This course focuses on health prevention and health promotion of the individual, family and community.
|Learning Outcomes||Program Outcomes||Teaching Methods||Assessment Methods|
|Explain global health problems||1,2,3||1,2,3,21||2,7|
|Explain health promotion concepts||1,2,3||1,2,3,21||2,7|
|Describe the risky groups in the community||1,2,3||1,2,3,21||2,7|
|Able to plan a health promotion program for spesific groups||1,2,3||1,2,3,21||2,7|
|1||The concept of health prevention and promotion||Related literature|
|2||Globalization and health||Related literature|
|3||Health promotion and social marketing||Related literature|
|4||Informatics and media in health promotion||Related literature|
|5||Health literacy, health communication and health promotion||Related literature|
|6||Obesity and its management in Türkiye and world||Related literature|
|7||The phytotherapy in health promotion||Related literature|
|8||The management of perinatal issues and health promotion||Related literature|
|9||Rational drug use and health promotion||Related literature|
|10||Client-centered health promotion applications in health centers/hospitals||Related literature|
|11||The management of interpersonal interaction issues and health promotion||Related literature|
|12||The models of health promotion||Related literature|
|13||The supportive environment and health promotion||Related literature|
|14||Planning health promotion programs||Related literature|
|15||General Assessment and Feedbacks|
1. Edelman CL,Kudzma EC, Mandle CL.: Health Promotion Throughout the Life Span, Elsevier-Mosby, 8th ed., 2014.
2. Health promotion: disciplines, diversity, and development. Robin Bunton and Gordon Macdonald(Eds). London ; New York: Routledge, 2nd ed., 2002.
3. Polan EU, Taylor DR. Journey across the life span: Human development and health promotion.Philadelphia: F.A. Davis, 2nd ed., 2003.
4.Promoting health through schools: report of a WHO Expert Committee on Comprehensive
School Health Education and Promotion. Geneva: World Health Organization, 1997.
5.Geist-Martin P, Ray EB, Sharf BF. Communicating health: personal, cultural, and political
complexities. Belmont, CA: Wadsworth/Thomson Learning. , 2003.
6.Murray, R.B., Zentner, J.P. Health Promotion Strategies Through the Life Span, Prentice-Hall, Inc., Upper Saddle River, New Jersey.2001.
|Additional Resources||Course notes to be provided by the instructor|
|Documents||Related literature, data bases|
|Assignments||Health promotion program planning|
|Exams||Final, Assisgnment asessment|
|CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE||50|
|CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE||50|
|COURSE CATEGORY||Expertise/Field Courses|
|No||Program Learning Outcomes||Contribution|
|1||The students have the basic, theoretical, practical knowledge, skill and attitude in the light of the reflections of developments in science, technology and health on nursing.||X|
|2||Collect data from a holistic point of view in accordance with the health needs of an individual, family or community, performs nursing diagnostics, applies current and evidence-based interventions, evaluates the results and keeps the necessary records.||X|
|3||Lead the development and maintenance of safe, cost-effective and high-quality health care.||X|
|4||Respect and maintain human rights and dignity in research, training and management activities and act in accordance with relevant legislation, professional values and ethical principles.||X|
|5||Act in accordance with values and ethical principles and defend individuals, family, society and profession.||X|
|6||Demonstrate effective oral and written communication skills, know at least one foreign language, can write and comprehend sufficient reports, and make presentations.||X|
|7||With the awareness of continuous professional development, the students gain the ability to follow the innovative-creative developments in science and technology in health care and to renew themselves continuously.||X|
|8||Know the process of research and publication for the production of nursing-specific scientific knowledge, take part in the research, use and share the research results.||X|
|9||Use critical thinking skills and scientific problem-solving approach in professional practice.||X|
|10||They are sensitive to social and occupational problems and set an example for their colleagues and society with their professional behavior.||X|
|Course Duration (Including the exam week: 15x Total course hours)||15||3||45|
|Hours for off-the-classroom study (Pre-study, practice)||15||3||45|
|Total Work Load||123|
|Total Work Load / 25 (h)||4,92|
|ECTS Credit of the Course||5|