CHAPTER 1
OBJECTIVES
Upon completion of this chapter, the reader should be able to:
• Differentiate between health education and health promotion.
• Trace the evolution of health promotion practices and developments from ancient history to the modern-day world.
• Discuss three major movements contributing to the social mandate for health promotion in the nineteenth century.
• Relate scientific, social, economic, environmental, and political forces of the twentieth century contributing to the evolution of health promotion in the United States.
• Describe national, international, and world efforts for health promotion.
• Describe changes in contemporary nursing practice and policy resulting from health care reform.
• Examine the future of nursing in health promotion.
WEBSITES
http://www.healthpromotionjournal.com Contains contemporary articles and current information on conferences, resources, and careers related to health promotion.
http://odphp.osophs.dhhs.gov A U.S. government site for the Office of Disease Prevention and Health Promotion that provides information on a wide range of national disease prevention and health promotion strategies.
http://www.healthypeople.gov Provides information related to Healthy People 2010 and other national health promotion and disease prevention initiatives involving a multitude of individuals and agencies to improve the health of all Americans.
http://www.ahrq.gov Site for the Agency for Health Research and Quality that offers practical health care information, research findings, and data helpful to clients, health care providers, and administrators.
CHAPTER 2
OBJECTIVES
Upon completion of this chapter, the reader should be able to:
• Identify concepts essential in defining professional nursing practice.
• Describe how the concept of health promotion provides a framework for professional nursing practice.
• Explain how a metaparadigm is useful in defining a profession.
• Describe the four concepts central to nursing’s metaparadigm.
• Describe nursing educational levels and their relationship to health promotion.
• List assumptions basic to integrating health promotion into nursing practice.
• Identify selected nursing theoretical frameworks.
• List various definitions of nursing.
WEBSITES
http://www.nche.edu Official website for the American Association of Colleges of Nursing (AACN); addresses education, research, advocacy, and data collection and provides a search site map for publications relevant to professional nursing.
http://www.nursingworld.org Official website
for the American Nurses Association (ANA); provides information on ANA services, programs, and publications, and includes a search site map for items, articles, and issues of interest to profes-
sional nursing.
http://heapro.oxfordjournals.org Responds to the move for a new public health throughout the world and supports the development of action related to health promotion; contains refereed articles, reviews, and current debates related to health promotion.
http://www.enursescribe.com Provides a lifelong learning resource for nursing students, staff nurses, educators, and authors.
http://www.ncsbn.org For not-for-profit organizations whose members include the boards of nurse examiners for 50 states, the District of Columbia, and the five U.S. territories.
CHAPTER 3
OBJECTIVES
Upon completion of this chapter, the reader should be able to:
• Explore the meaning of health.
• Examine definitions of health promotion.
• Differentiate health promotion from wellness, disease prevention, and health protection.
• Compare and contrast theories and models of human behavior, human behavior and health, and human behavior and health promotion.
• Relate theoretical concepts of human behavior to the promotion of health.
• Discuss the application of theories and models for health-promoting behavioral outcomes.
• Describe strategies for development of a health promotion plan.
WEBSITES
http://www.cancer.gov Provides an overview
of health promotion theories and describes their importance in planning, implementing, and evaluating health promotion programs.
http://lgreen.net Web page of the originator
of the PRECEDE-PROCEED Model for planning health education and health promotion programs.
http://www.ihpr.ubc.ca Official website for the Institution of Health Promotion and Research, University of British Columbia, Canada, with the mission to provide a focus for interdisciplinary collaboration on research, education, and community partnerships in health promotion.
CH 4
OBJECTIVES
Upon completion of this chapter, the reader should be able to:
• Identify domains fundamental to nursing practice in health promotion.
• Describe how the technological domain impacts the domains fundamental to nursing practice in health promotion.
• Define holistic nursing practice in relation to health promotion.
• Describe the role of the professional nurse in health promotion for the individual, family, and community.
• Describe the steps of the nursing process in health promotion.
• Define specific nursing responsibilities for promoting health during each phase of the nursing process: assessment, diagnosis, planning, and evaluation.
• Utilize the nursing process in promoting health in individuals, families, and communities.
• Identify risk factors or potential problems influencing health.
• Identify current factors affecting nursing roles in health promotion.
WEBSITES
http://galenet.galegroup.com Health and Wellness Resource Center. An online “go to medical reference” center that provides access to references in libraries everywhere.
http://nmfn.com Longevity Game (2005). Includes a game developed by Northwestern Mutual that gives tips on daily lifestyle changes and identifies factors that can lead to a healthier, more productive life.
http://www.ana.org Online Journal of Issues in Nursing. (2005) Provides access to online articles related to professional nursing.
http://pegasus.cc.ucf.edu Resources for Nurses and Families. Nursing Informatics and Technology.
Online site provided by the University of California– San Francisco that provides nursing references, Nursing Center, teaching, writing, and search engine resources.
CHAPTER 5
OBJECTIVES
Upon completion of this chapter, the reader should be able to:
• Define communication.
• Discuss the six elements of communication.
• Contrast the two types of communication.
• Relate human behavior to communication.
• Explain the importance of communication in therapeutic relationships as found in selected nursing
theories.
• Describe four nurse characteristics that promote effective communication.
• Identify therapeutic techniques for effective communication.
• Discuss the role of the nurse in the use of communication for health promotion.
WEBSITES
http://www.handspeak.com Handspeak™
A subscription-based website consisting of the American Sign Language (ASL) online dictionary, lessons, and resources, including Baby Sign, International Sign Language, Emoticon + Bodicon (facial expression + body language), gestures, manual alphabet (fingerspelling) and numerals, sign stories, and arts.
http://www.ed.gov U.S. Department of Education
Provides an exploration of information literacy as it relates to schools, workplaces, individuals, and society.
CHAPTER 6
Objectives
Upon completion of this chapter, the reader should be able to:
• Discuss the concept of culture, including its components.
• Differentiate among the concepts of culture, race, ethnicity, and nationality.
• Explain how culture is holistic.
• Describe how culture impacts each metaparadigm concept.
• Identify examples of bigotry, discrimination, prejudice, racism, and ethnocentrism.
• Describe how cultural assessment relates to the nursing process.
• Complete a cultural assessment of yourself and others.
• Become aware of your own culture and how it permeates your life.
• Describe how culture is interwoven with wellness and illness.
• Differentiate among cultural competence, cultural awareness, and cultural sensitivity.
• Specify ways of culturally advocating for clients.
CHAPTER 7
OBJECTIVES
Upon completion of this chapter, the reader should be able to:
• Identify factors influencing environmental health.
• Distinguish between the attributes of a supportive versus a threatening environment.
• Recognize common symptoms resulting from occupational and environmental pollutants.
• Describe the process of chemical sensitization.
• Discuss the nurse’s role in promoting environmental health.
• Assess a variety of environments for sources of toxins.
• Select interventions to improve environmental health.
• Explain the relationship between natural, technological, or terror-related disasters and posttraumatic stress disorder.
• Discuss ways to empower citizens to protect a community’s environmental heal
WEBSITES
http://www.epa.gov Contains an overview of the agency’s mission, structure, strategic plan, budget, offices, and staff. Provides data on environmental laws, regulations, research, standards, compliance, and enforcement. Contains maps of specific regions accessible by zip code. Tells what facilities in the region release emissions into the air or if there are any polluted waters, among other information. Also tells what is being done (tracking, restoring, and protecting) to aid the environment in that area.
http://www.aapcc.org Lists poison control centers. Sources for continuing education on bioterrorism:
http://www.bt.cdc.gov Center for Disease Control and Prevention Training and Education
http://www.ceregistration.com Online Continuing Education for Nursing and Nursing Professionals
http://www.westernschools.com Nurses’ Study Resource
http://www.healthceonline.com The CE Solutions Group
http://www.son.utmb.edu Texas Statewide
Bioterrorism Continuing Education Project
CHAPTER 8
OBJECTIVES
Upon completion of this chapter, the reader should be able to:
• Describe the ways by which the neural and endocrine systems modulate the immune function.
• List the outcome measurements used to determine changes in immune status.
• List five chemicals involved in the communication between the neural, endocrine, and immune systems.
• Describe how stress impacts the neural, endocrine, and immune systems.
• Discuss research findings on psychoneuroimmunology, stress, and illness.
• Identify normal lifetime stressors, emotional states, and diseases that can negatively impact the immune function.
• Describe at least three nursing interventions useful in promoting immunoenhancement.
WEBSITES
http://www.stress.org American Institute of Stress. A nonprofit organization established in 1978 at the request of Hans Selye to serve as a clearinghouse for information on all stress-related subjects. The Institute publishes a monthly newsletter, Health and Stress.
http://www.cmbm.org Center for Mind-Body Medicine. Includes a list of online resources and training programs sponsored by the Center, including Mind-Body-Spirit Medicine.
http://www.healthy.net HealthWorld Online offers a general overview of mind-body medicine, including articles such as Introduction to Mind/Body Medicine, Mind/Body Therapies, and Mind/Body Approaches to Health Disorders. Includes links to interviews with Larry Dossey, MD, Deepak Chopra, MD, and James Gordon, MD.
http://www.nicabm.com/ National Institute for Clinical Applications of Behavioral Medicine. Offers continuing education on mind-body topics for health care practitioners.
CHAPTER 9
OBJECTIVES
Upon completion of this chapter, the reader should be able to:
• Examine health promotion strategies in the biological domain for mothers, infants, and toddlers.
• Identify nursing responsibilities for screening to promote the health of mothers, infants, and toddlers.
• Relate theories of cognitive and emotional development to health promotion strategies in infants and toddlers.
• Identify social networks and their importance in maternal and infant health.
• Describe occurrence, signs and symptoms, and nursing responsibilities relating to child abuse and neglect.
• Identify legislative actions designed to improve the health of mothers and infants.
• Describe parental and nursing responsibilities for promoting infant and toddler safety.
• Relate normal sexual development to strategies designed to promote sexual health in infants.
• Describe spiritual influences on health promotion in pregnant women, infants, and toddlers.
WEBSITES/HOTLINE
http://www.acf.hhs.gov Site for the Administration for Children and Families that provides information about services, policies, and programs affecting children, including child maltreatment.
http://www.marchofdimes.com March of Dimes organization site that provides information about pregnancy, infants, and preventing birth defects; also has a health information center about pregnancy and caring for newborns.
http://www.mayoclinic.com Contains a section titled Domestic Violence Toward Women: Recognize the Patterns and Seek Help, written to help victims of domestic violence, with description of an abusive relationship, signs of abuse, how to break the cycle, and options/resources.
http://www.not-2-late.com Provides information about emergency contraception and resources for EC. Can be accessed in English, Spanish, and Arabic.
National Domestic Violence Hotline (800) 799-SAFE or (800) 799-7233. Provides crisis intervention and referrals to in-state or out-of-state resources such as women’s shelters or crisis centers.
CHAPTER 10
OBJECTIVES
Upon completion of this chapter, the reader should be able to:
• Examine health promotion strategies in the biological domain for children.
• Identify nursing responsibilities for screening to promote the health of children.
• Relate theories of cognitive and emotional development to health promotion strategies in children.
• Identify social networks and their importance in child health.
• Describe occurrence, signs and symptoms, and nursing responsibilities relating to child abuse and
neglect.
• Identify legislative actions designed to improve the health of children.
• Describe parental and nursing responsibilities for promoting child safety.
• Relate normal sexual development to strategies designed to promote sexual health in children.
• Describe spiritual influences on health promotion in children.
WEBSITES
http://www.smallstep.gov U.S. Department of Health and Human Services. Site at which you can subscribe to a newsletter and download a comprehensive book, A Parent’s Guide to Healthy Eating and Physical Activity.
http://www.diabetes.org American Diabetes Association. Offers a wealth of information on diabetes for all ages.
http://www.eatright.org American Dietetic Association. Offers a current search engine to help locate useful nutrition-related content accurately and quickly.
http://www.cdc.gov CDC on BMI. Has a link to explain and calculate body mass index.
http://www.aap.org American Academy of Pediatrics. An excellent resource for topics related to children and adolescents.
CHAPTER 11
OBJECTIVES
Upon completion of this chapter, the reader should be able to:
• Examine health promotion strategies in the biological domain for adolescents and young adults.
• Identify nursing responsibilities for screening to promote health of adolescents and young adults.
• Relate theories of cognitive and emotional development to health promotion strategies in adolescents and young adults.
• Describe occurrence of, signs and symptoms of, nursing responsibilities for, and strategies to reduce or prevent abuse and domestic violence.
• Identify political influences on the adolescent and young adult.
• Describe strategies to reduce accidental deaths in adolescents and young adults.
• Relate normal emotional and sexual development to strategies designed to promote sexual health in adolescents and young adults.
• Describe spiritual development in adolescents and young adults.
WEBSITES
http://www.cdc.gov Centers for Disease Control and Prevention: Offers information related to physical activity and health from a report by the Surgeon General to the Centers for Disease Control and prevention, Division of the National Center for Chronic Disease Prevention and Health Promotion.
http://groups.ucanr.org University of California Agriculture and Natural Resources: Has a nine-
lesson educational intervention that uses computer technology to assist adolescents from low-income communities with diet assessment and “guided” goal setting for making healthy lifestyle choices. It is designed to be delivered by middle school teachers for skill building, social support, and goal attainment.
http://www.epi.umn.edu Division of Epidemiology and Community Health: Discusses the Center for Youth Health Promotion (CYHP) at the University of Minnesota that was designed to disseminate to schools and communities innovative youth health promotion programs and materials created by the Division of Epidemiology of the School of Public Health.
http://www.girlshealth.gov Girls Health.gov Website: Developed by the Department of Health and Human Services’ Office of Women’s Health to respond to adolescent girls’ health concerns. Site focuses on friends and family relationships, trust, sexuality, violence and abuse, peer pressure, and self-esteem. The site is intended to motivate girls to choose healthy behaviors without the tediousness of a “you should do this” message.