Nursing Health Promotion

Western Technical College 10543106 Nursing Health Promotion Course Outcome Summary Course Information Description Career Cluster Instructional Level Total Credits 3.00 Total Hours 54.00 This course focuses on topics related to health promotion for individuals and families. We will cover nursing care of the developing family, which includes reproductive issues, pregnancy, labor and delivery, post partum, the newborn, and the child. Recognizing the spectrum of health families we will discern patterns associated with adaptive and maladaptive behaviors applying mental health principles. An emphasis is placed on teaching and supporting healthy lifestyle choices for individuals of all ages. Nutrition, exercise, stress management, empowerment and risk reduction practices are highlighted. Study of the family will cover dynamics, functions, discipline styles, and stages of development. Health Science Associate Degree Courses Types of Instruction Instruction Type Lecture Credits/Hours 3 CR / 54 HR Course History Last Approval Date 8/22/2013 Target Population This course is designed for students enrolled in the PN and ADN nursing program. Pre/Corequisites Pre/Corequis ite 10543104 Nursing: Introduction to Clinical Practice Textbooks Course Outcome Summary - Page 1 of 15

Kozier & Erb's Fundamentals of Nursing: Concepts, Process, and Practice. 10th Edition. Copyright 2016. Berman, Audrey T., Shirlee Snyder, and Geralyn Frandsen EdD, MSN, RN. Publisher: Pearson. ISBN- 13:978-0-13-397436-2. Required. Maternal and Child Nursing Care. 4th Edition. Copyright 2014. London, Marcia L., Patricia W. Ladewig, Michele C. Davidson RN, PhD, CNM, Jane W. Ball DrPH, RN, CPNP. Publisher: Pearson. ISBN-13:978-0- 13-304600-7. Required. Understanding Medical Surgical Nursing - with Access. 5th Edition. Copyright 2015. Williams, Linda S. and Paula. Hopper. Publisher: F.A. Davis Co. ISBN-13:978-0-8036-4068-9. Required. Learner Supplies ATI Comprehensive Assessment & Review Package. Vendor: Campus Shop. Required. Core Abilities 1. Apply mathematical concepts. 2. 3. Demonstrate ability to value self and work ethically with others in a diverse population. 4. Make decisions that incorporate the importance of sustainability. 5. 6. Use effective communication skills. 7. Program Outcomes 1. Implement one's role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving professional identity as a nurse committed to evidence-based practice, caring, advocacy and quality care 2. Demonstrate appropriate written, verbal, and nonverbal communication in a variety of clinical contexts 3. Integrate social, mathematical, and physical sciences, pharmacology, and pathophysiology in clinical decision 4. Provide patient centered care by utilizing the nursing process across diverse populations and Course Outcome Summary - Page 2 of 15

health care settings 5. Minimize risk of harm to patients, members of the healthcare team and self through safe individual performance Course Competencies 1. Use principles of teaching/learning when reinforcing teaching plans Domain Cognitive Level Applying Use effective communication skills. Implement one's role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving professional identity as a nurse committed to evidence-based practice, caring, advocacy and quality care 1.1. in an oral, written or performance assessment 1.2. Oral Presentation 1.3. Paper 1.1. reflect the use of the nursing process 1.2. reflect theories of teaching and learning 1.3. include an evaluation of teaching methods 1.4. include evidence-based content appropriate to the teaching topic 1.5. include multiple teaching strategies appropriate to the developmental level of the learner 1.6. incorporate principles of teaching/learning 1.7. include a complete nursing diagnostic statement using a specific knowledge deficit as the problem 1.8. include a specific evaluative outcome data that measure learning 1.a. Ascertain the essential aspects of a teaching plan. (1a, 1c, 1e, 1f, 1h) 1.b. Explore the learning theories of Behaviorism, Cognitivism, and Humanism. (1b) 1.c. Design a teaching/learning plan incorporating the three learning domains. (1a, 1b, 1c, 1d, 1e, 1f, 1g, 1h) 1.d. Determine learning needs of learners and the learning environment. (1b, 1c, 1f) 1.e. Explore strategies to use when teaching patients of differnt cultures. (1b, 1c, 1e, 1f) 1.f. Examine the implications of low health literacy skills. (1e, 1f) 2. Apply principles of family dynamics to nursing care Domain Cognitive Level Applying Course Outcome Summary - Page 3 of 15

Implement one's role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving professional identity as a nurse committed to evidence-based practice, caring, advocacy and quality care 2.1. in an oral, written or performance assessment 2.2. Written Objective Test 2.1. demonstrate familiarity with family functions 2.2. apply an understanding of roles of family members 2.3. incorporate family dynamics 2.4. apply knowledge of styles of family decision 2.5. apply family developmental stages 2.6. incorporate knowledge of family cultural practices related to health 2.a. Examine components of a family health assessment (2a, 2b, 2c, 2e 2f) 2.b. Relate the use of a cultural assessment tool as a means of providing culturally sensitive care. (2a, 2b, 2c, 2d, 2e, 2f) 2.c. Explore the roles within various family structures. (2b, 2c, 2d, 2e, 2f) 2.d. Determine family decision as it relates to family functions. (2a, 2b, 2c, 2d, 2e, 2f) 2.e. Classify the major tasks associated with each developmental stage of the family. (2a, 2b, 2c, 2d, 2e 2f) 3. Adapt nursing interventions for maladaptive patterns of behavior Domain Cognitive Level Applying Use effective communication skills. Implement one's role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving professional identity as a nurse committed to evidence-based practice, caring, advocacy and quality care 3.1. in an oral, written or performance assessment 3.2. Written Objective Test 3.1. differentiate between adaptive and maladaptive behaviors 3.2. describe clinical manifestations of anxiety, mood, psychotic, impulse control and substance use disorders in the patient and family Course Outcome Summary - Page 4 of 15

3.3. identify the cues associated with domestic, child and elder abuse 3.4. describe recommended pharmacological and non-pharmacological therapeutic interventions 3.5. apply knowledge of recurring cycle of violence 3.6. include legal and ethical obligations related to notification and documentation 3.a. Relate nursing interventions to clinical manifestations for the following disorders: anxiety, mood, impulse control and substance abuse. (3b, 3d) 3.b. Examine detection, prevention, and management of abuse including; domestic, child and elder. (3c, 3e, 3f) 3.c. Determine the prevention strategies related to the stages of cycle of violence. (3e) 3.d. Explore the concept of stress and its relationship to adaptive and maladaptive coping strategies. (3a, 3,b, 3c, 3e) 3.e. Classify the effects of maladaptive coping, including abuse, and substance use. (3a, 3c, 3e) 3.f. Determine the notification and documentation obligations surrounding abusive situations throughout the lifespan. (3f) 3.g. Explore nursing interventions for the following disorders: anxiety, mood, psychotic, impulse control, and substance use. (3b, 3d) 3.h. Determine pharmacological interventions for the following disorders: anxiety, mood, psychotic, impulse control and substance use. (3b, 3d) 4. Plan nursing care for patients with reproductive issues Domain Cognitive Level Creating Implement one's role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an evolving professional identity as a nurse committed to evidence-based practice, caring, advocacy and quality care 4.1. in an oral, written or performance assessment 4.2. Written Objective Test 4.1. apply knowledge of reproductive issues such as: contraception, normal reproduction, reproductive screening, STIs, and infertility 4.2. use the nursing process 4.3. include the recommended therapeutic nursing actions 4.4. apply knowledge of normal male and female sexual changes across the lifespan 4.5. recognize barriers to reproductive care 4.6. show respect for patient's individual choices 4.a. Compare advantages, disadvantages and effectiveness of the various methods of contraception available for both men and women (4a, 4b) 4.b. 4.c. 4.d. Determine the prevention, causes, treatment options, nursing care and necessary teaching of men and women for the common STI's. (4a, 4b, 4c, 4d, 4e) Explore the advocacy role of the nurse in supporting patient's choices. (4f) Determine accurate information to be provided to girls and women so they can implement effecitive self Course Outcome Summary - Page 5 of 15

care measures when dealing with menarche, menstruation and menopause. (4a, 4d,4b,4c) 4.e. Investigate the essential components of fertility. (4a, 4d, 4e) 4.f. Provide nursing education for individuals seeking reproductive screening. (4a, 4b, 4.g. Ascertain the indications for the diagnositic tests and associated treatments that are done in an infertility work-up. (4a, 4b, 4c, 4d, 4d, 4e, 4f) 5. Plan nursing care for a healthy pregnant woman Domain Cognitive Level Creating 5.1. in an oral, written or performance assessment 5.2. Written Objective Test 5.1. include evidence-based concepts related to preconception and healthy pregnancy for woman and fetus 5.2. include elements of the nursing process 5.3. apply knowledge of appropriate nursing and medical care based on trimesters 5.4. recognize danger signs and related nursing actions 5.5. incorporate teaching concepts related to pregnancy 5.6. include labs and diagnostics related to pregnancy 5.7. apply knowledge of medication used in pregnancy 5.a. Discuss physiologic and psychosocial changes that occur in pregnancy. (5a, 5c, 5d, 5e) 5.b. Discuss the danger signs in pregnancy and what classifies a pregnancy as a high risk pregnancy. (5a, 5b, 5c, 5d, 5e, 5f, 5g) 5.c. Identify appropriate nursing assessments during the prenatal periods. (5b, 5c, 5d, 5e, 5f, 5g) 5.d. Identify nursing interventions that address the common discomforts of pregnancy. (5a, 5b, 5c, 5d, 5e) 5.e. Acquaint self with the emotional and psychologic changes that commonly occur in a woman, her patner, and her family during pregnancy when providing nursing care. (5a, 5c, 5e) 5.f. Identify the effect of cultural influences on childbearing. (5a, 5e) 5.g. Communicate the results of the major screening tests used during the prenatal period in the assessment of the prenatal patient. (5a, 5b, 5c, 5d, 5f) 5.h. Compare nutritional needs during pregnancy, the postpartum period, and lactation with nonpregnant requirements for females across the lifespan. (5a, 5c, 5e) 5.i. Discuss the basic assessments that indicate fetal well-being. (5a 5c, 5d. 5e, 5f, 5e) 6. Plan nursing care during uncomplicated labor and delivery Domain Cognitive Level Creating Course Outcome Summary - Page 6 of 15

6.1. in an oral, written or performance assessment 6.2. Written Objective Test 6.1. include data that pertains to uncomplicated labor and delivery 6.2. include elements of the nursing process 6.3. apply knowledge of appropriate nursing care based on labor and delivery stages 6.4. apply knowledge of medications used in uncomplicated labor and delivery 6.5. identify common complications of labor and delivery 6.a. Describe the nursing assessments and interventions that are performed throughout the stages and phases of labor and delivery of the newborn. (6a, 6b, 6c, 6d) 6.b. Assess for premonitory signs of labor when caring for the expectant woman. 6.c. Differentiate between false and true labor. 6.d. Describe the physiologic and psychologic changes occurring in an expectant woman during each stage of labor in the nursing care management of the expectant woman. 6.e. Identify various non-pharmacologic methods for promoting comfort and reducing anxiety during the birthing process. 6.f. 6.g. 6.h. Describe the goal of pharmacologic pain relief during labor and the types of analgesia/anesthesia available to the laboring woman. Anticipate the potential complications for the mother during the fourth stage of labor. Identify nursing responsibilities for a woman and her fetus who have received pharmacological interventions and the potential complications of this therapy to observe for. 7. Plan nursing care for a healthy newborn Domain Cognitive Level Creating 7.1. in an oral, written or performance assessment 7.2. Written Objective Test Course Outcome Summary - Page 7 of 15

7.1. apply concepts of family centered care by including physical and psychosocial needs that pertains to the healthy newborn 7.2. include elements of the nursing process 7.3. apply evidenced-based nursing and medical care based on needs of the healthy newborn 7.4. apply knowledge of medications for the healthy newborn 7.5. recognize community resources for newborn care 7.a. Describe the nurse's role in assessing and promoting a positive parent-child relationship in the birthing room. 7.b. 7.c. 7.d. 7.e. 7.f. Describe the purpose and use of routine prophylactic medications for the normal newborn. Describe the physical and neuromuscular maturity characteristics assessed to determine the gestational age of the newborn. Explain the physiological changes that occur in the respiratory and cardiovascular systems during the transition from fetal to neonatal life Discuss the components of the normal newborn assessments and common variations, including altered thermoregulation, hyperbilirubinemia, hypoglycemia and respiratory status. Discuss the functional abilities of the newborn's gastrointestinal and urinary systems. 7.g. 7.h. 7.i. 7.j. 7.k. Explain the immunologic responses available to the newborn. Explain the importance of newborn screening tests and newborn blood values. Identify nursing interventions to decrease the probability of hyperbilirubinemia, hypoglycemia, and respiratory distress. Describe common concerns of families and related content to be included in parent teaching on daily newborn care and available resources. Explain behavioral responses of the newborn during the first 4 hours after birth. 8. Plan nursing care for the post-partum patient Domain Cognitive Level Creating 8.1. in an oral, written or performance assessment 8.2. Written Objective Test 8.1. apply concepts of family centered care by including physical and psychosocial needs that pertains to the postpartum patient 8.2. include elements of the nursing process Course Outcome Summary - Page 8 of 15

8.3. apply knowledge of appropriate nursing and medical care for the postpartum patient 8.4. identify common complications of the post-partum patient 8.5. plan education for the post-partum patient including community resources 8.a. Explain the components and methods of a systematic postpartal assessment. 8.b. Discuss the physiological adaptations which occur during the postpartal period. 8.c. Explore the psychological changes of the postpartal period which commonly occur. 8.d. 8.e. 8.f. Explore maternal role attainment in the postpartum woman and illustrate interventions to promote parent infant attachment. Discuss interventions pertinent to the postpartal client that promote healing, family centered wellness and cultural diversity Discuss the differences in breast care between the lactating and non-lactating woman. 8.g. 8.h. Discuss the nutritional needs of the postpartum mother; lactating and non-lactating. Identify components of postpartum teaching and discharge planning, to include available community resources. 9. Examine adaptations of nursing care for patients from infancy through adolescence Domain Cognitive Level Analyzing 9.1. in an oral, written or performance assessment 9.2. Written Objective Test 9.3. Case Study 9.1. include elements of the nursing process 9.2. base your response on unique needs of the child's stage of development 9.3. include individualized interventions for the child and his/her family 9.4. consider the setting in which care is delivered 9.5. examine evidence-based practices of recommended immunizations 9.6. recognize community resources for care of children 9.a. Discuss current recommended immunizations, possible side effects, contraindications and parent teaching related to safe administration, follow-up care, and community resources. 9.b. Review common childhood infectious/communicable diseases, signs and symptoms, potential sequelae, and parental teaching. 9.c. Discuss the principles of growth and development. Course Outcome Summary - Page 9 of 15

9.d. 9.e. 9.f. Identify nursing interventions for children that are appropriate for the child s developmental stage. Discuss the process for modifying communication patterns to reflect developmental stages. Identify components of health promotion/health maintenance visits throughout infancy to adolescence. 9.g. 9.h. Recognize risks to developmental progression and factors that protect against those risks. Determine nursing interventions for children that are appropriate for the child's developmental state, based on theoretical frameworks (Erickson, Piaget, Kohlberg). 10. Plan nursing care for the ill child Domain Cognitive Level Creating 10.1. in an oral, written or performance assessment 10.2. Written Objective Test 10.1. examine nursing care for common childhood illnesses 10.2. show developmentally appropriate modification of nursing measures of the acutely or chronically ill child 10.3. incorporate lifespan considerations when identifying interventions that minimize stress of illness and hospitalization for children and families 10.4. incorporate effects of illness and hospitalization on the child and family 10.a. Prepare strategies to promote coping as the child and family adapt to illness/hospitalization. (10 c., d.) 10.b. Illustrate the nurse's role in caring for a child with chronic illness while incorporating the family's needs as well. (10. b., c., d.) 10.c. Relate methods that the child and family use to adapt to hospitalization applying family-centered care principles. (10 b., c., d) 10.d. Investigate nursing care for the following common childhood infectious/communicable diseases including signs and symptoms, potential sequelae, and parental teaching: Chickenpox, Rotavirus, Diphtheria, Meningococcus, Tetanus, Pneumococcal infection, Pertussis, Roseola, H-Influenzae Type B, Strep, Group A Influenza, Coxsackievirus, Measles, Mononucleosis, Mumps, Fifth Disease, Polio, Rabies, Rubella, Lyme (10. a.) 11. Plan a healthy diet for a well patient Domain Cognitive Level Creating Course Outcome Summary - Page 10 of 15

11.1. in an oral, written or performance assessment 11.2. Written Objective Test 11.3. Self Assessment 11.1. include an assessment component of the patient's current diet 11.2. include current recommendations regarding diet for patients according to developmental needs 11.3. include a variety of foods to address cultural, values and ethnic considerations 11.4. include recommendations based on individual patient health conditions 11.a. Explore the components of a healthy diet for a well client 11.b. Discuss nutritional guidelines and variations for the major developmental stages from infancy to elder adults including cultural and ethnic considerations. 11.c. Identify and discuss nutritional risk factors affecting individuals throughout the lifespan including cultural and ethnic influences. 11.d. 11.e. Discuss common nutritional problems of infants through elder adults. Identify nursing interventions to meet nutritional needs from infancy to elder adults. 12. Encourage healthy lifestyle behaviors in patients Domain Cognitive Level Applying 12.1. in an oral, written or performance assessment 12.2. Written Objective Test 12.3. Self Assessment 12.4. Paper 12.1. use the nursing process 12.2. include elements of a healthy lifestyle 12.3. identify the use of health screening guidelines and immunizations 12.4. include stress management as primary prevention 12.5. include identification of risk factors 12.6. outline the steps the patient could take to reduce the risks 12.7. base your response on the patient's level of risk Course Outcome Summary - Page 11 of 15

12.8. demonstrate awareness of a behavior change process 12.a. Explore the goals, focus areas and leading Health indicators found in Healthy People 2020. 12.b. 12.c. 12.d. Explain the stages of health behavior change. Discuss the physical, psychosocial, cognitive, moral and spiritual development of young adult through older adults Identify health problems, risks and strengths of the young adult through older adult. 12.e. Examine the importance of activity exercise to a healthy lifestyle 12.f. Identify factors affecting safety for young adults through older adults. 12.g. Identify common health screening guidelines. 12.h. Review immunization records for adults according to CDC guidelines. (CDC Website). 13. Promote safety/accident prevention for patients from infancy through adolescence Domain Cognitive Level Applying 13.1. in an oral, written or performance assessment 13.2. Written Objective Test 13.3. Case Study 13.1. identify evidence of unsafe situations 13.2. identify common safety concerns related to developmental level 13.3. provide accurate and developmentally appropriate interventions 13.4. include anticipatory guidance topics 13.a. Examine age-appropriate anticipatory guidance for parents of infants, toddlers, preschool, school-age, and adolescents related to: Promotion of Safety, sleep/disturbances, activity/exercise, dental health, body image, activities that promote development, physical development, social development behavioral problems, sibling rivalry, toilet training, temper tantrums, teething, colic, and separation anxiety. (13. b., d.) 13.b. Determine social and environmental factors that influence the health of children and adolescents. (13. b., d.) 13.c. Examine the effects of lifestyle activities and their influence on child health (tobacco and substance use, physical inactivity, injury and protective equipment, body art, and sexual orientation). (13. a., b., d.) 13.d. Use the nursing process to outline safety/accident prevention needs for both the child and parent(s) utilizing developmentally appropriate interventions. (13. a., b., c., d.) 14. Promote healthy coping in acute and chronic illness Course Outcome Summary - Page 12 of 15

Domain Cognitive Level Applying 14.1. in an oral, written or performance assessment 14.2. Written Objective Test 14.1. identify coping strategies and defense mechanisms 14.2. include a systematic assessment of adaptive or maladaptive behaviors 14.3. reflect knowledge of coping as it relates to development and health status 14.4. incorporate the nursing process as it relates to acute and chronic illness 14.5. include a differentiation between primary, secondary, and tertiary prevention 14.6. examine the role of the nurse in various community settings 14.7. examine the role of collaboration with family and multidisciplinary team members 14.a. Examine the relationship between coping strategies/defense mechanisms and adaptive/maladaptive behaviors. (14 a., 14b.) 14.b. Use the nursing process to outline care specific to adaptive/maladaptive behaviors related to coping when caring for the patient with acute and chronic illness. (14 a., b., d., f., g.) 14.c. Investigate nursing management related to the effects of the stress response, mediators of the stress response, anxiety, and accompanying relief behaviors. (14a., b., c., d.,) 14.d. Determine intervention strategies promoting healthy coping based upon primary, secondary and tertiary nursing care. (14 e., f.) 14.e. Examine differences between maturational, situational, and adventitious crises. (14. e., f.) 14.f. Classify patient and family coping skills related to crisis intervention. (14. c., f., g.) Nursing Grading for Theory Courses Average and Cumulative Grade Policy: The student must achieve a 78% average on all Exams independent of any paper/project/participation grade to pass the course. If the Exams grade is <78%, this grade would be entered as the final course grade and considered a course failure. The final theory grade will be calculated from the weighted average of the paper/project/participation grade and the passing Exams grade. Theory grades are assigned according to the following Nursing Program Theory Course Grading Policy: Nursing Program Grading Scale policy recognizes the achievement of the actual grade attained. Therefore, there will be no rounding up of course grades. Nursing Program Theory Course Grading Scale A = 94-100 (grades from 94.0-100%) AB = 90-93 (grades from 90.0-93.999 %) B = 86-89 (grades from 86.0-89.999 %) BC = 82-85 (grades from 82.0-85.999 %) Course Outcome Summary - Page 13 of 15

C = 78-81 (grades from 78.0-81.999 %) D = 70-77 (grades from 70.0-77.999 %) F = < 69 (grades 0.0-69.999 %) is defined as infinity Grade Review: If a student wishes to have a grade reviewed for a test, paper or project, he or she must contact the instructor and make arrangements to discuss the grade within 5 business (Mon-Fri) days of the date that the grade is posted. This is to ensure that issues are addressed in a timely manner for the benefit of both students and faculty. Course requirements include Six Computer Generated Practice Quizzes, 4 Exams, 4 Written Assignments, a classroom presentation and 4 Class Participation/Case Studies to be completed in the classroom. Exams: There will be 4 proctored 50 question computer generated exams covering the content you have learned in this course. The questions may be multiple choice, fill in the blank, matching, multiple answer/multiple choice. You are allowed to take the exam only one time and once you start taking the exam, you will be given 75 minutes to complete it. These exams will include information from the readings, PowerPoint presentations, and required Learning Activities. Assignment Quizzes: There will be 6 multiple choice computer generated quizzes covering the content you have learned in this course. Quizzes are an opportunity for you to test your content knowledge prior to taking the exams. These quizzes will include information from your readings, assignments, and class discussion. Each quiz is 10-15 questions in length and is worth 0.5% of your course grade. Quizzes DO NOT need to be proctored and may be taken at any place you have access to a computer. You may take each quiz as many times as you choose. You will receive 0.5% for each quiz you have completed (answered all questions). Quizzes will be available up to the time of the Exam over the same content. Refer to the Weekly Schedule to see the dates and times when these quizzes are offered. Quizzes are designated as Assignments for this course and will not be calculated into the average for exams. Refer to the Evaluation button on the Blackboard and to the Weekly Schedule to see the dates and times when these quizzes are offered. Written Assignments: There will be 4 assignments, with individual components, given throughout this course. Details/instructions about each assignment can be found under the Assignments button on BB. Assignments must be completed by 11:55 pm on the Due Date identified on the Weekly Schedule. Assignment Health E Project: The student will complete readings in the assigned text book and watch a You Tube video addressing Health Literacy. After viewing the You Tube and completing the text readings the student will address three questions. Assignment ATI Testing: This course will utilize 3 ATI practice exams. The practice exams will cover content pertinent to the Learning Plans and includes: RN Maternal Newborn (Postpartal) 60 questions, RN Nursing Care of Children (40 questions), RN Mental Health (40 questions). Teaching Presentation and Worksheet: During the first week of the semester the student will signup in Class for a presentation topic. Part 1 of the assignment will consist of completing a Preteaching Worksheet based on the topic they have signed up to present. Part 2 will consist of the presentation of the selected topic on Blackboard Discussion Board. (Note Part 2 cannot be completed without completing Part 1). Personal Health Promotion Plan: The student will complete 2 short health assessments online, write a paper that summarizes the conclusions they have made about their personal health, and put it in a care plan format. They will keep minimal logs of their accomplishment throughout 4 weeks of the project and then evaluate the plan and write a 1-2 page paper on how they accomplished their goal for health promotion or what things they would change if they did it again. (Note- Part 2 cannot be completed without completing Part 1). Course Outcome Summary - Page 14 of 15

Class Participation: You are expected to attend class, participate in the discussions and to complete assignments on time. Your participation is important to facilitate everyone s learning and demonstrates professional accountability. Class participation consists of Attendance throughout the course along with Case Studies, Activities/Worksheets to be completed in class, and Discussion Board responses. ***In the event of needing to re-enter a course. All assignments/discussion boards/class participation must reflect new learning, therefore assignments/discussion boards/class participation that have previously submitted, will not be accepted for credit. Please contact your instructor if you have further questions. Course Outcome Summary - Page 15 of 15