SCI/163 Version 5 / 3
College of Health Sciences and Nursing
Faculty Notes
SCI/163 Version 5
Elements of Health and Wellness
Copyright
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Module Revision History
MODULE CODE / REVISION(S) DETAILSCI/163 R5 / Removed Learning Teams
Course Overview
COURSE DESCRIPTION
This course reinforces the concept that learning effectively and living well involves both the mind and body. It presents the fundamentals of wellness and preventive health including strategic planning to attain and maintain personal optimal health. In addition, physical and mental diseases are discussed along with the dangers of environmental pollution, stress, addiction, and other negative factors that can affect personal health.
TOPICS AND OBJECTIVES
Week One: Healthy Balance of Mind and Body
· Define health and wellness.
· Identify resources that support psychosocial health.
Week Two: The Rewards of Physical Fitness
· Identify the five components of health related fitness.
· Explain the health benefits of regular physical activity.
Week Two: Nutrition and Health Management
· Define essential nutrients.
· Explain methods to determine the nutritional values of food.
· Explain environmental, economic, and psychosocial effects of eating behaviors.
Week Three: Preventing and Treating Chronic Diseases
· Describe risk factors for common chronic diseases.
· Identify reliable community and web resources for individuals with chronic diseases.
Week Four: Infectious Diseases and Environmental Effects on Health
· Explain the immune system’s role in protecting the body from disease.
· Identify pathogens that cause infectious diseases.
· Explain ways the environment affects human health and wellness.
Week Five: Healthy Living Choices
· Discuss guidelines for making wise health care decisions.
· Identify complementary and alternative health care options.
Week One Faculty Notes
Healthy Balance of Mind and Body
· Define health and wellness.
· Identify resources that support psychosocial health.
Administrative Notes
· Distribute the course syllabus. Discuss policies, procedures, expectations, and assignments.
· Ensure that students have copies of the program handbook. Provide any directions necessary for locating it on the student website.
· Preview the major assignments for the course, week by week. Include suggested times to start preparation for these assignments.
· Discuss the role of Learning Teams in the course, highlighting the specific demands for each modality.
· Facilitate the formation of Learning Teams.
· Preview the learning objectives and content for this week.
· At the end of the class or week, review key content points and preview the content of the next week.
· Ensure that you have received all assignments that are due.
· All classes are 4 hours in length. All Learning Team meetings are 5 hours in length.
· Discuss the Learning Team Charter and Learning Team Logs, instruct students to obtain your approval of these documents, and reiterate the need for having designated meeting times and places.
Content
1. Healthy balance of mind and body
a. Define health and wellness.
1) Define and elaborate on the six dimensions of health.
a) Physical health
b) Social health
c) Intellectual health
d) Environmental health
e) Emotional health
f) Spiritual health
2) Incorporate the six dimensions of health into one definition of health to gain an understanding of wellness or well-being.
b. Identify resources that support psychosocial health
1) Psychosocial health encompasses the mental, emotional, social, and spiritual dimensions of health.
2) Identify characteristics of psychosocially healthy people.
3) Strategies to promote or enhance psychosocial health
4) Resources for promoting psychosocial health
a) Support groups
b) Self-help books or websites
c) Professional help
(1) Psychotherapy
(2) Counseling
(3) Medication
Discussion Questions
1. What are some of the most important elements of health and wellness? Explain your response.
2. How can a positive mind-set help individuals overcome life’s challenges? How might having a healthy balance of mind and body help you accomplish your life goals?
3. How does the text define stress? What are some common stressors? What are some strategies for coping with stress? What are some ways that stress affects wellness?
**ToolWIre® GameSCapes**
· SCI/163 is infused with learning activities called GameScapes that have been developed in collaboration with Toolwire® to reinforce the objectives of the course.
· Toolwire® GameScapes are divided into 5 chapters (called episodes), to be completed each week.
o In each GameScape, students manage a virtual team, coaching them to proper health and wellness. This is not to be confused with their class Learning Team.
o Students proceed through each module individually, not with their Learning Teams.
· At the end of each module, students answer three Reflection Summary Questions on the module for that week; this is done individually, not with their Learning Team.
· After students complete each module, a PDF assessment is created displaying a student’s individual results and responses for that week.
o Students must submit this PDF assessment to you for grading.
o Since the PDF assessment is unalterable, it is recommended that students type responses in Microsoft Word® and then copy and paste them into the GameScapes response areas. A version saved as a Word® document will be easier to manipulate.
**Note. For students attending Ground Campuses, the Weeks One and Two Toolwire® GameScapes assignments could be combined so students submit their assignments when they come to class on Week Two.
**Note. For faculty teaching at Ground Campuses, you are encouraged to complete the Module One Toolwire® GameScapes with your class on the first night. Students will still be required to complete their own module, but this will give them a good idea of what to expect and an opportunity to answer questions and clear any confusion surrounding this activity.
Learning Activities (optional)
Quiz Show
· Divide the class into teams.
· Use the link provided under the Week One Faculty Materials of the course to facilitate a quiz show game for students to review information from Ch. 1.
Week Two Faculty Notes
The Rewards of Physical Fitness
· Identify the five components of health related fitness.
· Explain the health benefits of regular physical activity.
Nutrition and Health Management
· Define essential nutrients.
· Explain methods to determine the nutritional values of food.
· Explain environmental, economic, and psychosocial effects of eating behaviors.
Administrative Notes
· Answer any content or logistical questions resulting from the previous week.
· Check on the progress of Learning Team projects.
· Preview the major assignments for the course, week by week. Include suggested times to start preparation for these assignments.
· Preview the learning objectives and content for this week.
· At the end of the class or week, review key content points and preview the content of the next week.
· Be sure that you have received all assignments that are due.
Content
1. The rewards of physical fitness
a. Identify the five components of health-related fitness.
1) Discuss each of the five components of health-related fitness.
a) Cardiorespiratory fitness – includes aerobic exercise and helps improve respiratory rate
b) Muscular strength
c) Muscular endurance
d) Flexibility
e) Body composition
2) Discuss strategies for improving each component of health related fitness
a) Applying the FITT principle
(1) Frequency of work outs
(2) Intensity of work outs
(3) Time spent on activity or exercise
(4) Type of activity or exercise
b) Aerobic exercise
c) Strength training exercises
d) Stretching, yoga, and Pilates
b. Explain the health benefits of regular physical activity.
1) Discuss the benefits of physical fitness
a) Improves cardiorespiratory fitness which reduces risks of many chronic diseases
(1) Heart disease
(2) Hypertension
(3) Lowers cholesterol
(4) Cancer
(5) Diabetes
b) Improved bone mass
c) Improved weight control
d) Stronger immunity
e) Improved mental health
f) Longer life expectancy
2. Nutrition and health management
a. Define essential nutrients.
1) A healthy diet should consist of the following:
a) Adequate
b) Moderate
c) Balanced
d) Varied
e) Nutrient dense
2) What are essential nutrients?
a) Water
b) Proteins are important for proper nutrition and metabolism. Some examples of proteins include the following:
(1) Lactose
(2) Amylase
(3) Live enzymes
c) Carbohydrates supply the body with energy.
(1) Simple carbohydrates provide short-term energy.
(2) Complex carbohydrates provide sustained energy.
d) Fats
(1) Saturated fats
(2) Unsaturated fats
(3) Trans fats
e) Vitamins
f) Minerals
b. Explain methods to determine the nutritional values of food
1) When reading labels look for
a) Serving size
b) Calories and calories from fat
c) Daily values (DV)
d) Nutrient information for fats, cholesterol, sodium, carbohydrates, fiber, sugars, protein, vitamins, and minerals
2) Conducting research
a) It is important for individuals to be aware of their own caloric needs. An individual’s total daily caloric need depends on their Basal Metabolic Rate (BMR), activity level, and the number of calories they need to digest food. The actual measurement of a BMR is very extensive. The formulas given here provide you with rough estimates.
(1) Step 1 – Calculating BMR Calories
a. For females: body weight (pounds) × 10 = BMR Calories
b. For males: body weight (pounds) × 11 = BMR Calories
(2) Step 2 – Calculating Activity Levels
a. Inactive %BMR Calories = 30; multiply this by 0.30.
b. Average activity %BMR Calories = 50; multiply this by 0.50.
c. Very active %BMR Calories = 75; multiply this by 0.75.
(3) Step 3 – Calculating Calories Needed to Digest Food: (BMR Calories + Activity Calories)(0.1) = Digestion calories
(4) Total Calories needed per day = Step 1 + Step 2 + Step 3
(5) Here is an example: Marianne weighs 130 lbs. Her activity level is average. Marianne needs 2,145 calories to maintain her weight.
a. Step 1 – 130 lb × 10 = 1300 BMR Calories
b. Step 2 – 0.50 × 1,300 = 650 Activity Calories
c. Step 3 – 1,950 × 0.1 = 195 Digestion Calories
d. Total daily calories needed = 2,145 (1300 + 650 + 195)
3) Learning about serving sizes
c. Explain environmental, economic, and psychosocial effects of eating behaviors.
1) Environmental factors
2) Economic factors
3) Psychosocial factors play a big role in our food choices.
4) Genetic and physiological factors
Discussion Questions
1. Do you think understanding how to read a food label might benefit you? How might you use this information to improve your eating habits?
2. What are some of the benefits of regular physical activity? Why is physical activity important and how might it improve health and wellness?
3. What is one factor that has contributed to the global increase in obesity? Describe this factor in detail and explain why the factor puts individuals at risk for becoming obese.
Learning ACTIVITIES (optional)
Analyze a Fast Food Meal
· Divide the class into teams.
· Ask each team to think of a meal or meals from a fast food restaurant—for example, a cheeseburger, french fries, and a drink
· Direct each team to analyze the meals using the website from the Center for Disease Control: http://www.fruitsandveggiesmatter.gov/activities/analyze_my_plate.html
· During this activity, each team should address the following:
o What nutrients (carbohydrates, proteins, and fat) are included in the meal?
o Can this meal be considered healthy in terms of providing adequate daily nutrition? What nutrients are lacking?
o Are there any nutrients that are in excess?
o Is this a meal that would be considered beneficial for maintaining a healthy heart? Explain why or why not.
o Do fast food meals contribute to childhood obesity and other diseases such as diabetes and cardiovascular disease?
o What are the effects of regularly eating fast food in terms of school-age health and nutrition including obesity and self-esteem? What can be done to mitigate this problem?
Videos
· Use the link provided under the Week Two Materials of the course to show the following videos:
o “You Are What You Eat”
o “Food Diet Writing”
· Lead a discussion by asking students what they think of the information presented in the videos.
Quiz Show
· Divide the class into teams.
· Use the links provided under the Week Two Faculty Materials of the course to facilitate a quiz show game for students to review information from Ch. 9, 10, and 11.
Week Three Faculty Notes
Preventing and Treating Chronic Diseases
· Describe risk factors for common chronic diseases.
· Identify reliable community and web resources for individuals with chronic diseases.
Administrative Notes
· Answer any content or logistical questions resulting from the previous week.
· Check on the progress of Learning Team projects.
· Preview the major assignments for the course, week by week. Include suggested times to start preparation for these assignments.
· Preview the learning objectives and content for this week.
· At the end of the class or week, review key content points and preview the content of the next week.
· Be sure that you have received all assignments that are due.
Content
1. Preventing and treating chronic diseases
a. Describe risk factors for common chronic diseases.
1) Cardiovascular disease refers to diseases of the heart and blood.
a) Types of cardiovascular disease include the following:
(1) Atherosclerosis
(2) Coronary heart disease (CHD)
(3) Congestive heart failure (CHF)
(4) Stroke
b) Risk profile
(1) Modifiable risk factors (lifestyle risks)
(a) Tobacco use
(b) High fat diet
(c) High cholesterol