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PH-141 Principles of Health Promotion

Course Description: This course introduces students to Health Promotion, one of the disciplines of Public Health practice.  Health Promotion is a relatively new field in most of the Pacific island countries.  As thus, the course will cover the basic principles and approaches of health promotion with particular emphasis on health promotion programs and activities taking place in Micronesia and the Pacific.  Students are expected to gain an appreciation toward the fundamental role health promotion plays in maintaining and improving the health of people in communities.

A. PROGRAM LEARNING OUTCOMES (PLOs):

The student will be able to:

  1. Recognize, describe and discuss the basic public health science facts and principles.
  2. List and discuss the essential public health functions and their interrelationships at community and district level.
  3. Describe and discuss adult, children and family health issues.
  4. Discuss and demonstrate an understanding and practice of some generic public health competencies.
  5. Demonstrate proper public health skills for public health practice in the community as a state or local public health officer.
  6. Discuss and demonstrate community and cultural sensitivity in the health care environment.
  7. Describe and discuss the health determinants and problems of adults, children and families.
  8. Demonstrate proper cardio-pulmonary resuscitation (CPR) and first aid techniques.
  9. Demonstrate the ability and discuss how to make a community diagnosis based on the determinants of health.
  10. Identify and demonstrate good public health practices.
  11. Have had work experience at a public health facility at community and district levels.
B. STUDENT LEARNING OUTCOMES (SLOs) - GENERAL:

The student will be able to:

  1. Explain why Health Promotion is a distinct area of health knowledge and intervention and why it is everybody's business.
  2. Discuss similarities and differences in the concepts and models of health such as those formulated by the World Health Organization (WHO) and the Mandala of Health.
  3. Explain and give examples on how human behaviors and the environment can influence health.
  4. Illustrate with examples on how communications and education can be used in Health Promotion, and of the various Setting Approaches to Health Promotion.
  5. Explain basic health information investigation and Health Promotion evaluation.

SLO

PLO1

PLO2

PLO3

PLO4

PLO5

PLO6

PLO7

PLO8

PLO9

PLO10

PLO11

1

D

 

 

ID

 

 

D

 

 

M

 

2

D

 

 

ID

 

 

D

 

 

M

 

3

D

 

 

ID

 

 

D

 

 

M

 

4

D

 

 

ID

 

 

D

 

 

M

 

5

D

 

 

ID

 

 

D

 

 

M

 

I = Introduced
D = Demonstrated
M = Mastered

C. STUDENT LEARNING OUTCOMES (SLOs) – SPECIFIC:

The student will be able to:

General SLO 1. Explain why Health Promotion is a distinct area of health knowledge and intervention and why it is everybody's business.


Student Learning Outcome

Assessment Strategies

1.1. Define Health Promotion.

1.2. Define and discuss principles underlying Health Promotion.

1.3. Read and explain Health Promotion principles and concepts discussed in the listed documents under reference materials.

1.4. Discuss why and how Health Promotion should become everybody’s business.

 

Group discussion and oral reports to be graded according to a specified rubric.

Direct and multiple choice questions in examinations and quizzes.

General SLO 2. Discuss similarities and differences in the concepts and models of health such as those formulated by the World Health Organization (WHO) and the Mandala of Health.


Student Learning Outcome

Assessment Strategies

2.1. Define Health.

2.2. Describe and discuss the WHO definition of Health.

2.3. Identify and discuss the contrasting concepts of Health.

2.4. Outline the different models of health formulated by WHO and the Mandala of Health.

2.5. Discuss their uses and limitations.

2.6. Explain the appropriateness in the application of these models of health in the context of Micronesian and Pacific communities.

Group discussions and oral reports to be graded according to a specified rubric.

Individual assignment.

Direct and multiple choice questions in examinations and quizzes.

General SLO 3. Explain and give examples on how human behaviors and the environment can influence health.


Student Learning Outcome

Assessment Strategies

3.1. Identify and describe specific behavior patterns.

3.2. Explain why behavior patterns are important.

3.3. Discuss why it is necessary to recognize one’s behavior patterns.

3.4. Discuss how these specific behavior patterns influence health, in terms of morbidity, mortality, and disability.

3.5. Explain how patterns are related to self-help.

3.6. Identify the coping skills to tackle unhealthy and/or high-risk behavior patterns.

3.7. Describe factors in the environment which may have influences on health.

Group discussion and oral reports to be graded according to a specified rubric

Direct and multiple choice questions in examinations and quizzes

General SLO 4. Illustrate with examples on how communications and education can be used in Health Promotion, and of the various Setting Approaches to Health Promotion.


Student Learning Outcome

Assessment Strategies

4.1. Identify and describe different forms of communication

4.2. Describe different types of mass media.

4.3. Suggest most appropriate methods for health promotion programs at national and community levels.

4.4. Differentiate between health promotion and health education.

4.5. Explain the importance of counseling in promoting health and in health education.

4.6. Outline different approaches to acquire counseling skills.

4.7. Demonstrate your own counseling style and skills. 

4.8. Describe major approaches and models employed in health promotion practice.

4.9. Discuss the international and regional health promotion statements.

4.10. Understand the role of the National Center for Health Promotion and describe some of the activities undertaking in the local settings.

4.11. Describe a setting approach in health promotion.

4.12. Identify and describe the different settings involved in the Health Promoting Communities program.

4.13. Discuss the concepts involved in the development of the settings program.

Group discussion and oral reports to be graded according to a specified rubric

Direct and multiple choice questions in examinations and quizzes

General SLO 5. Explain basic health information investigation and Health Promotion   evaluation.


Student Learning Outcome

Assessment Strategies

5.1. Define Health Promotion.

5.2. Describe the importance of health information and its relevance in promoting health.

5.3. Identify and discuss the kinds of information collected about health.

5.4. Explain, with examples, what counts as evidence in health information.

5.5. Identify ways in which numerical data is calculated and presented.

5.6. Explain the process of planning for interventions.

5.7. Define Evaluation.

5.8. Identify the different types of evaluation and when to use them.

5.9. Identify the appropriate tools to carry out evaluation.

1.5. Establish a criterion for evaluation.

Group discussion and oral reports to be graded according to a specified rubric.

Direct and multiple choice questions in examinations and quizzes.

D. COURSE CONTENT

  1. Concept of Health promotion
  2. Models of Health
  3. Behavioral and Environmental Influences of Health
  4. Health Promotion and its Major Approaches and Models
  5. Communicating and Educating for Health
  6. Introduction to the Setting Approach to Health
  7. Investigating Health Promotion
  8. Evaluating Health Promotion
E. METHODS OF INSTRUCTION
  1. Lectures: in-class lectures, followed by group discussions and activities relevant to the topics presented.
  2. Group presentations: students’ presentations on selected readings and group discussion/ activities.
F. REQUIRED TEXT(S) AND COURSE MATERIALS

Katz J., Peberdy A., Douglas J. (2001). Promoting health: Knowledge and practice: (2nd Ed.). Washington, DC: Palgrave Macmillan (or most recent edition).

G. REFERENCE MATERIALS

  1. Bracht N. (1999). Health promotion at the community level – new advances, (2nd Ed.). Canada: Sage Publications (or most recent edition).
  2. Pine CM., Harris R. (2007). Community oral health, (1st Ed.). California: Quintessence Publishing (or most recent edition).
H. INSTRUCTIONAL COSTS

None 

I. EVALUATION

Student must achieve 70% mastery or a "C" grade to pass this course.

J. CREDIT BY EXAMINATION

None

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