting page numberswithin in-text citations.10 pointsCritique consists ofthoughts, responses,and reactions to thebook. The studentreacts to the themes, theauthor’s aims or intent,the subject of the book,how well it is written,and the overall successor failure of the book.20 pointsA detailed andthorough discussion ofhow the subjectmaterial of the bookmay affect nursingpractice as a whole andthe student’s personalpractice.30 pointsWriting is clear andprecise.10 pointsSummary consists of adiscussion of majorthemes, ideas, andcharacters, providing atleast 2 excerpts fromthe book using yourown words.Summary is mostly anoutline of the book anddoes not discuss themesor major ideas of thework. There may beone direct quote“thrown in” for effect.Some direct quotesfrom the book are notedby citing page numberswithin in-text citations.The summary containsdirect quotes withoutany citation of pagenumbers.Critique consists ofthoughts, responses,and reactions to thebook. The student maydiscuss only one aspectof the book.Critique consists ofbasic opinion based onpersonal feelings.Some discussion ofhow the subjectmaterial of the bookmay affect nursingpractice as a whole orthe student’s personalpractice.No discussion of thesubject material’simpact on nursing.Some lapses inorganization or clarity.Lacks clarity andorganizationthroughout.No spelling, grammar,APA errors.10 pointsFew spelling, grammar,APA errors.Multiple spellinggrammar, APA errors.12
NURS 4341 HEALTH PROMOTION ACROSS THE LIFESPANIdeal Nursing Health Promotion Writing prompt rubric (15 points possible)CategoryResponse toEssay QuestionWritingPrompts(content)Quality andClarity ofThought(content)3 pointsWrittenresponseaddresses allessay questionwritingpromptsclearly anddirectly.Responseindicates depthandcomplexity ofthought inanswering theessay question.Organization & Response isDevelopment of well organizedIdeas (writing) and developedwithappropriatesupport tomake meaningclear (wellchosenexamples).Grammar,Response isUsage, andfree from anyMechanicserrors in(writing)grammar,usage, andmechanics.250 words orYESless for eachprompt2 pointsWritten responseaddresses at least2 of 3 essaywriting promptsclearly anddirectly.Responseindicatessimplistic orrepetitivethoughts inanswering theessay question.R
Concepts of Health and Wellness- personal health, community health, and quality of life National Health Status (Healthy People 2020/2030) Determinants of Health Behavior- politics, ethics, environment, media Models of Health Promotion Community Assessment, Planning, Implementing, and Evaluating- health education and health promotion programs.
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̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions
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The Dallas Lifespan Brain Study is an ongoing longitudinal study to examine changes in human cognition as well as changes in brain structure and function across the lifespan. This study represents the first systematic investigation of changes in neural activation across the lifespan, including middle-age.
two distinct groups of women who shared common drinking patterns across their lifespan. The three groups of male drinkers were made up of: 1. those who drank alcohol infrequently in moderate-to-low quantities over their lifespan (36%) 2. those who drank alcohol frequently in moderate-to-low quantities over their lifespan (51%) 3.
to health status over the lifespan. Health literacy skills most relevant to adolescent health may . intervals across 20 years. From adolescence to mid-adulthood N 3,333 ADDHEALTH Time 1 1994- 1995 . Health literacy variation over lifespan May help explain differences across studies Further research! CONCLUSIONS .
LIFESPAN PERSPECTIVES ON SUCCESSFUL AGING While Successful Aging 2.0 takes a broad, macro approach to studying suc-cessful aging (i.e., a societal level view), it is not technically a lifespan per-spectives on successful aging. The lifespan perspective, as the name implies, examines the entire life course from childhood to old age. However, as
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.
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Food outlets which focused on food quality, Service quality, environment and price factors, are thè valuable factors for food outlets to increase thè satisfaction level of customers and it will create a positive impact through word ofmouth. Keyword : Customer satisfaction, food quality, Service quality, physical environment off ood outlets .
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ence on Health Promotion and Education. The responses ofII participants were ana lyzed. Results. Health promotion is a separate profession in 4 out of II countries. Physicians are responsible for health promotion and education in all II countries. School was identified as a health promotion setting in all 11 countries, while commu
Standards of Practice for Health Promotion in Higher Education / page 2 Promotion Professionals in Higher Education (American College Health Association, 2014). Health promotion in higher education cannot be done solely by an individual or a health promotion office, rather it requires the collective effort of the campus community.
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High-Level Summary of Business Changes ECB-UNRESTRICTED . Version: 0.7 Page 10 of 19 Date: 22/06/2017 . The advantage of this model is the wide range of flexibility that it offers to cover the different needs of the participants. It allows credit institutions with no direct access to settlement services to manage their minimum reserve obligations with their Central Bank from one Main Cash .