Course Name: Health Promotion Level 3

This course is focused on health promotion as it relates to the continuum of care across the lifespan. Health promotion in the context of mental illness, physical and developmental disabilities, and Maternal/Child health is highlighted. Normal growth and development from conception to middle adulthood is addressed.

 

Course Learning Outcomes:

Upon completion of the course, the learner will be able to:

  1. Identify normal patterns of growth and development from conception to middle adulthood.
  2. Provide examples of public health services available to these client groups and pregnant women in the community.
  3. Describe health-promoting strategies for the postpartum client and newborn.
  4. Provide examples of mental health/illness services available to clients in the community.
  5. Describe how culture may impact utilization of mental health resources for these client groups.
  6. Compare the level of health services from urban to rural areas.
  7. Explore examples of harm reduction activities.
  8. Discuss disparities in the delivery of community health services in BC.
  9. Identify and describe health promotion activities for clients living with mental illness and those living with disabilities.
  10. Give examples of teaching and learning strategies for care in the community.
  11. Discuss the impact of immunization in health promotion

 

Learner Characteristics:

 

The students enrolled in this course are in level 3 of the Practical Nursing Program. They have completed the following prerequisites as outlined on the VCC website and then have successfully passed levels 1 and 2 of the PN program.

 

  • Grade 12 graduation or GED equivalent
  • Human anatomy and physiology NURS 1602 with a minimum grade B- or equivalent Proof of
  • English Language Proficiency, which includes a Canadian Language Benchmark of Listening 8, Speaking 8, Reading 8, and Writing 7
  • Successful completion the VCC health sciences math assessment

 

There is a great deal of diversity within our PN students. Students come from many different countries and have varied educational backgrounds. Ages of our students range from 18-65. In our last group, 30% were men, 65% were ESL, and although I’m not sure of exact numbers, the majority of them are pursuing nursing as a second career. In our current group, 16% are men, over 70% are ESL and again, the majority are pursuing a second career. Unfortunately, the language benchmarks are not always met due to a “glitch” in the registration system that allows a student to check off that they have passed English 12. If an ESL student has passed English 12, they do not need to indicate whether or not they have met the above noted benchmarks. While some of our students have a great deal of experience with technology, others have little or no computer experience.

Learning Objective:

This assignment guides the students to meet the following course outcomes.

  • Provide examples of mental health/illness services available to clients in the community.
  • Identify and describe health promotion activities for clients living with mental illness and those living with disabilities.

 

This assignment also guides the students in meeting the following specific lesson objectives.

 

Class 6 Learning Objective:

  • Identify family resources and supports for this client group (children and adolescents living with physical and developmental disabilities).

 

Class 7 Learning Objective:

 

  • Identify family resources and supports for this client group (children and adolescents living with chronic illness)

 

Class 8 Learning Objective:

 

  • Identify family resources and supports for this client group (children and adults with mental illness)

 

Class 9 Learning Objective:

 

  • Identify family resources and supports for this client group (clients and families experiencing substance abuse).

 

Class 10 Learning Objective:

 

  • Identify family resources and supports for this client group (clients and families experiencing violence).

 

Community Group Meeting Assignment – Worth 35% of course mark.

This Assignment asks the student to compose a 3- 4 page reflective report about their personal observations/thoughts/experiences from attending a community group meeting. The group meeting is related to the specific client population presented in Health Promotion 3. It may be one of the following:

a.         Group specific community health meeting about a focus client group

b.         Support group for client and/or family

This assignment is to be done in groups of 2 students. Both students should submit the exact same paper. Each paper should include both students’ names on the title page.

Work with your partner to find a community support group to attend. Contact the “contact” person and arrange to be present at one meeting. You are only to observe and not participate in the meeting in any way with the exception of speaking with one of the participants once the meeting has ended.

After attending the group meeting work together with your partner to complete the following:

Intro:               /10

• Name of the Group of the meeting
• Purpose or mandate of the group.
• Is this part of a chapter or service that is local, provincial or national
• Client group this meeting serves
• Agenda of the meeting

Body:               /10

• Personal reflection and observation of the information shared within the meeting.
• Comment on group dynamics. How did the meeting run? (formal, informal)
• What were the communication strengths /challenges in the meeting?
• How were they dealt with?
• How does the meeting assist or serve its members or client group?
• What resources are available at the meeting to help the client group or family?

Meet a Participant/Your personal Reflection:           /10

• How does the group meeting contribute to or serve the community clientele?
• How does the information and communication styles support and inform the clients/family/community?
• How does this group support the client’s health?
• What did you learn about this group’s association and how the client group benefits from the information and service?
• Would you refer clients to a meeting for support and education?
• Reflect on and describe your interaction with a participant 10 marks

Related Supports/Services:                /10

• Attach a brochure related to the group/meeting.
• What other supports or resources are available for this group of clients? (locally, provincially, nationally)
• Having this knowledge and being aware of these supports, how will this influence your practice as a PN?

Total marks:               /35

 

 

 

Grading Rubric

Introduction None of the components from guidelines addressed0 points Components from guidelines only minimally addressed1-2 points Components from guidelines missing or lacking clarity3-4points Many components from the guidelines addressed. Clarity or more information required. May have several errors in grammar or APA formatting5-6points Most components from guidelines addressed. More clarity or information required7-9points All components in guidelines addressed and documented clearly and succinctly. No errors in APA formatting10points
Body None of the components from guidelines addressed0 points Components from guidelines only minimally addressed1-2 point Components from guidelines missing or lacking clarity3-4 points Many components from the guidelines addressed. Clarity or more information required. May have several errors in grammar or APA formatting5-6 points Most components from guidelines addressed. More clarity or information required7-9 points All components in guidelines addressed and documented clearly and succinctly. No errors in grammar or APA formatting10points
Meet a participant / personal reflection None of the components from guidelines addressed0 points Components from guidelines only minimally addressed1-2 points Components from guidelines missing or lacking clarity3-4 points Many components from the guidelines addressed. Clarity or more information required. May have several errors in grammar or APA formatting5-6 points Most components from guidelines addressed. More clarity or information required7-9 points All components in guidelines addressed and documented clearly and succinctly. No errors in grammar or APA formatting10 points
Related supports / services None of the components from guidelines addressed0 points Components from guidelines only minimally addressed1-2 points Most components from guidelines addressed. More clarity or information needed.3-4 points All components in guidelines addressed and documented clearly and succinctly. No errors in grammar or APA formatting.5-6 points

 


 

Rationale

 

This assessment is in line with a constructivist teaching philosophy and is particularly applicable to nursing students learning about health promotion. This assessment assists the student in meeting several of lesson objectives and two of the overall course goals as noted above.

 

In a course developed based on constructivist philosophy the student or learner is at the center of the learning process and is expected to be an active learner, setting their own goals, exploring, problem-solving and constructing new knowledge (Murphy, 1997). This course allows for this by giving the students choice in what type of group meeting they want to attend.

 

Another tenet of constructivism is that the learning tasks must be authentic; in other words, the students must see the relevance to their own lives (Huang, 2002). “Instruction should be anchored in real-world problems, events, or issues which may be appealing and meaningful to adult learners” (Bostock, 1998, p. 227). As Lefoe (1998) states, “knowledge is context dependent so learning should occur in contexts to which it is relevant” (p. 460). Without this relevance the student will not be motivated to learn (Huang, 2002). Assessments can be designed to maximize the relevance to the student. Attending an actual support group, meeting real clients and seeing a health promotion initiative in action help to make this learning relevant.

 

The social constructivists believe that learning occurs in a social environment. As stated by Ernest in Murphy (1997), “an awareness of social construction of knowledge suggests a pedagogical emphasis on discussion, collaboration, negotiation, and shared meanings…”. Heylighen (1993) as quoted in Murphy (1997), explains that “consensus between different subjects as the ultimate criterion to judge knowledge. ‘Truth’ or ‘reality’ will be accorded only to those constructions on which most people of a social group agree”. Group work gives students the opportunities to share their knowledge as well as to benefit from the knowledge and experiences of other students (Ally, n.d.). Nurses do not work in isolation. They work as part of a team so any learning activities that reinforce a collaborative approach are beneficial. This assignment is done in partnership with another student. (Although this course is offered online, the students are all based in the same community at this time. Should this course be offered to students living in diverse locations, this may have to be altered).

 

 

 

References

 

Ally, M. “Foundations of Educational Theory for Online Learning”. In Theory and Practice of Online Learning. (Chapter 1). Retrieved from http://cde.athabascau.ca/online_book/authors.html

Bostock, S.J. (1998). Constructivism in Mass Higher Education. British Journal of Educational Technology. 29 (3), 225-40.

http://cclsw2.vcc.ca:2053/ehost/pdfviewer/pdfviewer?vid=4&sid=2ceb3b98-47d4-4462-bad0-e2695c664bcb%40sessionmgr11&hid=19

 

Huang, H.M. (2002). Toward Constructivism for Adult Learners in Online Learning Environments. British Journal of Educational Technology. 33 (1), 27-37 http://cclsw2.vcc.ca:2053/ehost/pdfviewer/pdfviewer?vid=7&sid=9529f5c9-bbe3-4451-941e-b46098db3dcc%40sessionmgr15&hid=19

Lefoe, G. (1998). Creating Constructivist Learning Environments on the Web: The challenge in higher education. Retrieved October 8, 2013 from http://www.ascilite.org.au/conferences/wollongong98/asc98-pdf/lefoe00162.pdf

Murphy, E. (1997). Constructivism: From philosophy to practice retrieved October 8, 2013 from http://www.ucs.mun.ca/~emurphy/stemnet/cle.html

 

Assessment Activity Plan

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