Foundation of Health Assessment and Health Promotion

Course Number:
NRS 110
Transcript Title:
Foundation of Health Assessment and Health Promotion
Created:
Aug 15, 2022
Updated:
Apr 26, 2024
Total Credits:
9
Lecture Hours:
40
Lecture / Lab Hours:
20
Lab Hours:
120
Satisfies Cultural Literacy requirement:
No
Satisfies General Education requirement:
No
Grading Options
A-F
Default Grading Options
A-F
Repeats available for credit:
0
Prerequisites

Formal admission into the CGCC Nursing Program

Course Description

Introduces the framework of the OCNE curriculum. Emphasizes health promotion across the life span and includes learning about self-care as well as patient health practices. accessing evidence about healthy lifestyle patterns and risk factors for disease/illness, applying growth and development theory, interviewing patients in a culturally sensitive manner, identifying members of an interprofessional team, and using reflective thinking about the practice of nursing. Includes classroom and clinical learning experiences with clinical practice of selected nursing skills. Prerequisites: formal admission into the CGCC Nursing Program.

Course Outcomes

Upon successful completion of this course, students will be able to:

  1. Complete a comprehensive health assessment.
  2. Demonstrate clinical judgment by using the nursing process in holistic care planning.
  3. Examine health promotion strategies that are person-centered, family-centered, developmentally appropriate, and culturally sensitive to support a patient’s health behavior change.
  4. Identify communication strategies that establish and maintain therapeutic relationships with the patient/family system.
  5. Apply selected nursing, ethical, and legal standards of practice to theory and clinical activities.
  6. Demonstrate compliance with institutional policies and procedures regarding timely completion of assignments.
  7. Demonstrate safe practice of fundamental nursing care skills consistent with nursing standards of practice and professional performance.

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Department recommendations: Multiple choice exams, Clinical performance evaluation, Lab skill performance evaluation, Papers

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Outcome #1: Complete a comprehensive health assessment.

  • Healthy People 2020
    • Leading Health Indicators
    • Health literacy/Health education
  • Assessment tools
    • Physical fitness
    • Lifestyle assessment
    • Health style: a self-test
    • Spiritual Health Assessment
    • Social Support Systems Review
    • Fundamentals of physical assessment and history taking
  • Health Behavior Change
    • Change theory/stages of change.
    • Value clarification re health behavior change
    • Techniques to support behavior change.
    • Therapeutic communication
    • Concepts of Motivational interviewing

Outcome #2: Demonstrate clinical judgment by using the nursing process in holistic care planning.

  • Tanners model of Clinical judgement
  • Steps in the Nursing process
  • Health Promotion and Assessment across the lifespan
  • Health assessment components unique to different age groups
  • Documentation of health history and assessment
  • Objective and subjective data collection
  • A sampling of health belief and health behavior change models.
    • Prochaska model “Stages of Health Behavior Change”
    • Becker’s Health Belief Model
    • Pender’s health belief Model
    • Self-Efficacy: Bandura and Lorig
    • Gollwitzer’s Implementation Intentions Theory

Outcome #3: Examine health promotion strategies that are person-centered, family-centered, developmentally appropriate, and culturally aware to support a patient’s health behavior change.

  • Nurses Role in Health promotion
  • Health Risk Assessment
  • Examining Risk Behaviors
    • Family Risk Genograms
    • Patient Risk Assessments: modifiable and non-modifiable risk factors, such as genetics and lifestyle factors, culture, and age.
    • Self-assessment
    • Assessment tools specific to age groups, with a focus on family members
    • Overview of HP 2020 “The HP issues” including health care access and health care disparities

Outcome #4: Identify communication strategies that establish and maintain therapeutic relationships with the patient/family system.

  • Communication strategies
    • Apply professional communication skills and behaviors.
    • Practice motivational interviewing techniques to help individuals and their families to promote health and wellness.
    • Communication issues that are specific to different age groups and their families or care givers
    • Case studies

Objective #5: Apply selected nursing, ethical, and legal standards of practice to theory and clinical activities.

  • Professional Nursing Concepts
    • Introduction to Evidence Based practice.
    • Nursing Values
    • Discuss ethical principles guiding professional behavior such as caring, advocacy, and respect.
    • Discuss the different components of professionalism including leadership, mandatory reporting, nurse practice acts.
    • “Do No Harm”

Objective #6: Demonstrate compliance with institutional policies and procedures regarding timely completion of assignments.

  • Compliance with policies
    • Review Student Nursing Handbook and program requirements.
    • Participate in group and discussions and assigned activities practice and performance.
    • Review the Oregon Nurse practice act.
    • Review CGCC student policies, support.
    • Follow clinical facility policies in the health care setting.

Objective #7: Demonstrate safe practice of fundamental nursing care skills consistent with nursing standards of practice and professional performance.

  • Safe Nursing Practice
    • Basic care giving skills – practice in lab and simulation.
    • Medication administration; Six Rights
    • Clinical experience under the guidance and supervision of a clinical faculty
    • Patient centered care, “Think like a Nurse”

Suggested Texts and Materials

  • Makic, M. B. F. & Martinez-Kratz, M. (2023). Nursing diagnosis handbook: An evidence-based guide to planning care (13th ed.). St. Louis, MO: Elsevier.
  • Jarvis, Carolyn (2022). Pocket Companion Physical Examination and health assessment (9th ed).  St. Louis, MO: Elsevier.
  • Harding, M. M., Kwong, J., Roberts, D., Hagler, D., & Reinisch, C. (2020). Lewis’s Medical-surgical nursing: Assessment and management of clinical problems (11th ed.). St. Louis, MO: Elsevier.
  • Pagana, K. D., Pagana, T. J. & Pagana, T.N. (2022) Mosby Manual of Diagnostic and Laboratory Tests (7th ed.). St. Louis, MO: Elsevier.
  • Treas, L. S., Wilkinson, J. M., Barnett, K. L., & Smith, M. H. (2018). Basic nursing: Thinking, doing, and caring (3rd ed.). Philadelphia, PA: F. A. Davis.