{"id":59,"date":"2025-11-07T12:37:35","date_gmt":"2025-11-07T17:37:35","guid":{"rendered":"https:\/\/opentextbc.ca\/apncurriculum\/chapter\/course-outline-health-promotion-4\/"},"modified":"2026-02-23T16:06:23","modified_gmt":"2026-02-23T21:06:23","slug":"course-outline-health-promotion-4","status":"publish","type":"chapter","link":"https:\/\/opentextbc.ca\/apncurriculum\/chapter\/course-outline-health-promotion-4\/","title":{"raw":"Course Outline: Health Promotion 4","rendered":"Course Outline: Health Promotion 4"},"content":{"raw":"Minimum Course Hours: 30\n<h2>Course Description<\/h2>\nLearners focus on health promotion strategies for clients experiencing an acute illness or acute exacerbation of a chronic illness. They examine how health-promoting strategies improve or help maintain clients\u2019 health status during hospitalization and after discharge. Learners continue to reflect on and deepen their understanding of trauma-informed practice, cultural safety, cultural humility, and anti-racism as essential components of health promotion in acute care. An emphasis is placed on Indigenous-specific anti-racism and providing culturally safe care for Indigenous clients.\n\n<strong>Prerequisites:<\/strong> Successful completion of all Level 3 courses and Consolidated Practice Experience 3\n\n<strong>Corequisites:<\/strong> Integrated Nursing Practice 4; Variations in Health 4\n<h2>Learning Outcomes<\/h2>\nUpon successful completion of this course, the learner will be able to:\n<ol>\n \t<li>Explore health promotion and health promotion strategies for clients in acute care settings, including clients with mental health and\/or substance use conditions.\n<ul>\n \t<li>1.1 Discuss health promotion approaches in acute care settings and in relation to discharge planning.<\/li>\n \t<li>1.2 Formulate teaching strategies to manage or improve client health.<\/li>\n \t<li>1.3 Explain the use of screening tools for early detection of illness.<\/li>\n \t<li>1.4 Explain which immunizations are important for clients experiencing acute illness.<\/li>\n<\/ul>\n<\/li>\n \t<li>Explore how the continuum of care supports nursing practice with clients in acute care settings, including clients with mental health and\/or substance use conditions.\n<ul>\n \t<li>2.1 Explain the continuum of care from pre-admission to end-of-life care.<\/li>\n \t<li>2.2 Identify the interprofessional health care team in the acute care setting.<\/li>\n \t<li>2.3 Describe the role of the practical nurse in discharge planning.<\/li>\n \t<li>2.4 Compare resource allocation and inequities across the province for diverse demographics.<\/li>\n<\/ul>\n<\/li>\n \t<li>Identify culturally safe and culturally informed health promotion materials.\n<ul>\n \t<li>3.1 Analyze the importance of Indigenous cultural rights, values, and practices, including ceremonies and protocols, in the acute care setting.<\/li>\n \t<li>3.2 Describe the significance of the client\u2019s request for involvement of family and others (e.g., community and Elders, Indigenous cultural navigators, and interpreters) to their experiences of safety.<\/li>\n \t<li>3.3 Evaluate trauma-informed practice within acute care settings.<\/li>\n<\/ul>\n<\/li>\n \t<li>Explain the discharge planning process, including teaching and learning strategies to prepare the client for discharge.\n<ul>\n \t<li>4.1 Discuss the practical nurse\u2019s role as client navigator in assisting clients and families with health care decisions and access to services.<\/li>\n \t<li>4.2 Evaluate 2SLGBTQIA+[footnote]2SLGBTQIA+ stands for Two-Spirit, lesbian, gay, bisexual, transgender, queer, intersex, asexual, with the + representing additional sexual and gender diverse identities.[\/footnote] needs for discharge teaching, including gender-affirming procedures.<\/li>\n \t<li>4.3 Evaluate the various forms of advocacy that a practical nurse may engage in when discharging clients from acute care settings, including advocacy for clients with mental health and\/or substance use conditions.<\/li>\n<\/ul>\n<\/li>\n \t<li>Explore the concepts and principles of harm reduction and recovery-oriented care for clients with mental health and\/or substance use conditions in acute care settings.\n<ul>\n \t<li>5.1 Define recovery-oriented care in the acute care setting.<\/li>\n \t<li>5.2 Identify client needs and strategies to effectively provide clients and families with emotional support in acute care settings.<\/li>\n \t<li>5.3 Describe trauma-informed and harm reduction strategies and how these strategies are integrated into the discharge planning process.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<h1>Course Concepts<\/h1>\nCourse outcomes will be met through examination and exploration of the following:\n<ul>\n \t<li>Risk-management strategies<\/li>\n \t<li>Early detection of illness through screening<\/li>\n \t<li>Client teaching and learning<\/li>\n \t<li>Continuum of care (pre\u2010admission and discharge planning)<\/li>\n \t<li>Harm reduction<\/li>\n \t<li>Recovery-oriented care<\/li>\n \t<li>Trauma-informed practice in acute care settings<\/li>\n \t<li>Cultural safety, cultural humility, anti-racism<\/li>\n \t<li>Diversity, equity, and inclusion in acute care<\/li>\n \t<li>Advocacy<\/li>\n \t<li>Health promotion for clients with mental health and\/or substance use conditions<\/li>\n \t<li>2SLGBTQIA+ health promotion<\/li>\n<\/ul>","rendered":"<p>Minimum Course Hours: 30<\/p>\n<h2>Course Description<\/h2>\n<p>Learners focus on health promotion strategies for clients experiencing an acute illness or acute exacerbation of a chronic illness. They examine how health-promoting strategies improve or help maintain clients\u2019 health status during hospitalization and after discharge. Learners continue to reflect on and deepen their understanding of trauma-informed practice, cultural safety, cultural humility, and anti-racism as essential components of health promotion in acute care. An emphasis is placed on Indigenous-specific anti-racism and providing culturally safe care for Indigenous clients.<\/p>\n<p><strong>Prerequisites:<\/strong> Successful completion of all Level 3 courses and Consolidated Practice Experience 3<\/p>\n<p><strong>Corequisites:<\/strong> Integrated Nursing Practice 4; Variations in Health 4<\/p>\n<h2>Learning Outcomes<\/h2>\n<p>Upon successful completion of this course, the learner will be able to:<\/p>\n<ol>\n<li>Explore health promotion and health promotion strategies for clients in acute care settings, including clients with mental health and\/or substance use conditions.\n<ul>\n<li>1.1 Discuss health promotion approaches in acute care settings and in relation to discharge planning.<\/li>\n<li>1.2 Formulate teaching strategies to manage or improve client health.<\/li>\n<li>1.3 Explain the use of screening tools for early detection of illness.<\/li>\n<li>1.4 Explain which immunizations are important for clients experiencing acute illness.<\/li>\n<\/ul>\n<\/li>\n<li>Explore how the continuum of care supports nursing practice with clients in acute care settings, including clients with mental health and\/or substance use conditions.\n<ul>\n<li>2.1 Explain the continuum of care from pre-admission to end-of-life care.<\/li>\n<li>2.2 Identify the interprofessional health care team in the acute care setting.<\/li>\n<li>2.3 Describe the role of the practical nurse in discharge planning.<\/li>\n<li>2.4 Compare resource allocation and inequities across the province for diverse demographics.<\/li>\n<\/ul>\n<\/li>\n<li>Identify culturally safe and culturally informed health promotion materials.\n<ul>\n<li>3.1 Analyze the importance of Indigenous cultural rights, values, and practices, including ceremonies and protocols, in the acute care setting.<\/li>\n<li>3.2 Describe the significance of the client\u2019s request for involvement of family and others (e.g., community and Elders, Indigenous cultural navigators, and interpreters) to their experiences of safety.<\/li>\n<li>3.3 Evaluate trauma-informed practice within acute care settings.<\/li>\n<\/ul>\n<\/li>\n<li>Explain the discharge planning process, including teaching and learning strategies to prepare the client for discharge.\n<ul>\n<li>4.1 Discuss the practical nurse\u2019s role as client navigator in assisting clients and families with health care decisions and access to services.<\/li>\n<li>4.2 Evaluate 2SLGBTQIA+<a class=\"footnote\" title=\"2SLGBTQIA+ stands for Two-Spirit, lesbian, gay, bisexual, transgender, queer, intersex, asexual, with the + representing additional sexual and gender diverse identities.\" id=\"return-footnote-59-1\" href=\"#footnote-59-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a> needs for discharge teaching, including gender-affirming procedures.<\/li>\n<li>4.3 Evaluate the various forms of advocacy that a practical nurse may engage in when discharging clients from acute care settings, including advocacy for clients with mental health and\/or substance use conditions.<\/li>\n<\/ul>\n<\/li>\n<li>Explore the concepts and principles of harm reduction and recovery-oriented care for clients with mental health and\/or substance use conditions in acute care settings.\n<ul>\n<li>5.1 Define recovery-oriented care in the acute care setting.<\/li>\n<li>5.2 Identify client needs and strategies to effectively provide clients and families with emotional support in acute care settings.<\/li>\n<li>5.3 Describe trauma-informed and harm reduction strategies and how these strategies are integrated into the discharge planning process.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<h1>Course Concepts<\/h1>\n<p>Course outcomes will be met through examination and exploration of the following:<\/p>\n<ul>\n<li>Risk-management strategies<\/li>\n<li>Early detection of illness through screening<\/li>\n<li>Client teaching and learning<\/li>\n<li>Continuum of care (pre\u2010admission and discharge planning)<\/li>\n<li>Harm reduction<\/li>\n<li>Recovery-oriented care<\/li>\n<li>Trauma-informed practice in acute care settings<\/li>\n<li>Cultural safety, cultural humility, anti-racism<\/li>\n<li>Diversity, equity, and inclusion in acute care<\/li>\n<li>Advocacy<\/li>\n<li>Health promotion for clients with mental health and\/or substance use conditions<\/li>\n<li>2SLGBTQIA+ health promotion<\/li>\n<\/ul>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-59-1\">2SLGBTQIA+ stands for Two-Spirit, lesbian, gay, bisexual, transgender, queer, intersex, asexual, with the + representing additional sexual and gender diverse identities. <a href=\"#return-footnote-59-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":123,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-59","chapter","type-chapter","status-publish","hentry"],"part":54,"_links":{"self":[{"href":"https:\/\/opentextbc.ca\/apncurriculum\/wp-json\/pressbooks\/v2\/chapters\/59","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbc.ca\/apncurriculum\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbc.ca\/apncurriculum\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbc.ca\/apncurriculum\/wp-json\/wp\/v2\/users\/123"}],"version-history":[{"count":1,"href":"https:\/\/opentextbc.ca\/apncurriculum\/wp-json\/pressbooks\/v2\/chapters\/59\/revisions"}],"predecessor-version":[{"id":60,"href":"https:\/\/opentextbc.ca\/apncurriculum\/wp-json\/pressbooks\/v2\/chapters\/59\/revisions\/60"}],"part":[{"href":"https:\/\/opentextbc.ca\/apncurriculum\/wp-json\/pressbooks\/v2\/parts\/54"}],"metadata":[{"href":"https:\/\/opentextbc.ca\/apncurriculum\/wp-json\/pressbooks\/v2\/chapters\/59\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbc.ca\/apncurriculum\/wp-json\/wp\/v2\/media?parent=59"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbc.ca\/apncurriculum\/wp-json\/pressbooks\/v2\/chapter-type?post=59"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbc.ca\/apncurriculum\/wp-json\/wp\/v2\/contributor?post=59"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbc.ca\/apncurriculum\/wp-json\/wp\/v2\/license?post=59"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}