Kent State University College of Nursing
Term:
*This course meets the Kent State University Experiential Learning Requirement.
Course Number and Title: NURS 43001 Health
Practice
Promotion in Professional Nursing
Credit Hours: 3
Theory Hours: 30
Clinical Hours: 45
Lab Hours: 0
Placement: On Line
Faculty: Carol Beltz MSN,RN
Frances Anne Freitas Ph.D., MSN, CNE
Contact the instructor by e-mail through Blackboard for further clarification or for any questions about the
class. Messages sent this way are private and will not be shared with classmates.
Course Description:
This course utilizes the nursing process to explore health promotion and disease prevention
across the lifespan and healthcare settings. Theories and models are used to understand health
behaviors. The course includes the role of the nurse; national health objectives; health literacy;
education; counseling; transcultural considerations; factors affecting health promotion; and
specific health promotion strategies. This course fulfills the university requirement for an ELR.
Course Objectives:
1. Upon the successful completion of this course, the student should be able to:
1. Utilize critical thinking to explore theories and models for promoting and protecting health
and preventing injury and disease across the life span.
2. Apply the Nation's Health Objectives as outlined in Healthy People 2020 to provide
assessment, planning, and evaluation of health status and behavior risks for individuals,
families, and communities.
3. Synthesize concepts related to health literacy and apply them in educating and
counseling diverse clients.
4. Develop the nursing role through assessing, implementing, and evaluating effective
health promotion strategies.
5. Foster professional development through self-directed learning which is goal directed and
measurable.
(The Essentials of Baccalaureate Education for Professional Nursing Practice, 2008)
This course outline may not be reproduced without permission of Kent State University College of Nursing.
Syllabus Fall 2015
1
Academic Integrity and Plagiarism:
Plagiarism Policy #3342-3-01.8 available at http://www.kent.edu/policyreg/administrative-policyregarding-student-cheating-and-plagiarism and explained in more detail at
http://www.kent.edu/ehhs/chds/policyprocedures/defining-and-avoiding-cheating-plagiarism.cfm
Electronic Communications:
Students are reminded that e-mail is an official University means of communication with Kent State
University students. Students are responsible for all information sent to them via their University
assigned e-mail account. If students choose to forward their University email account, they are
responsible for all information, including attachments, sent to any other email account(s). Students are
expected to check their official University email account and other electronic communications on a
frequent and consistent basis. The University recommends that electronic communications be checked
minimally twice a week, if not daily. Each faculty will inform his/her group about the use of electronic
communications/email.
Accessibility Services:
University policy 3342-3-01.3 requires that students with disabilities be provided reasonable
accommodations to ensure their equal access to course content. If you have a documented
disability and require accommodations, please contact the instructor at the beginning of the
semester to make arrangements for necessary classroom adjustments.
Please note, you must first verify your eligibility for these through Student Accessibility Services
[SAS] (contact 330-672-3391 or visit www.kent.edu/sas for more information on registration
procedures). (Revised 6/01/07)
Regional Campus students should contact the Dean’s Office to acquire the name of the campus
SAS representative to whom documentation should be submitted.
NOTICE OF COPYRIGHT AND INTELLECTUAL PROPERTY RIGHTS. Any intellectual
property displayed or distributed to students during this course (including but not limited to powerpoints,
notes, quizzes, examinations) by the professor/lecturer/instructor remains the intellectual property of the
professor/lecturer/instructor. This means that the student may not distribute, publish or provide such
intellectual property to any other person or entity for any reason, commercial or otherwise, without the
express written permission of the professor/lecturer/instructor.
Class Attendance:
Classes are conducted on the premise that regular attendance is expected. The individual instructor has
both the responsibility and the prerogative for managing student attendance. If students anticipate an
absence, they should consult with the instructor individually. In the event the absence was due to illness
or injury, verification from the medical professional treating the illness or injury should be presented to
the instructor.
Registration Statement:
Students who are not officially registered for a course by published University deadlines are not
eligible to attend class sessions or to receive credit or a grade for the course. Students who do not
have a status of ENROLLED are not eligible to attend, receive credit, or a grade for the course.
Website Disclaimer:
The websites included in this syllabus are provided only as a reference and/or resource and do not imply,
directly or indirectly, Kent State University’s endorsement, sponsorship, or approval of these websites.
Kent State University does not assume responsibility and/or liability for the accuracy or reliability of the
This course outline may not be reproduced without permission of Kent State University College of Nursing.
Syllabus Fall 2015
2
information contained in the websites. (This statement has been approved by Sue Averill, Associate
Provost.)
Course Withdrawals:
www.kent.edu/registrar/how-withdraw
Students who withdraw from the course are to notify their course instructor, within 24 hours. Email
is the preferred method of notification.
Instructional Strategies:
The course will be conducted through online lectures, discussion questions, required readings,
written assignments, and an on site population teaching plan for a group of participants. The
computer will be utilized to assist with instruction and enhance the student's knowledge of
information technology.
Texts
Required Texts:
American Psychological Association. (2010). Publication manual of the american psychological
association (6thEd.) Washington, DC:Author ISBN 978-1-4338-05
Edelman, C., Kudzma E., & Mandle, C. (2014). Health promotion through the life span.(8th Ed.) St
Louis: Mosby.
ISBN 9780323091411
Student Expectations:
Students are expected to complete assigned readings from required textbooks, journal articles, Web
sites, or other sources. Some additional readings may be required for discussions and writing
assignments. Readings, along with other assignments, are listed in the designated weekly folders on
the classroom homepage and in the syllabus.
You will find course materials in the Weekly Module folders accessed from the Menu bar on each
course page. Course material is presented through the assigned readings and other course activities.
Evaluation Methods:
Population Group Teaching Plan (3 assignment parts) Clinical hours
1. Population Group Teaching – Part I: Population Group Pre-Planning –
Assessment. Methods & Material, Behavioral Outcomes, Methods, and Content
Outline Development (25 points)
2. Population Group Teaching – Part II: Evaluation Tools Development (25 points)
3. Population Group Teaching – Part III: Implementation Power point or Video (25
points)
Discussion Forum (15 points)
Professional Portfolio (10 points)
o
Total Points for the Course..............................100 Points
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Syllabus Fall 2015
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Completion of a professional portfolio is a requirement of all undergraduates in the College of
Nursing. You will develop your portfolio and add to the document in each course in this program.
Details about the portfolio requirements are found in Appendix E of this syllabus.
Course grade is determined by compilation of the points obtained on the above
assignments.
Failure to complete any course work will result in failure of the course. Late course work will NOT be
accepted by faulty and will receive a grade of 0 (zero), unless the student has made arrangements with the
faculty PRIOR to the due date.
Total Points for Course:
Grade Determination
Grade
Points
Grade
Points
A
92.5 - 100
C+
77.5-79.9
A-
90-92.4
C
72.5-77.4
B+
87.5-89.9
C-
70-72.4
B
82.5-87.4
D+
67.5-69.9
B-
80-82.4
D
60-67.4
F
>59.9
Portfolio:
Students are to complete a portfolio page representing their clinical experience using the Kent State
College of Nursing’s portfolio template. Students’ Competencies, Patient/Family Teaching, discovery of
Evidence Based Practice, and a Personal Reflection of the experience should be addressed. Students
must receive a SATISFACTORY on the portfolio to meet all clinical objectives. An example of the
student portfolio can be found on the class Blackboard Learn site. Guidelines for the portfolio are in
Appendix E.
.Uniform
Policy
When out in the world completing on-the-ground coursework, students enrolled in NURS 43000
should at all time and in all places present themselves as professionals, representing Kent State
University College of Nursing.
Technical Support
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Syllabus Fall 2015
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Assistance to resolve technical problems is available 24 hours a day, every day of the year.
Contact Help Desk staff for assistance to resolve problems you believe are not associated with
the computer hardware and software you have purchased from a vendor.
To talk to a live technical support agent, please call the following number:
330-672.HELP (4357)
Sessions and days of the Week
The course is divided into seven weekly sessions. Due dates for assignments are stated in Day numbers.
Day 1 is Monday, the first day beginning each weekly session.
Day of the week
Day Number
Monday
1
Tuesday
2
Wednesday
3
Thursday
4
Friday
5
Saturday
6
Sunday
7
NURS 43000 – Course Schedule
Week
Content
1
Course overview
Exploring health promotion concepts and definitions Discussion
Board (See Learning Activities for dates)
2
Honing Nursing Assessment Skills
Discussion Board (See Learning Activities for dates)
3
Theoretical Frameworks
Discussion Board
4
Health promotion teaching plans
Important Dates
. Assignment Part 1 is due day 7
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Discussion Board (See Learning Activities for dates) Population Group
Health Promotion Teaching Part 1-Assessment & Preplanning.
Behavioral outcome, Methods and Content Outline Development
5
Assignment Part II is due day 7
Population Group Health Promotion Teaching Plan Implementation –
Implementation
Evaluation of the Teaching – Learning Experience
Population Group Health Teaching Plan – Part II: Evaluation Tools
Development
6
7
Power point presentation showcasing the Population Group Health
Promotion Teaching
Assignment Part III is due day 7
Professional Portfolio and Wrap Up
Portfolio is due Wednesday, Week 7,
Peer Review of Classmates’ Power points
Discussion Board
Discussion Posts
Discussion posts are a key component of this course. This is a method
through which you demonstrate your understanding of course content and
achievement of course objectives. Discussion participation is required for
successful completion of this course. See the Discussion Grading
Rubric for more details.
After completing the assigned readings from textbooks, journal articles,
Web sites, or other sources, you are expected to:
o
o
o
o
o
o
Post your response to the weekly discussion question(s) by Day 4 of that week.
Respond to a minimum of two of your classmates' postings in a thoughtful
manner by Day 7 of that week. Since faculty may grade your initial response prior
to day 7, if you do not participate by day 7 or your participation does not meet
criteria, points may be deducted from the participation grade for that week.
Read ALL discussion postings in your assigned group.
Respond to any questions posed to you by your instructor or other students.
Respond to any questions posed to the whole class, in your post or in a
classmate's post, by your instructor.
Your response to the weekly discussion question(s) must:
1. Be thoughtful and demonstrate critical thinking.
2. Be professional. Inappropriate postings will be removed by faculty.
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3. Use citations (in APA style) from your assigned readings and other
sources to support your ideas.
4. Include a reference list, in APA style, of all works cited.
5. Be copied or written into the discussion text box and NOT attached as a
file.
Students should utilize their textbooks and seek out other resources
(journal articles, professional web sites, etc.) to assist in supporting their
answers. Initial responses to questions in the discussion forums should
include in-text citations in APA format and a reference at the end of your
response. This will allow the instructor to see where you have utilized
information from other sources. In responses to other students' postings,
resources should be cited when appropriate.
Refer to your APA Manual for assistance with APA style. Refer to
the Discussion Grading Rubric in Appendix A of the syllabus for details on
grading of the discussion questions. Post your initial response by no later
than 11:59 p.m. (Eastern Standard Time) on Day 4. Respond to at least
two of your classmates' postings by no later than 11:59 p.m. (Eastern
Standard Time) on Day 7.
Guideline for Population Group Health Promotion Teaching Plan Assignment
The purpose of this assignment is for students to apply knowledge from human growth
and development, health program planning, theories of learning and educational
principles when presenting health promotion programs. Each student will develop and
implement a health promotion teaching for a specific population group. The health
promotion topic and setting must be approved by the course instructor before being
implemented. The assignment has three graded parts. The rubric for part I, II, & III of
the assignment is presented in Appendices B, C & D. Use the following as a guide in
developing and implementing the population group health promotion teaching.
1. Read Edelman: Ch. 10, Health Education, and Ch. 15, overview of Growth and
Development Framework.
2. Experience should be implemented in the 6th week of semester.
3. Students are responsible for choosing teaching site and making
arrangements and/or cancellations.
4. Validate time, date, and topic with Course instructor in advance (two weeks).
Provide instructor with contact persons' name and number.
5. Observe the participants and assess learning environment prior to
presentation, review growth and development for select population and
schedule a preplanning session with the contact person.
6. If teaching in schools, use school protocol (i.e., some schools require parental
consent).
7. The teaching plan is to be word processed. Provide 1 (one) copy to the
responsible point of contact/agency prior to experience.
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8. Upon completion of teaching project, submit all project evaluations.
APPENDICES A-E
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Appendix A: Discussion Forum grading
Each discussion question is worth 2 points. You will be evaluated based on the following
Quality of information
Not done or does not
meet expectations 0
points
-Doesn’t use content
and concepts from
readings.
-Most parts of question
not answered.
-No example given or
example doesn’t relate
to question.
-Gives anecdotal
information only.
Citations
-No citations and/or
reference list.
-Does not use quality
literature.
-Greater than 3 errors
in APA format.
Critical thinking
-Does not demonstrate
critical thinking.
-Repeats or restates
information from articles
or experience.
-No creativity or original
thought.
--Quotes stand alone
with no explanation or
interpretation.
-Many errors in
grammar and spelling.
-Not written in
professional manner.
Presentation of material
Timeliness
Submits response late.
Participation criteria
-No interaction with
peers.
Meets some
expectations 1 point
Meets all expectations
2 points
-Uses some content
and concepts from
readings.
-Some parts of the
question not answered.
-Examples/situation
given, but only loosely
relates to question or
content.
-Examples given, but
not interpreted in
relations to content.
-Not all works cited are
in reference list.
-Not all works in
references are cited.
-Quotes not properly
formatted.
-1 to 2 errors in APA
format.
-Literature not from
professional sources.
-Applies course content
without critical thinking.
-Response repeats,
paraphrases readings,
or relies heavily on
quotes.
- Quotes not directly
related to content or
explained.
-Focuses on weekly
content and readings.
-All parts of question
answered.
-Examples/situations
given, if asked for.
-Some errors in
grammar and spelling.
-Professional writing
style somewhat
apparent
-Uses proper grammar
and spelling.
-Professional writing
style is apparent.
-Responses superficial.
-Responds to only 1
peer.
-Cites required
readings/materials or
uses other literature to
support ideas.
-Includes reference list
of citations.
-Citations and reference
list in APA format.
-Quotes in proper
format.
-Demonstrates critical
thinking.
-Points are clear,
logical, and defensible.
-Uses creativity and
original thoughts.
-All quotes explained or
interpreted.
Submits response on
time.
-Responds to posts of
at least 2 peers.
- Responses are
thoughtful and
insightful.
Responds to all
questions asked
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Appendix B:
Part I: Population Group Health Promotion Teaching- Pre-Planning – Assessment and
Planning for Methods & Materials and Behavioral Outcomes, Methods and Content Outline Development
Students will apply the newly acquired skills to begin the development of a health teaching project for their selected
community group. This is the first part of the Population Group Teaching assignment
Design the methods and materials that you will use for the health promotion teaching plan. Include the title of
your health promotion teaching plan, the learning objectives, and the outline of the content with
identification of learning domains.
Your assignment should include the following identifying information:



Organization/Address/Contact Person/Name and Number
Presentation Date & Time
Number Present & Length of Session
Grading Criteria
Topic: is congruent with Healthy People 2020 Objectives
Assessment of Population Prior to Presentation:











Points Earned/Comments
2
5
Conducted a preplanning session with the
contact person
Observed the potential group/audience
Documents the growth and development of the
select population
Documents discussed learning theory to be
utilized in the health promotion plan
Documents a health promotion theory to be
utilized in the teaching plan
Assessed and discussed the health literacy needs
of the population group
Assessed the teaching environment
Planning for Methods and Materials:

Possible
Points
5
Documents planning for Charts, Graphs, Role
playing, Talk, Movie, Slides.
Documents planning for a comfortable learning
environment
Documents strategies congruent with the
learner's needs
Uses teaching methods that stimulate a variety of
senses
Plans Involvement of the group actively in the
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learning process
Makes the information relevant by recognizing
the interests of the learner
Plans for strategies and methods are congruent
with the cultural needs of the group


Criteria for Behavioral Objectives:





Develops at least 4 behavioral objectives
Objectives are measurable
Objectives require high levels of cognition
Objectives are achievable
Objectives are of interest to the learner
Criteria for Content Outline:









5
Selects educational content appropriate to the
health learning needs of a target audience
Begins with what is known about the topic
Organizes health concepts in a manner
supportive of learning pedagogy
Impacts learning through stimulating a variety
of senses
Paces the learning appropriately
Structures content to allow for questions
Integrates active learning strategies
Identifies the learning domains
Identifies the applied teaching strategies
References:





5
3
Textbook
Referred journals
Website resources
APA formatted
Quality
Spelling and Grammar
2
Total Points
25
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Appendix C
Part II Population Group Health Promotion Teaching- Evaluation Tools Development
Develop three evaluation tools for the group health promotion teaching plan. One tool will
evaluate learner outcomes, one will evaluate the teacher effectiveness and one will be your self
evaluation of the teaching project.
Consider:
1. What tools could you utilize to provide evaluation of the teaching plan?
2. Examine your health promotion teaching plan and identify an evaluation method to be utilized for
each evaluation activity (learner, teacher effectiveness, self evaluation).
3. Develop three evaluation tools: an evaluation tool to evaluate accomplishment of learner
objectives to analyze what the participants of the health promotion teaching project has learned.;
an evaluation tool for teacher effectiveness and an evaluation tool for self evaluation.
Submit the developed tools to the assignment box. You will use the learner and teacher evaluation tools
during the implementation phase of the teaching project. Include the summarized data of the three
evaluations in your Power Point presentation.
Grading Criteria
Learner' s Evaluation Criteria:


Possible
Points
Points Earned/ Comments
8
Apply the knowledge acquired through this
lesson to develop a quantitative tool to
analyze what the participants of the health
promotion teaching projects have learned.
Develop and submit this evaluation tool
through the assignment box. You will use the
tool during the implementation phase. Include
the summarized data in your Power Point
presentation
Presenter’ s Evaluation Criteria

Develop five easily scored statements to
measure the presenters'/teacher’s
effectiveness.
Self Evaluation Criteria

Develop a self-evaluation form regarding your
teaching skills in presentation of the teaching
plan and submit it to the assignment box.

Develop one statement to evaluate the
5
8
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overall presentation effectiveness.

Develop one statement to garner all areas for
improvement of teaching skills.
References:



4
APA formatted
Quality
Spelling and Grammar
Total Possible Points
25
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Appendix D
Part III Showcase of Implementation of the Population Group Health Promotion Teaching
Prepare a PowerPoint presentation that showcases the IMPLEMENTATION of your Health Promotion
Teaching project.
***** Photos or video taping is a REQUIRED aspect of this project.
Incorporate photos and/or video into the powerpoint (audio is optional)******
Submit the completed PowerPoint presentation electronically through the assignment icon within the
Weekly Module for faculty grading. Include all elements in APA format. Your presentation should have the
following components in this order:

Title/Topic Slide

Introduction
Describe the addressed health promotion topic
-Discuss its relevance to Healthy People 2020.
-Describe your participants.
-Was the number of participants as planned, fewer, or more?
-Describe the learning atmosphere.
-Discuss the pertinent pre-presentation and set-up details.

Presentation Critique
Discuss the salient strengths of your presentation.
-What areas of the implemented project could be improved?
-

Conclusion
Were your behavioral objectives met?
What was outcome of your evaluation by participants
for this health promotion project?

References
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Rubric for Power point presentation
Criteria
Exemplary
Proficient
Inadequate
Possible
Points
Organization
& Writing
3 points
2 points
0 points
Presents information in a
logical, interesting
sequence which the
audience can follow.
Audience has difficulty
following presentation
because student jumps
around.
Writing on slides is clear,
concise, and well
organized.
Writing on slides are
mostly clear, concise,
and well organized, with
good
sentence/paragraph
construction.
Audience cannot
understand
presentation
because there is no
sequence of
information.
3
Possible
Points
Follows accepted
conventions of grammar,
punctuation, and spelling
with excellent
sentence/paragraph
construction.
Introduction
Content
Knowledge
Grammatical errors
or spelling
substantially detract
from the paper.
3 points
2 points
0 points
The introduction presents
the overall topic and draws
the audience into the
presentation with
compelling questions or by
relating to the audience's
interests or goals.
The introduction is clear
and coherent and relates
to the topic.
The introduction
does not orient the
audience to what
will follow.
5 points
3 points
0 points
The content is written
clearly and concisely with
a logical progression of
ideas and supporting
information.
The content incorporates
only a few facts with a
logical progression of
ideas and supporting
information.
The content lacks a
clear point of view
and logical
sequence of
information.
3
Possible
Points
The sequencing is
unclear and does
not appear
interesting or
relevant to the
audience.
The slides give the
audience a clear sense of
the project’s main idea and
highlights.
Presentation
Critique
Writing on slides is
unclear and/or
disorganized.
5
Possible
Points
Information is
incomplete, out of
date and/or
incorrect.
5 points
3 points
0 points
Information is honest,
accurate, and reflects the
Includes persuasive
information relative to
The information
lacks the element of
5
Possible
Points
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implemented project.
The critique provides a
comprehensive
examination of the
strengths and weaknesses
of the project.
The behavioral objectives
were evaluated
Evaluations of participants
are summarized
Evaluations of teacher are
presented
the community project,
but does not completely
mirror implemented
project.
The essence of the
critique was narrow.
Behavioral objectives
are not completely
evaluated
Evaluations of
participants, teacher and
self are not completely
presented
critical reflection.
No critique is
presented
Behavioral
objectives are not
evaluated
Evaluations are not
presented
Self evaluation of teaching
is summarized
Graphics
5 points
3 points
0 points
The graphics assist in
presenting an overall
theme and enhance
understanding of concept,
ideas, and relationships.
The graphics depict
material and assist the
audience in
understanding the flow
of information or
content.
The graphics are
unrelated to the
content.
Images have proper size
(not blurred or hyper
stretched) and resolution
and all images enhance
the content.
There is a consistent
visual theme.
Conclusion
4 points
Provides video verification
of the event.
Recapped the important
points of this health
promotion project
Images are too large or
small in size.
Images are poorly
cropped or the color or
resolution is fuzzy.
1 point
Recapped the important
points of this health
promotion project
5
Possible
Points
Graphics do not
enhance
understanding of
the content, or are
distracting
decorations that
create a busy
feeling and detract
from the content.
0 points
Fails to recap the
important points of
this health
promotion project
Video verification is
absent.
Total Points
4
Possible
Points
25
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APPENDIX E: PROFESSIONAL
PORTFOLIO
Professional Portfolio
Overview
Value
Grading Rubric
Due
Pages to be included for NURS 43000
The RN/BSN program requires that each student
develop and maintain a professional electronic
portfolio. The portfolio is used to showcase the
student’s professional and educational
accomplishments and can be used for career
advancement. The portfolio is started during the first
course and pages are added for each BSN and liberal
education course completed.
10 points
Click here for grading expectations
Week 7, day 4
Homepage
me
Professional nursing philosophy
Professional goals
-5 overall professional goals for program
NURS 43000
o Reflective statement on how goals were met and
professional growth that occurred
o Reflective statement on how objectives were met and
changes that occurred in professional role development
o Attach course project
o Attach additional item (such as a discussion question
response, or article) of particular interest or related to
professional development
o Reflective statement on each attached item describing
learning value and why it was included
Liberal education courses
Directions for developing the portfolio
Include a page for each liberal education course as you
take it. Give a short description of the course and attach
any projects you developed.
Directions for developing your portfolio on Google
Docs can be found at
http://www.library.kent.edu/files/SMS_GoogleSiteBasi
cs.pdf
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