SAMPLE COURSE OUTLINE
Course Outline for Health 1
INTRODUCTION TO HEALTH
I.
CATALOG DESCRIPTION:
HLTH 1 - Introduction to Health - 3 units
Physiological, psychological, and social perspectives of health. Emphasis on knowledge,
attitudes, and behaviors that will contribute to a healthy individual. 3 hours.
II.
NUMBER OF TIMES COURSE MAY BE TAKEN FOR CREDIT: One
III.
PREREQUISITES AND/OR ADVISORY SKILLS: None
IV.
EXPECTED OUTCOMES FOR STUDENTS:
Upon completion of the course, students should be able to:
A.
B.
V.
identify behaviors and attitudes that contribute to optimal physical and
psychological health and well being, including the processes and consequences
of substance abuse; proper physical fitness, food choices, weight management;
prevention of AIDS, STDs, unintended pregnancies, cancer and cardiovascular
disease; creating healthy physical and social environments; aging and dying;
consumer issues in health care;
analyze and critically evaluate strategies for health promotion based on scientific
principles and scientific research.
CONTENT:
A.
The definition of Health
Health viewed as a state of well-being influenced by physical, psychological,
social, environmental, and spiritual behaviors
B.
Healthy behaviors
Epidemiology of modern illness and disease. Behaviors that lead to health and
well-being
C.
Social relationships and Health
How personal relationships and social support affect health. Enhancing social
support through the use of effective expressive and listening skills.
D.
The Mind and Health
Concept of psychosomatic; placebo effect; psychoneuroimmunology; meditation,
image visualization
E.
Stress and Emotional Health
Performance and test anxiety; definition of stress; Social Readjustment Rating
Scale; emotions and mood; depression; suicide; sleep and dreams
F.
Diet and Nutrition
Three functions of food: material, energy, mental effects (social, habit, mind
altering,fun, taste, etc.) Energy content of foods; functions of proteins,
carbohydrates, fats, vitamins, minerals, water, and phytochemicals; nutrition facts
and ingredients labels; the Food Pyramid; National Research Council and
National Cancer Society Nutrition Recommendations
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Causes and Prevention of Cardiovascular Disease
Definition of CHD; CHD risk factors; preventing CHD; definition of hypertension;
measurement of blood pressure
Physical Activity Definition of fitness; target heart rate; healthy physical activity;
strength training; nutrition and sports; overuse injuries
Weight Management
Principles of weight management; cosmetic vs. Health issues; relative value of
calorie/fat restriction and exercise in weight management; fad diets; eating
disorders
Infectious Diseases
Immune System; AIDS; definition of infections; antibiotics; immune system;
vaccination; AIDS
Cancer
Definition of cancer as unregulated cell multiplication; causes of cancer;
treatments and prevention
Environment and Health
Land, water, and air pollution; radiation; global warming; personal behaviors that
affect the environment
Drugs and Drug Abuse
Definition of drugs; legal and illegal drugs use and abuse; tobacco smoking;
alcohol; drugs and the family
Sexual Health
Biology of the reproductive system. Sexual health: self-exams; prevention of GU
infections; causes, signs, symptoms, and prevention of STDs; birth control
Aging, Death and Dying
Biology of aging, ageism; successful aging; stages of dying; grief and loss
Consumer Issues in Health Care
Health care delivery system (insurance, HMOs, fee-for-service); alternative
therapies; being a wise medical consumer
VI.
METHODS OF INSTRUCTION:
A.
Lectures in basic concepts and skills
B.
Read Text and other sources
C.
Class and group discussion of significant issues and topics
D.
Skill-building exercises and project
E.
Written assessment of a health issue
F.
Research project
VII.
TYPICAL ASSIGNMENTS:
A.
Lecture
1.
Biology of sexual infections
B.
Reading
1.
Read the chapter on nutrition in the text.
2.
Read the essay by Brenda Ueland, "Everyone is talented, original, and
has something important to say."
C.
Class and group discussion of significant issues and topics
1.
Class discussion: what is the logic of current laws regarding drug use?
2.
Group discussion: what are the elements of a healthy personal
relationship?
D.
Skill-building exercises and projects
1.
Practice meditation for 20 minutes per day for 6 consecutive days. Write
an assessment of the experience.
2.
Research the nutrient content of your favorite fast food meal and provide
an analysis of its nutritional value using the federal standards as a
guideline.
E.
F.
VIII.
3.
Keep a two-day food diary and compare your food consumption patterns
to that recommended by the Food Guide Pyramid
Written assessment of a health issue
1.
Provide a written analysis for this issue: A crusading nutrition journalist
points out that the food label on a soup company’s best-selling product
indicates that a serving of the product is 32 percent fat. Fearing that
consumers will stop buying the product, the company responds, and
within weeks the label indicates that the product is 16 percent fat. The
company has changed nothing in the product. Why does the label show
that the product contains half the fat?
2.
Analyze the themes in Brenda Ueland’s essay, “Everyone is talented,”
and write a reaction to the author’s ideas.
Research Project
1.
Design, carry out, and evaluate a project for changing a personal health
behavior (i.e., stop smoking, learn a relaxation method to alter diet, begin
an exercise plan).
EVALUATION:
A.
Methods of Evaluation
1.
Objective examinations and quizzes (for lecture and text reading
assignments)
a.
typical questions:
1.
The taking of cells from the cervix to examine them for
abnormalities is a
A.
Kegel test
B.
BSE
C.
mammogram
D.
Pap smear
2.
According to the text, in industrialized countries in the
19th and early part of the 20th centuries, most illness
and disease were caused by ___________, whereas
now, most illness and disease are caused by
____________.
A.
malnutrition; environmental pollution
B.
cataclysmic changes in climate; overpopulation
C.
malnutrition; the AIDS virus
D.
infectious organisms; habits of living
2.
Analysis and evaluation of skill-building assignments
a.
Food diary (VII.D.3): 50 percent of credit for completing the diary
and 50 percent for the student's written evaluation
3.
Research Project (VII.F.1)
a.
short essay on choice and rational of project - 10 percent of
grade
b.
research component (library, Internet, and interviews) - 35
percent of grade
c.
written project plan - 15 percent of grade
d.
regular written progress reports - 15 percent of grade
e.
written evaluation of the results of the project and an assessment
of the requirements for making any change in one's health
behaviors - 25 percent of grade
4.
Evaluative essays (VII.E.1)
B.
IX.
a.
Evaluation is based on clarity of thought and expression
Frequency of Evaluation
1.
Final exam and periodic quizzes
2.
Immediate evaluation of all skill-building and written assignments
3.
End-of-term evaluation of Research Project
TYPICAL TEXTS:
Edlin, Golanty and Brown, Health and Wellness. 5th Edition. Boston: Jones and Bartlett,
1998.
Hahn and Payne. Focus on Health. 6th Edition. New York: McGraw-Hill, 2003.
Hales, Dianne. An Invitation to Health. 9th Edition. Stamford: Wadsworth/Thomson
Learning, 2001.
X.
OTHER SUPPLIES REQUIRED OF STUDENTS:
Workbook prepared by the instructor and obtained in the campus bookstore.
Internet access for Distance Education sections.
Creation date:
Revision date: