{"id":63,"date":"2025-11-07T12:37:35","date_gmt":"2025-11-07T17:37:35","guid":{"rendered":"https:\/\/opentextbc.ca\/pncurriculum\/chapter\/course-outline-health-promotion-1\/"},"modified":"2026-02-23T16:05:43","modified_gmt":"2026-02-23T21:05:43","slug":"course-outline-health-promotion-1","status":"publish","type":"chapter","link":"https:\/\/opentextbc.ca\/pncurriculum\/chapter\/course-outline-health-promotion-1\/","title":{"raw":"Course Outline: Health Promotion 1","rendered":"Course Outline: Health Promotion 1"},"content":{"raw":"Minimum Course Hours: 30\n<h1>Course Description<\/h1>\nLearners are introduced to the concepts of health promotion as well as the determinants of health and health inequities. Learners develop a beginning knowledge of typical growth and development. Topics include health continuums, health enhancement, health protection, disease prevention, and health restoration (recovery, care, and support). Learners explore advocacy and trauma-informed practice and develop an understanding of how cultural safety and anti-racism in health care impact health and wellness, with a focus on Indigenous-specific anti-racism.\n\n<strong>Prerequisites:<\/strong> Admission to the Practical Nursing Program; completion of Human Anatomy and Physiology for Practical Nurses with a minimum grade of 65% or equivalent\n\n<strong>Corequisites:<\/strong> Professional Communication 1; Integrated Nursing Practice 1; Professional Practice 1; Variations in Health 1; Pharmacology 1\n<h1>Learning Outcomes<\/h1>\nUpon successful completion of this course, the learner will be able to:\n<ol>\n \t<li>Explain definitions and concepts related to health promotion and disease prevention in the context of both physical and mental health.\n<ul>\n \t<li>1.1 Explain epidemiology related to health promotion.<\/li>\n \t<li>1.2 Describe the concept of health continuums, including the mental health continuum.<\/li>\n \t<li>1.3 Explain the difference between primary, secondary, and tertiary prevention.<\/li>\n \t<li>1.4 Identify the levels of Maslow\u2019s hierarchy of needs.<\/li>\n \t<li>1.5 Describe the principles of harm reduction and their relationship to advocacy.<\/li>\n<\/ul>\n<\/li>\n \t<li>Discuss the major components of Canada\u2019s health care system.\n<ul>\n \t<li>2.1 Identify trends, issues, and challenges facing the Canadian health care system.<\/li>\n \t<li>2.2 Discuss the concept of health care privatization.<\/li>\n \t<li>2.3 Explore the different models of health care delivery in Canada.<\/li>\n<\/ul>\n<\/li>\n \t<li>Explain how the determinants of health impact individual health and wellness, including mental health and wellness.\n<ul>\n \t<li>3.1 Identify the determinants of health affecting Indigenous people and the health inequities between non-Indigenous and Indigenous Peoples in Canada.<\/li>\n \t<li>3.2 Identify the requirements for healthy living.<\/li>\n \t<li>3.3 Discuss the significance of health statistics to health promotion.<\/li>\n<\/ul>\n<\/li>\n \t<li>Describe the concept of advocacy and the different types of advocacy that practical nurses engage in for clients and themselves.\n<ul>\n \t<li>4.1 Describe what it means to be a client navigator to assist clients and families to navigate numerous systems associated with health care.<\/li>\n \t<li>4.2 Explore how practical nurses self-advocate for themselves and their role within the interprofessional health care team.<\/li>\n<\/ul>\n<\/li>\n \t<li>Describe how cultural safety, cultural humility, and anti-racism, as well as diversity, equity, and inclusion are essential to health promotion.\n<ul>\n \t<li>5.1 Define the principles of health promotion in 2SLGBTQIA+[footnote]2SLGBTQIA+ stands for Two-Spirit, lesbian, gay, bisexual, transgender, queer, intersex, asexual, with the + representing additional sexual and gender diverse identities.[\/footnote] care.<\/li>\n \t<li>5.2 Describe the importance of a trauma-informed approach within the context of health promotion.<\/li>\n \t<li>5.3 Discuss diversity in health beliefs and practices within a culturally diverse society.<\/li>\n \t<li>5.4 Discuss cultural competence in health promotion.<\/li>\n \t<li>5.5 Describe how nurses can promote health with Indigenous clients by providing culturally safe and anti-racist care.<\/li>\n<\/ul>\n<\/li>\n \t<li>Describe teaching and learning principles for health promotion across the lifespan.\n<ul>\n \t<li>6.1 Discuss the influence of health education on health and wellness.<\/li>\n \t<li>6.2 Describe the learning domains.<\/li>\n \t<li>6.3 Discuss the components of a teaching-learning plan.<\/li>\n<\/ul>\n<\/li>\n \t<li>Describe the steps of communicable disease reporting.\n<ul>\n \t<li>7.1 Identify health promotion strategies that minimize the risk of transmitting communicable diseases.<\/li>\n<\/ul>\n<\/li>\n \t<li>Describe well-known growth and development theories across the lifespan.\n<ul>\n \t<li>8.1 Describe psychosocial, cognitive, and moral development across the lifespan.<\/li>\n \t<li>8.2 Discuss factors influencing typical growth and development.<\/li>\n \t<li>8.3 Explore the role that determinants of health play in growth and development.<\/li>\n \t<li>8.4 Discuss the relationship between knowledge of growth and development theories and nursing practice.<\/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>BCCNM LPN Ethics Standards, Practice Standards, and documents that guide scope of practice<\/li>\n \t<li>Canada\u2019s health care system<\/li>\n \t<li>Holistic health<\/li>\n \t<li>Wellness and health<\/li>\n \t<li>Determinants of health<\/li>\n \t<li>Maslow\u2019s hierarchy of needs<\/li>\n \t<li>Health promotion in the context of both physical and mental health<\/li>\n \t<li>Typical growth and development across the lifespan<\/li>\n \t<li>Health continuums<\/li>\n \t<li>Client advocacy and navigation<\/li>\n \t<li>Cultural safety and cultural humility in health promotion<\/li>\n \t<li>Health disparities and their impacts on people<\/li>\n \t<li>Impact of racism on health\u2014particularly Indigenous-specific racism<\/li>\n \t<li>Diversity in health beliefs, including Indigenous beliefs and practices<\/li>\n \t<li>Introduction to health statistics and epidemiology<\/li>\n \t<li>Teaching and learning in health promotion<\/li>\n \t<li>Communicable diseases and epidemiology<\/li>\n \t<li>Harm reduction<\/li>\n \t<li>Recovery-oriented care<\/li>\n \t<li>Trauma-informed practice<\/li>\n \t<li>Health literacy<\/li>\n<\/ul>","rendered":"<p>Minimum Course Hours: 30<\/p>\n<h1>Course Description<\/h1>\n<p>Learners are introduced to the concepts of health promotion as well as the determinants of health and health inequities. Learners develop a beginning knowledge of typical growth and development. Topics include health continuums, health enhancement, health protection, disease prevention, and health restoration (recovery, care, and support). Learners explore advocacy and trauma-informed practice and develop an understanding of how cultural safety and anti-racism in health care impact health and wellness, with a focus on Indigenous-specific anti-racism.<\/p>\n<p><strong>Prerequisites:<\/strong> Admission to the Practical Nursing Program; completion of Human Anatomy and Physiology for Practical Nurses with a minimum grade of 65% or equivalent<\/p>\n<p><strong>Corequisites:<\/strong> Professional Communication 1; Integrated Nursing Practice 1; Professional Practice 1; Variations in Health 1; Pharmacology 1<\/p>\n<h1>Learning Outcomes<\/h1>\n<p>Upon successful completion of this course, the learner will be able to:<\/p>\n<ol>\n<li>Explain definitions and concepts related to health promotion and disease prevention in the context of both physical and mental health.\n<ul>\n<li>1.1 Explain epidemiology related to health promotion.<\/li>\n<li>1.2 Describe the concept of health continuums, including the mental health continuum.<\/li>\n<li>1.3 Explain the difference between primary, secondary, and tertiary prevention.<\/li>\n<li>1.4 Identify the levels of Maslow\u2019s hierarchy of needs.<\/li>\n<li>1.5 Describe the principles of harm reduction and their relationship to advocacy.<\/li>\n<\/ul>\n<\/li>\n<li>Discuss the major components of Canada\u2019s health care system.\n<ul>\n<li>2.1 Identify trends, issues, and challenges facing the Canadian health care system.<\/li>\n<li>2.2 Discuss the concept of health care privatization.<\/li>\n<li>2.3 Explore the different models of health care delivery in Canada.<\/li>\n<\/ul>\n<\/li>\n<li>Explain how the determinants of health impact individual health and wellness, including mental health and wellness.\n<ul>\n<li>3.1 Identify the determinants of health affecting Indigenous people and the health inequities between non-Indigenous and Indigenous Peoples in Canada.<\/li>\n<li>3.2 Identify the requirements for healthy living.<\/li>\n<li>3.3 Discuss the significance of health statistics to health promotion.<\/li>\n<\/ul>\n<\/li>\n<li>Describe the concept of advocacy and the different types of advocacy that practical nurses engage in for clients and themselves.\n<ul>\n<li>4.1 Describe what it means to be a client navigator to assist clients and families to navigate numerous systems associated with health care.<\/li>\n<li>4.2 Explore how practical nurses self-advocate for themselves and their role within the interprofessional health care team.<\/li>\n<\/ul>\n<\/li>\n<li>Describe how cultural safety, cultural humility, and anti-racism, as well as diversity, equity, and inclusion are essential to health promotion.\n<ul>\n<li>5.1 Define the principles of health promotion in 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-63-1\" href=\"#footnote-63-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a> care.<\/li>\n<li>5.2 Describe the importance of a trauma-informed approach within the context of health promotion.<\/li>\n<li>5.3 Discuss diversity in health beliefs and practices within a culturally diverse society.<\/li>\n<li>5.4 Discuss cultural competence in health promotion.<\/li>\n<li>5.5 Describe how nurses can promote health with Indigenous clients by providing culturally safe and anti-racist care.<\/li>\n<\/ul>\n<\/li>\n<li>Describe teaching and learning principles for health promotion across the lifespan.\n<ul>\n<li>6.1 Discuss the influence of health education on health and wellness.<\/li>\n<li>6.2 Describe the learning domains.<\/li>\n<li>6.3 Discuss the components of a teaching-learning plan.<\/li>\n<\/ul>\n<\/li>\n<li>Describe the steps of communicable disease reporting.\n<ul>\n<li>7.1 Identify health promotion strategies that minimize the risk of transmitting communicable diseases.<\/li>\n<\/ul>\n<\/li>\n<li>Describe well-known growth and development theories across the lifespan.\n<ul>\n<li>8.1 Describe psychosocial, cognitive, and moral development across the lifespan.<\/li>\n<li>8.2 Discuss factors influencing typical growth and development.<\/li>\n<li>8.3 Explore the role that determinants of health play in growth and development.<\/li>\n<li>8.4 Discuss the relationship between knowledge of growth and development theories and nursing practice.<\/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>BCCNM LPN Ethics Standards, Practice Standards, and documents that guide scope of practice<\/li>\n<li>Canada\u2019s health care system<\/li>\n<li>Holistic health<\/li>\n<li>Wellness and health<\/li>\n<li>Determinants of health<\/li>\n<li>Maslow\u2019s hierarchy of needs<\/li>\n<li>Health promotion in the context of both physical and mental health<\/li>\n<li>Typical growth and development across the lifespan<\/li>\n<li>Health continuums<\/li>\n<li>Client advocacy and navigation<\/li>\n<li>Cultural safety and cultural humility in health promotion<\/li>\n<li>Health disparities and their impacts on people<\/li>\n<li>Impact of racism on health\u2014particularly Indigenous-specific racism<\/li>\n<li>Diversity in health beliefs, including Indigenous beliefs and practices<\/li>\n<li>Introduction to health statistics and epidemiology<\/li>\n<li>Teaching and learning in health promotion<\/li>\n<li>Communicable diseases and epidemiology<\/li>\n<li>Harm reduction<\/li>\n<li>Recovery-oriented care<\/li>\n<li>Trauma-informed practice<\/li>\n<li>Health literacy<\/li>\n<\/ul>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-63-1\">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-63-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":123,"menu_order":5,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-63","chapter","type-chapter","status-publish","hentry"],"part":62,"_links":{"self":[{"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/pressbooks\/v2\/chapters\/63","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/wp\/v2\/users\/123"}],"version-history":[{"count":1,"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/pressbooks\/v2\/chapters\/63\/revisions"}],"predecessor-version":[{"id":64,"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/pressbooks\/v2\/chapters\/63\/revisions\/64"}],"part":[{"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/pressbooks\/v2\/parts\/62"}],"metadata":[{"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/pressbooks\/v2\/chapters\/63\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/wp\/v2\/media?parent=63"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/pressbooks\/v2\/chapter-type?post=63"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/wp\/v2\/contributor?post=63"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbc.ca\/pncurriculum\/wp-json\/wp\/v2\/license?post=63"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}