Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - NGR6638
Tracking Number - 2782
Edit function not enabled for this course.
Current Status:
Approved by SCNS - 2012-05-15
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 4/5/12, Course appd 4/11/12, to USF Sys 4/11/12, to SCNS 4/18/12; SCNS appd eff 6/1/12. Nmb 6082 appd as 6638
Detail Information
- Date & Time Submitted: 2012-02-21
- Department: Nursing
- College: NR
- Budget Account Number: 620100020
- Contact Person: Dewel Lindsey
- Phone: 8133969978
- Email: jlindsey@health.usf.edu
- Prefix: NGR
- Number: 6638
- Full Title: Health Promotion Theories and Strategies Across the Lifespan
- Credit Hours: 3
- Section Type: D -
Discussion (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Hlth Prom Ther & Strateg LS
- Course Online?: B -
Face-to-face and online (separate sections)
- Percentage Online: 20
- Grading Option:
R - Regular
- Prerequisites:
- Corequisites:
- Course Description: Selected theories & tools to understand the impact of lifestyle, culture, & environmental factors on health and health disparity. Analysis of evidence-based clinical prevention activities for improving the health of individuals, families and populations.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed for accreditation
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? Required as part of MS program and graduate core, NP core, and Nurse Generalist core.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Knowledge of specific content area
- Objectives: 1. Discuss the current state of health and selected national and global strategies for improving the health of people.
2. Analyze the use of selected screening tools and clinical preventive services.
3. Apply selected individual, family, and community strategies for health promotion, protection, and disease prevention.
4. Analyze health behavior models and strategies for behavior change.
5. Analyze risk factors based on epidemiological principles.
6. Develop risk reduction strategies for selected health problems to guide health prevention/promotion efforts at the individual/group/community level.
7. Analyze vulnerable populations relative to physiological, psychosocial, cultural, and spiritual risks.
8. Discuss complementary and alternative therapy modalities used for health promotion and disease prevention.
9. Provide anticipatory guidance and counseling and/or coaching regarding wellness, illness, lifestyle, and disease risk.
10. Provide health promotion and disease prevention services that are developmentally and age appropriate.
11. Evaluate outcomes of health promotion and disease prevention strategies.
- Learning Outcomes: 1.Use principles of change management to implement and
evaluate point of care processes at the micro-system level.
2. Analyze multiple dimensions of patient centered care to include:
patient/family/community preferences and values; coordination and integration of
care; information, communication, and education; involvement of family and
friends; and transition and continuity.
3. Analyze a system management practice at the micro-system level, from socio-
economic, environmental, political, and cultural contexts, and assess the impact
on the health outcomes of a vulnerable patient population.
4. Select a health disparity and integrate evidence to address the health promotion
and illness prevention needs.
- Major Topics: 1. Principles of Health Promotion
a. Healthy People 2020
b. Healthy Communities
2. Theoretical models of health promotion in individuals
3. Theoretical models of health promotion in communities
4. Health education
5. Strategies for behavior change
6. Cultural considerations in health promotion
a. Preferences, values & health beliefs
b. Cultural competence
c. Complementary & alternative modalities
d. Health literacy
7. Screening across the lifespan
a. Principles, implications, and tools
b. Risk factors
c. Clinical Preventive Services
d. Genetic Screening
8. Primary prevention
a. Physical activity, nutrition and stress management
b. Obesity
9. Chronic care and self-management of chronic disease
10. Tertiary prevention
a. Rehabilitation
11. Community models and approaches to health promotion
12. Health promotion, protection and disease prevention strategies across the lifespan
a. Individual
b. Family
c. Community
13. Health policy and health promotion
14. Genetics/Genomics and health promotion
a. Family history: A genomic tool for disease prevention and health promotion
15. Motivational Interviewing
16. Health promotion program evaluation
- Textbooks: Pender, N.J., Murdaugh, C.L.,& Parsons, M.A. (2011). Health promotion in
nursing practice. (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy: Papers
Class Presentation
Class Discussion
- Assignments, Exams and Tests: Papers
Class Presentation
- Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
- Policy on Make-up Work:
- Program This Course Supports: Master's Program
- Course Concurrence Information: None
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.