Nursing Health Promotion I
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This course is designed for registered nurses who aspire to acquire knowledge and skills in the area of health promotion and interventions. It is a foundational course which builds upon knowledge and skills related to patient education. The course is designed to examine health promotion issues throughout the life-span. Students will examine both developmental issues and their concomitant issues related to education and other interventions leading to teaching for health promotion and disease prevention. The person as a holistic being is focused upon. Many theories related to body, mind and spirit are examined as related to developmental milestones and needs for education to promote wellness and holism. Environmental, sociocultural and issues of religion and spirituality are examined as well. A broad background of information is acquired to allow nurses to more fully provide care with an emphasis on health promotion. Contact hours of Education: 25. Course Code: HP 460.
This Course is Board approved. The American Institute of Health Care Professionals Inc. is an Approved Provider of Continuing Education by the Florida State Board of Nursing and the District of Columbia Board of Nursing. CE Provider # 50-11975. The American Institute of Health Care Professionals, Inc. is a licensed Continuing Education Provider in the State of California, Board of Registered Nursing, Provider # CEP 15595. Access Info
Pre-requisite: You must be a Registered Nurse to enroll in this course.
This course is particularly designed for Registered Nurses seeking to meet education requirements for certification as a Certified Nurse-Patient Educator by the American Institute of Health Care Professionals, Inc,.
This is a guided, independent study CEU Course. You are to study and progress at your own rate. There are no written assignments.
Instructor/Course Author: Dominick L. Flarey, Ph.D, RN-BC, ANP-BC
Link to Resume
TIME FRAME: You are allotted two years from the date of enrollment, to complete all of the courses in the Nurse-Patient Educator program. There are no set time-frames, other than the two year allotted time. If you do not complete the courses within the two-year time-frame, you will be removed from the course and an "incomplete" will be recorded for you in our records. Also, if you would like to complete the courses after this two-year expiration time, you would need to register and pay the course tuition fee again.
Reading/Study Assignment: this course covers Chapters One (1) through Eight (8) in the required textbook.
Health Promotion Strategies Through the Life Span: Eighth edition. By: Ruth Beckmann Murray, et.al. New Jersey: Pearson Prentice Hall;2009.
- ISBN-10: 0135138663
- ISBN-13: 978-0135138663
AIHCP Online Bookstore: AIHCP provides an online bookstore stocked with all of the required textbooks, and/or materials required for its CE courses. To purchase this book online, click the access store link, go to the table of categories, right upper hand corner, and click on "Nurse Patient Educator." Access AIHCP Store: click here
Instructor: Your instructor for this course is Dominick L. Flarey, Ph.D, RN-BC, ANP-BC, a certified advance practice nurse, adult nurse practitioner and has held past positions in nursing at the Executive level. He is the Executive Director of the American Institute of Health Care Professionals, Inc. Access information.
GRADING: You must achieve a passing score of at least 70% to complete this course and receive the 25 hours of awarded continuing education credit. There are no letter grades assigned. You will receive notice of your total % score. Those who score below the minimum of 70% will be contacted by the and options for completing additional course work to achieve a passing score, will be presented.
Online Classroom Resouces and Tools
* Message Boards: each specialty program has an area to "post" on the message board. Students may post messages at anytime. Posting allows students to converse with those in the same specialty practice and to discuss issues/course content etc. Instructions for posting are provided in the online classrooms.
* Chat Rooms: each specialty has it's own unique "chat room." Inside of the classroom there is a schedule for "chat time" with students in your specific specialty practice. Participating in "chats" is voluntary. The chat sessions are used as means for students to come together and discuss course content or anything related to the courses and/or certification specialty.
* Examination Access: there is link to take you right to the online examination program where you can print out your examination and work with it. All examinations are formatted as "open book" tests. When you are ready, you can access the exam program at anytime and click in your responses to the questions. Full information is provided in the online classrooms.
* Student Resource Center: there is a link for access to a web page "Student Resource Center." The Resource Center provides for easy access to all of our policies/procedures and additional information regarding applying for certification. We also have many links to many outside reference sites, such as online libraries that you may freely access.
* Online Evaluation: there is a link in the classroom where you may access the course evaluation. All students completing a course, must, without exception, complete the course evaluation.
* Faculty Access Information: you will have access to your instructor's online resume/biography, as well as your instructor's specific contact information.
* Additional Learning Materials: some faculty have prepared additional "readings" and /or brief lecture notes to enhance your experience. All of these are available in the online classrooms.
COURSE OBJECTIVES: Upon completion of this course, you will be able to:
1. Identify major theoretical perspectives for understanding the developing person
2. Discuss systems theories and ecological systems as they apply to the developing person
3. Compare major concepts of behavioral, psychoanalytic and neo-analytic, existential-humanistic, and cognitive theories
4. Apply concepts from theories of development during care of the client
5. Relate information about health care issues and national and international initiatives to advance health services
6. Differentiate primary, secondary, and tertiary levels of prevention, and apply them to health promotion/disease prevention with the client at various developmental stages
7. Examine barriers to health care service delivery that affect people at any developmental level and from any sociocultural group or population in the U.S.
8. Relate major concepts of stress and crisis theories to development, and utilize the theories in health promotion and disease prevention
9. Contrast complementary and alternative therapies used by various populations to promote health or prevent or treat illness
10. Describe general beliefs about and principles of development and human behavior
11. Define principles of human growth and development
12. Teach the person and the family about beliefs and key presented principles when relevant to defined client situations
13. Examine the scope of environmental pollution and the interrelationship of various pollutants with each other and their effects on people
14. Assess health hazards encountered in the home and the workplace, their effects, and intervention measures
15. Examine your professional responsibility in assessing for and intervening in illness caused by environmental pollutants
16. Discuss the importance of disaster planning and management, including bioterrorism
17. Contrast traditional and current values with values of major diverse racial and ethnic groups in the U.S.
18. Analyze how knowledge of cultural and socioeconomic level values and attitudes toward daily living practices, health, and illness can contribute to the effectiveness of health promotion
19. Relate ways to give culturally competent care to a person with cultural values and a socioeconomic level different from your own
20. Describe the purposes, tasks, roles, functions, and adaptive mechanisms of the family system and their relationship to the development and health of its members
21. Relate the developmental tasks to each stage of family life
22. Discuss your role in helping the family achieve its developmental tasks and in promoting physical and emotional health of a family in various situations
23. Review research studies and client descriptions related to the spiritual and religious dimensions
24. Examine how religious beliefs influence lifestyle and health status in the various religious groups and subgroups
25. Discuss your role in meeting the spiritual needs of clients and families
26. Relate the role of the parish nurse in the faith community and with the client
27. Review and assess major physical developmental changes that occur during the nine months of gestation
28. Educate the pregnant woman, and partner if possible, about the normal changes that occur in the developing fetus and in the pregnant female
29. Analyze lifestyle changes that can be made by the pregnant female and her partner to foster her health and the health of the newborn
30. Discuss variables following childbirth that will influence the infant's development and encourage the couple in their planning
1. Study of human development
2. Physical-biological theories
3. Ecological-Social Concepts and Theories
4. Behavioral Theories
5. Psychological Theories
6. Existential and Humanistic Theories
7. Cognitive Theories
8. Health promotion and disease prevention
9. Health promotion theories and models
10. Stress and crisis theories
11. Complimentary and alternative therapies
12. Principles of growth and development
13. Environmental influences
15. Occupational hazards
16. Personal responsibilities
17. Bioterrorism and threat to environmental health
18. Disaster planning
19. Characteristics of culture
20. Comparison of selected cultures
21. Socioeconomic level subcultures
22. Influence of culture on health
23. Health promotion and nursing applications
24. Purpose, task roles and functions of the family
25. Family adaptation
26. Stages of family development
27. Family interaction and parenting practices
28. Family lifestyles
29. Influence of societal changes
30. Family life around the world
31. Spiritual and religious influences
32. World religions and belief systems
33. Prenatal and other developmental influences
34. Stages of prenatal development
35. Prenatal influences on development
36. Variables related to childbirth
37. Early childhood variable
38. Sociocultural factors influencing the developing person