Minimum Course Hours: 30

Course Description

Learners will develop their understanding of health promotion within the Canadian context by exploring health enhancement, health protection, disease prevention, and health restoration (recovery, care, and support). Topics include growth and development, typical aging changes, and health promotion. Learners will examine health inequities and determinants of health to inform culturally appropriate and holistic care that promotes client independence. Learners will also gain knowledge of trauma-informed practice as well as an understanding of how cultural safety and anti-racism in health care impact health and wellness, with a focus on Indigenous-specific anti-racism.

Prerequisites: Admission to the Access to Practical Nursing Program; completion of Human Anatomy and Physiology for Practical Nurses or equivalent course with a minimum grade of 65%

Corequisites: Professional Communication A; Integrated Nursing Practice A; Professional Practice A, Pharmacology A

Learning Outcomes

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

1. Explain definitions and concepts related to health promotion and disease prevention in the context of both physical and mental health.
   • 1.1 Explain epidemiology related to health promotion.
   • 1.2 Describe the concept of health continuums, including the mental health continuum.
   • 1.3 Explain the difference between primary, secondary, and tertiary prevention.
   • 1.4 Identify the levels of Maslow’s hierarchy of needs.
   • 1.5 Define the importance of a trauma-informed approach within the context of health promotion in older adults.
2. Discuss the major components of Canada’s health care system.
   • 2.1 Identify trends, issues, and challenges facing the Canadian health care system.
   • 2.2 Discuss the concept of health care privatization.
   • 2.3 Explore the different models of health care delivery in Canada.
3. Explain how the determinants of health impact individual health and wellness, including mental health and wellness.
   • 3.1 Identify the determinants of health affecting Indigenous Peoples and the health disparities between non‐Indigenous and Indigenous Peoples in Canada.
   • 3.2 Explain the connection between the determinants of health and healthy living for older adults, including mental health and wellness.
   • 3.3 Identify the requirements for healthy living.
   • 3.4 Discuss the significance of health statistics to health promotion.
4. Describe the concept of advocacy and the different types of advocacy that practical nurses engage in when caring for older adults, including those with chronic illnesses and/or mental health conditions.
   • 4.1 Describe what it means to be a client navigator to assist persons and families to navigate numerous systems associated with health care.
   • 4.2 Identify local community resources that support and promote mental and physical health in older adults, their families, and caregivers.
5. Describe how cultural safety, cultural humility, and anti-racism as well as diversity, equity, and inclusion are essential to health promotion.
   • 5.1 Define health promotion principles in 2SLGBTQIA+^[1] care.
   • 5.2 Describe the importance of a trauma-informed approach within the context of health promotion.
   • 5.3 Discuss the importance of cultural safety and the harmful effects of Indigenous-specific racism on Indigenous people accessing the health care system and its disproportionate impact on Indigenous women, girls, and 2SLGBTQIA+ individuals.
   • 5.4 Discuss 2SLGBTQIA+ care for older adults.
   • 5.5 Discuss diversity in health beliefs and practices within a culturally diverse society.
   • 5.6 Discuss cultural competence in health promotion.
6. Describe teaching and learning principles for health promotion across the lifespan, including older adults and clients with mental health conditions.
   • 6.1 Discuss the influence of health education on health and wellness.
   • 6.2 Describe the learning domains.
   • 6.3 Discuss the components of a teaching-learning plan.
7. Describe the steps of communicable disease reporting.
   • 7.1 Identify health promotion strategies that minimize the risk of transmission of communicable disease.
8. Describe common growth and development theories across the lifespan.
   • 8.1 Describe psychosocial, cognitive, and moral development across the lifespan.
   • 8.2 Discuss factors influencing typical growth and development.
   • 8.3 Explore the role that determinants of health play in growth and development.
   • 8.4 Discuss the relationship between knowledge of growth and development theories and nursing practice.
9. Explore the concepts and principles of harm reduction and recovery-oriented care as they relate to older adults.
   • 9.1 Explain the principles of harm reduction and their relationship to advocacy.
   • 9.2 Discuss informed consent and the right to live at risk as it relates to health promotion in older adults.
   • 9.3 Describe the principles of recovery-oriented care.

Course Concepts

Course outcomes will be met through examination and exploration of the following:

• Canada’s health care system
• Holistic health
• Wellness and health
• Determinants of health
• Maslow’s hierarchy of needs
• Health promotion in Canada
• Typical growth and development across the lifespan
• Chronic disease management
• Health disparities and their impacts on people
• Diversity in health beliefs, including Indigenous beliefs and practices
• Introduction to health statistics and epidemiology
• Teaching and learning in health promotion
• Communicable diseases and epidemiology
• Harm reduction
• Recovery-oriented care
• Client advocacy and navigation
• Trauma-informed practice with older adults
• Cultural safety and cultural humility in health and healing
• Health literacy