Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| HEALTH PROMOTION | - | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Esra EREN |
| Name of Lecturer(s) | Assist.Prof. Ayşe DOST |
| Assistant(s) | |
| Aim | It provides basic information about the concept of health promotion and health promotion strategies, so that the student becomes aware of the possession of positive health behaviors. |
| Course Content | This course contains; Basic concepts about health and definitions of health,Health education, health protection, health promotion concepts,Historical Development Process Health Protection and Development Practices,Theories and Models on Health Promotion, Use in Practice (research examples),Theories and Models on Health Promotion, Use in Practice (research examples)-2,In the world and in our country Health Development Practices,School Health Development Programs,Occupational Health Promotion Programs,Health Promotion in Vulnerable Groups,Healthy Lifestyle Behaviors - Nutrition,Healthy Lifestyle Behaviors - Tobacco/Alcohol/Substance use,Healthy Life Style Behaviors-Physical Activity,Healthy Life Style Behavior-stress management,Project work, course review. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Knows the concepts of health protection and promotion | 16, 37, 9 | |
| Explains the process of behavior change and the factors affecting it | 16, 4, 9 | |
| Plans health programs to gain healthy lifestyle behaviors | 10, 16, 5, 9 | E |
| Sağlığın korunması ve geliştirilmesinde hemşirenin rol ve sorumluluklarını tanımlar | 10, 16, 9 | |
| Knows the importance of gaining healthy lifestyle behaviors | 10, 16, 9 |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic concepts about health and definitions of health | Review of the 6th reference, |
| 2 | Health education, health protection, health promotion concepts | Review of the 4th reference, |
| 3 | Historical Development Process Health Protection and Development Practices | Review of the 1st reference, |
| 4 | Theories and Models on Health Promotion, Use in Practice (research examples) | Review of the 1st an 3 rd reference |
| 5 | Theories and Models on Health Promotion, Use in Practice (research examples)-2 | Review of the 1st and 3 rd reference, |
| 6 | In the world and in our country Health Development Practices | Review of 1st and 3rd reference, |
| 7 | School Health Development Programs | Review of the 2nd, 9th and 15th reference, |
| 8 | Occupational Health Promotion Programs | Review of 1st and 7th reference, |
| 9 | Health Promotion in Vulnerable Groups | Review of 5th and 16th reference, |
| 10 | Healthy Lifestyle Behaviors - Nutrition | Review of the 8th, 11st and 12nd reference, |
| 11 | Healthy Lifestyle Behaviors - Tobacco/Alcohol/Substance use | Review of the 14th and 16th reference, |
| 12 | Healthy Life Style Behaviors-Physical Activity | Review of the 10th and 13rd reference, |
| 13 | Healthy Life Style Behavior-stress management | Review of the 14th reference, |
| 14 | Project work, course review |
| Resources |
| 1.Fertman, CI., Allensworth, DD. (Ed.).(2010). Health Promotion Programs: From Theory to Practice.Sağlık Bakanlığı, 2012. 2. Gözüm, S. (Ed.).(2016).Okul Dönemindeki Çocukların Sağlığının Geliştirilmesi. Ankara: Vize Yayıncılık. 3.Snelling, A. (Ed.).(2014). Introduction to Health Promotion.Wiley: United States of America. 4. Erci, B. (Ed.).(2016). Halk Sağlığı Hemşireliği. Elazığ:Anadolu Nobel Tıp Kitabevleri. 5.Güler Ç., Akın, L.(Ed.). (2012). Halk Sağlığı-Temel Bilgiler.Ankara: Hacettepe Üniversitesi Yayınları 6. Aştı T., Karadağ A.(Ed.). (2013). Hemşirelik Esasları: Hemşirelik bilimi ve Sanatı ,Akademi Basın ve Yayncılık: İstanbul. 7.Esin, M.N., Aktaş, E. (2012). Çalışanların Sağlık Davranışları ve Etkileyen Faktörler: Sistematik İnceleme. Florence Nightingale Hemşirelik Dergisi, 20, 166-176. 8. Hilger, J., Loerbroks, A. , Diehl, K. (2016). Eating behaviour of university students in Germany: Dietary intake, barriers to healthy eating and changes in eating behaviour since the time of matriculation, Appetite,109,100-107. 9. Meier, S., Stock, C., Kramer, A. (2006). The contribution of health discussion groups with students to campus health promotion, Health Promotion International, 22,1. 10. Oğuz, S., Çamcı, G., Yılmaz, RK. (2018). Üniversite Öğrencilerinin Fiziksel Aktivite Yapma Durumu ve Fiziksel Aktivitenin Kalp Sağlığına Etkisini Bilme Durumu.Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi, 7, 54-61. 11. Önay, D.(2011). Üniversite Öğrencilerinin Kahvaltı Alışkanlıklarının Değerlendirmesi: Akşehir Sağlık Yüksekokulu Örneği. Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 27, 95-106. 12. Özdoğan, Y., Yardımcı, H., Özçelik, A.Ö., Sürücüoğlu, M.S. (2012). Üniversite Öğrencilerinin Öğün Düzenleri. Gazi Üniversitesi, Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 29, 66-74. 13. Straker, L.M., Howie, E.K., Smith, KL., Fenner, AA., Kerr, DA., Olds, T.S. ve ark. (2014). The Impact of Curtin University’s Activity, Food and Attitudes Program on Physical Activity, Sedentary Time and Fruit, Vegetable and Junk Food Consumption among Overweight and Obese Adolescents: A Waitlist Controlled Trial, Plus One Journal, 9, 11-1 14. Tuğut, N., Bekar, M. (2008). Üniversite Öğrencilerinin Sağlığı Algılama Durumları ile Sağlıklı Yaşam Biçimi Davranışları Arasındaki İlişki. Atatürk Üniversitesi Hemşirelik Yüksekokulu Dergisi,11, 3. 15. Zaybak, A., Fadıloğlu, Ç. (2004). Üniversite Öğrencilerinin Sağlığı Geliştirme Davranışı ve Bu Davranışı Etkileyen Etmenlerin Belirlenmesi. Ege Üniversitesi Hemşirelik Yüksek Okulu Dergisi, 20, 77-95. 16. Atlam, D.H., Aldemir, E., Altıntoprak, AE. (2017). Üniversite Öğrencilerinde Riskli Davranışların Yaygınlığı ve Madde Kullanımı ile İlişkisi. Dusunen Adam The Journal of Psychiatry and Neurological Sciences, 30, 287-298. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Has the theoretical knowledge and skills to fulfill their professional roles and responsibilities. | X | |||||
| 2 | PQ-2. Has the necessary professional attitude and behaviours. | X | |||||
| 3 | PQ-3. Performs quality and safe nursing care in line with evidence-based practices | X | |||||
| 4 | PQ-4. Uses critical thinking, problem solving and leadership skills in nursing decisions and practices. | X | |||||
| 5 | PQ-5. Does teamwork with colleagues and other health professionals. | X | |||||
| 6 | PQ-6. Takes part in scientific and social projects that will contribute to individual and professional development. | X | |||||
| 7 | PQ-7. Reaches the literature by using a foreign language in the field of nursing and uses it in its professional practices. | X | |||||
| 8 | PQ-8. Adopts life long learning and continuous development as a principle. | X | |||||
| 9 | PQ-9. Communicates effectively by cooperating with the individual, family and society in meeting the developing and changing health care needs | X | |||||
| 10 | PQ-10. Provides individual-centered care by considering professional ethical principles and values. | X | |||||
| 11 | PQ-11. Reflects technological and innovative care methods to their professional practices. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| HEALTH PROMOTION | - | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Esra EREN |
| Name of Lecturer(s) | Assist.Prof. Ayşe DOST |
| Assistant(s) | |
| Aim | It provides basic information about the concept of health promotion and health promotion strategies, so that the student becomes aware of the possession of positive health behaviors. |
| Course Content | This course contains; Basic concepts about health and definitions of health,Health education, health protection, health promotion concepts,Historical Development Process Health Protection and Development Practices,Theories and Models on Health Promotion, Use in Practice (research examples),Theories and Models on Health Promotion, Use in Practice (research examples)-2,In the world and in our country Health Development Practices,School Health Development Programs,Occupational Health Promotion Programs,Health Promotion in Vulnerable Groups,Healthy Lifestyle Behaviors - Nutrition,Healthy Lifestyle Behaviors - Tobacco/Alcohol/Substance use,Healthy Life Style Behaviors-Physical Activity,Healthy Life Style Behavior-stress management,Project work, course review. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Knows the concepts of health protection and promotion | 16, 37, 9 | |
| Explains the process of behavior change and the factors affecting it | 16, 4, 9 | |
| Plans health programs to gain healthy lifestyle behaviors | 10, 16, 5, 9 | E |
| Sağlığın korunması ve geliştirilmesinde hemşirenin rol ve sorumluluklarını tanımlar | 10, 16, 9 | |
| Knows the importance of gaining healthy lifestyle behaviors | 10, 16, 9 |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic concepts about health and definitions of health | Review of the 6th reference, |
| 2 | Health education, health protection, health promotion concepts | Review of the 4th reference, |
| 3 | Historical Development Process Health Protection and Development Practices | Review of the 1st reference, |
| 4 | Theories and Models on Health Promotion, Use in Practice (research examples) | Review of the 1st an 3 rd reference |
| 5 | Theories and Models on Health Promotion, Use in Practice (research examples)-2 | Review of the 1st and 3 rd reference, |
| 6 | In the world and in our country Health Development Practices | Review of 1st and 3rd reference, |
| 7 | School Health Development Programs | Review of the 2nd, 9th and 15th reference, |
| 8 | Occupational Health Promotion Programs | Review of 1st and 7th reference, |
| 9 | Health Promotion in Vulnerable Groups | Review of 5th and 16th reference, |
| 10 | Healthy Lifestyle Behaviors - Nutrition | Review of the 8th, 11st and 12nd reference, |
| 11 | Healthy Lifestyle Behaviors - Tobacco/Alcohol/Substance use | Review of the 14th and 16th reference, |
| 12 | Healthy Life Style Behaviors-Physical Activity | Review of the 10th and 13rd reference, |
| 13 | Healthy Life Style Behavior-stress management | Review of the 14th reference, |
| 14 | Project work, course review |
| Resources |
| 1.Fertman, CI., Allensworth, DD. (Ed.).(2010). Health Promotion Programs: From Theory to Practice.Sağlık Bakanlığı, 2012. 2. Gözüm, S. (Ed.).(2016).Okul Dönemindeki Çocukların Sağlığının Geliştirilmesi. Ankara: Vize Yayıncılık. 3.Snelling, A. (Ed.).(2014). Introduction to Health Promotion.Wiley: United States of America. 4. Erci, B. (Ed.).(2016). Halk Sağlığı Hemşireliği. Elazığ:Anadolu Nobel Tıp Kitabevleri. 5.Güler Ç., Akın, L.(Ed.). (2012). Halk Sağlığı-Temel Bilgiler.Ankara: Hacettepe Üniversitesi Yayınları 6. Aştı T., Karadağ A.(Ed.). (2013). Hemşirelik Esasları: Hemşirelik bilimi ve Sanatı ,Akademi Basın ve Yayncılık: İstanbul. 7.Esin, M.N., Aktaş, E. (2012). Çalışanların Sağlık Davranışları ve Etkileyen Faktörler: Sistematik İnceleme. Florence Nightingale Hemşirelik Dergisi, 20, 166-176. 8. Hilger, J., Loerbroks, A. , Diehl, K. (2016). Eating behaviour of university students in Germany: Dietary intake, barriers to healthy eating and changes in eating behaviour since the time of matriculation, Appetite,109,100-107. 9. Meier, S., Stock, C., Kramer, A. (2006). The contribution of health discussion groups with students to campus health promotion, Health Promotion International, 22,1. 10. Oğuz, S., Çamcı, G., Yılmaz, RK. (2018). Üniversite Öğrencilerinin Fiziksel Aktivite Yapma Durumu ve Fiziksel Aktivitenin Kalp Sağlığına Etkisini Bilme Durumu.Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi, 7, 54-61. 11. Önay, D.(2011). Üniversite Öğrencilerinin Kahvaltı Alışkanlıklarının Değerlendirmesi: Akşehir Sağlık Yüksekokulu Örneği. Gazi Üniversitesi Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 27, 95-106. 12. Özdoğan, Y., Yardımcı, H., Özçelik, A.Ö., Sürücüoğlu, M.S. (2012). Üniversite Öğrencilerinin Öğün Düzenleri. Gazi Üniversitesi, Endüstriyel Sanatlar Eğitim Fakültesi Dergisi, 29, 66-74. 13. Straker, L.M., Howie, E.K., Smith, KL., Fenner, AA., Kerr, DA., Olds, T.S. ve ark. (2014). The Impact of Curtin University’s Activity, Food and Attitudes Program on Physical Activity, Sedentary Time and Fruit, Vegetable and Junk Food Consumption among Overweight and Obese Adolescents: A Waitlist Controlled Trial, Plus One Journal, 9, 11-1 14. Tuğut, N., Bekar, M. (2008). Üniversite Öğrencilerinin Sağlığı Algılama Durumları ile Sağlıklı Yaşam Biçimi Davranışları Arasındaki İlişki. Atatürk Üniversitesi Hemşirelik Yüksekokulu Dergisi,11, 3. 15. Zaybak, A., Fadıloğlu, Ç. (2004). Üniversite Öğrencilerinin Sağlığı Geliştirme Davranışı ve Bu Davranışı Etkileyen Etmenlerin Belirlenmesi. Ege Üniversitesi Hemşirelik Yüksek Okulu Dergisi, 20, 77-95. 16. Atlam, D.H., Aldemir, E., Altıntoprak, AE. (2017). Üniversite Öğrencilerinde Riskli Davranışların Yaygınlığı ve Madde Kullanımı ile İlişkisi. Dusunen Adam The Journal of Psychiatry and Neurological Sciences, 30, 287-298. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Has the theoretical knowledge and skills to fulfill their professional roles and responsibilities. | X | |||||
| 2 | PQ-2. Has the necessary professional attitude and behaviours. | X | |||||
| 3 | PQ-3. Performs quality and safe nursing care in line with evidence-based practices | X | |||||
| 4 | PQ-4. Uses critical thinking, problem solving and leadership skills in nursing decisions and practices. | X | |||||
| 5 | PQ-5. Does teamwork with colleagues and other health professionals. | X | |||||
| 6 | PQ-6. Takes part in scientific and social projects that will contribute to individual and professional development. | X | |||||
| 7 | PQ-7. Reaches the literature by using a foreign language in the field of nursing and uses it in its professional practices. | X | |||||
| 8 | PQ-8. Adopts life long learning and continuous development as a principle. | X | |||||
| 9 | PQ-9. Communicates effectively by cooperating with the individual, family and society in meeting the developing and changing health care needs | X | |||||
| 10 | PQ-10. Provides individual-centered care by considering professional ethical principles and values. | X | |||||
| 11 | PQ-11. Reflects technological and innovative care methods to their professional practices. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |