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HP 480

Nursing Health Promotion II

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Course Information

This course continues in the content of HP 460. Students will continue in the study of development of the toddler, schoolchild, adolescent, young adult and mature adult. The course content focuses on growth and development, holistic issues related to the age groups including psychosocial issues. Health promotion and protection interventions are emphasized with the study of each age group. Specific nursing health promotion strategies are examined and prepare students to make adjustments in their practices to become more centered in health promotion and patient education. This course also presents information related to many aspects of chronic illness, as well as death and dying. Contact hours of Education: 25. Course Code: HP 480.


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. You must have also successfully completed HP 460, prior to beginning 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

E-mail: info@aihcp.org

Reading/Study Assignment: this course covers Chapters Nine (9) through Seventeen (17) 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.

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COURSE OBJECTIVES: Upon completion of this course, you will be able to:

1. Discuss the crisis of birth for the family, factors that influence parental bonding and attachment, and your role in assisting the family to adapt and meet their developmental tasks
2. Contrast and assess the physiologic, motor, cognitive, linguistic, emotional, and social characteristics and adaptive mechanisms of the infant
3. Discuss the immunization schedule and other safety and health promotion measures for a parent
4. Compare parental behavior toward the infant who thrives with parental behavior toward the infant who is maltreated
5. Plan intervention measures with parents and baby after delivery and during the first year of life
6. Examine the effects of the family and the toddler on each other, the significance of attachment behavior and separation anxiety, and the family developmental tasks to be achieved
7. Assess a toddler's physical and motor characteristics, general cognitive language, emotional, and self-concept development; and related needs
8. Describe the specific guidance and discipline for the toddler and the significance of the family's philosophy about guidance and discipline
9. Discuss the toddler's developmental tasks and ways to help him or her achieve them
10. Compare and contrast the family relationships between the preschool era and previous developmental eras and the influence of parents, siblings, and non family members on the preschooler
11. Explore with the family the expected developmental tasks of the toddler and how to meet them
12. Assess and contrast physical, motor, mental, language, play and emotional characteristics of toddlers of varying ages
13. Describe the health needs of the preschooler, including nutrition, exercise, rest, safety, and immunization, and measures to meet these needs
14. Educate parents about their role in contributing to the preschooler's cognitive, language, self-concept, sexuality, emotional, and moral spiritual development, and physical health
15. Explore with parents effective ways for communication with and guidance and discipline of the preschooler to enhance the child's development
16. Examine the effects of the types of child maltreatment on the school-age child, and effects upon the health and development of the child
17. Compare and assess physical changes and needs of the school-age child, including nutrition, rest, exercise, safety and health promotion
18. Describe the crisis of school entry and ways to help the child adapt to the experience of formal education
19. Evaluate the significance of peers and the friend relationship to the psychosocial development and health of the child
20. Discuss the influence of media on health, development, and behavior of the child
21. Examine the impact on the crisis of adolescence on family life and the influence of the family on the adolescent
22. Contrast the physiologic changes and needs of early, middle, and last adolescence and compare to changes in preadolescence
23. Discuss with parents the cognitive, self-concept, sexual, emotional, and moral-spiritual aspects of development of the adolescent and ways in which the family can foster their healthy progress
24. Evaluate the developmental tasks of adolescence and how the adaptive mechanisms commonly used assist the adolescent in achieving them
25. Assess the physical characteristics of the young adult
26. Understand nutritional requirements for young adults
27. Describe factors and health promotion measures that influence biological rhythms and illness
28. Analyze the developmental crisis, emotional characteristics, self-concept, body image development, and adaptive mechanisms of a young adult, and determine health promotion implications
29. Contrast lifestyle options, and describe their influence on the health status of the young adult and health promotion measures
30. Analyze how cognitive characteristics,social concerns, and moral, spiritual, and philosophic development influence the total behavior and well-being of the young adult
31. Examine the developmental tasks for the middle-aged family, and give examples of how these can be accomplished to promote healthy relationships
32. Examine the emotional, social, economic,and lifestyle changes usually encountered by the widow or widower
33. Describe the hormonal changes of middle age and the resultant changes in appearance and body image, physiologically and emotionally
34. Analyze the nutritional, rest, leisure, work and exercise needs of the middle-aged adult, factors that interface with meeting those needs, and your role in helping the person meet those needs
35. Analyze the developmental crisis of middle-age, related adaptive mechanisms, and significance to social welfare and health
36. Explore with middle-age adults ways to avoid injury and health problems and promote health
37. Explore your role in promoting positive attitudes about growing old
38. Describe and discuss the indicators of elder abuse
39. Analyze the cognitive, emotional, body-image, and spiritual development and characteristics of the aged person, their interrelationship, and the nurse educator role in promoting health and a positive self-concept
40. Relate the development crisis of ego integrity versus self-despair to previous life eras, and the nurse's role in helping the person meet this crisis
41. Describe major community programs to assist the elderly financially, socially, and in health care, and describe the nurse's professional and personal responsibilities
42. Summarize the needs of the elderly, standards of therapeutic approach and health care to meet those needs, and trends in care of the person in later life
43. Contrast the child's, adolescent's, and adult's concept of death
44. Discuss the sequence of reactions when the person and family are aware of terminal illness
45. Assess reactions and needs of a dying client and family members



1. The infant: assessment and health promotion
2. Family development and relationships
3. Physical characteristics of the neonate
4. Physical characteristics of the infant
5. Nutritional needs
6. Breast feeding
7. Health promotion and protection of the infant
8. Assessment and health promotion of the toddler
9. Physiologic concepts and physical characteristics of the toddler
10. Nutritional needs and health promotion
11. Psychosocial concepts of toddler development
12. Assessment and health promotion of the preschooler
13. Family relationships with the preschooler
14. Health needs of the preschooler
15. Psychosocial concepts related to the preschooler
16. Assessment and health promotion of the schoolchild
17. Family development/relationships of the schoolchild
18. Physical and psychosocial needs of the schoolchild
19. Health promotion and protection for the schoolchild
20. Psychosocial development of the schoolchild
21. Assessment and health promotion of the adolescent
22. Family development with the adolescent
23. Physical needs and growth/development of the adolescent
24. Psychosocial development of the adolescent
25. Health promotion and protection for the adolescent
26. Risk taking behaviors of adolescents and health promotion
27. Assessment and health promotion of the young adult
28. Physiologic concepts and physical characteristics of the young adult
29. Physical fitness and exercise for young adults
30. Life style options for young adults
31. Health promotion and protection for young adults
32. Assessment and health promotion of the middle-aged person
33. Historical changes related to mid-life
34. Health promotion and protection for mid-life
35. Psychosocial concepts for mid-life
36. Assessment and health promotion for later maturity
37. Societal perspectives on aging
38. Theories of aging
39. Health promotion and protection for later maturity
40. Concepts of living in community
41. Issues related to death and dying

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