The document discusses the University of Central Oklahoma's (UCO) focus on transformative learning and leadership through its "Central Six" tenets, which include discipline knowledge, leadership, problem solving, service learning, global and cultural competencies, and health and wellness. UCO created the Healthy Campus initiative to help achieve the health and wellness tenet and address student health issues identified in surveys. The author conducted interviews and surveys with Healthy Campus workgroup members and course-integrated students, finding that most experienced growth in health and wellness, problem solving, and leadership skills through their involvement. However, fully integrating health across coursework may require convincing more faculty of its importance to support transformative learning for both students
The document provides information about John F. Kennedy University's Master of Arts in Health Education program. It discusses the holistic approach and philosophy of the program, which focuses on social and environmental factors, empowerment, and facilitating self-healing. The curriculum covers various health philosophies and frameworks, and teaches skills like program planning, coaching, research, and communication. Courses explore topics such as nutrition, stress management, and Asian health approaches. The program can be completed in 1.5-4 years depending on enrollment status.
The document provides details about a capstone project for a course on practical application of instructional design. The project involves designing a holistic health and nutrition training for members of St. James Presbyterian Church. The training aims to educate learners on how changing their diet and lifestyle can improve health and quality of life. A needs analysis found interest among members of various ages and abilities. The training will use the ADDIE model and cover topics like food consciousness, water consciousness, and smart consumerism. Objectives are written in the affective domain to encourage positive attitudes. The training will be sequenced by concept and use instructional strategies like activities, demonstrations, and procedures to achieve the objectives.
This document provides a rationale for teaching Personal Development, Health and Physical Education (PDHPE) in primary schools. It discusses how PDHPE aims to develop students' health knowledge, skills, values and attitudes to lead healthy lives. It also discusses the benefits of teaching movement education, which involves developing students' fundamental movement skills. Movement education is shown to support students' physical, cognitive, social and academic development. The document advocates for parental and teacher guidance to help students reach their full potential in PDHPE.
Promising Paths: Health Promoting Higher Education - Reflections, Challenges ...healthycampuses
Mark Dooris, PhD, Director, Healthy & Sustainable Settings Unit, University of Central Lancashire, Preston, Lancashire, UK, presented as a keynote speaker at the 2015 International Conference on Health Promoting Universities and Colleges.
This presentation provided an overview of the health promoting higher education movement – outlining its history, context and vision; exploring theory, research and practice; and reflecting on and distilling learning from ‘real world’ experience. It also set out challenges and opportunities for progressing our vision of ecological, whole system health promoting and sustainable universities and colleges – and for maximizing their contribution to the health and wellbeing of our communities, our societies and our planet.
This document discusses health education and its various aspects. It begins with defining health education as any combination of learning experiences designed to facilitate voluntary adoption of health-promoting behaviors. The document then covers objectives of health education, approaches to achieve health, principles of health education, stages of adoption of new ideas, communication methods, and individual, group, and mass methods of health education. It emphasizes increasing health knowledge and skills to promote individual and community well-being.
This document discusses the importance of health education in colleges. It outlines several objectives of college health programs, including providing healthy living, protecting students from diseases, and developing students' health knowledge and decision-making skills. The document recommends that colleges establish medical clinics to examine students' health and treat minor illnesses. It also suggests various methods for imparting health education, such as lectures, printed materials, health weeks, and films. The conclusion emphasizes that health education and counseling centers are essential for colleges to help students concentrate on their studies and reduce dropout rates related to health problems.
UNESCO: Health Promotion Literacy in a Development Contexthealthycampuses
Mary Guinn Delaney, UNESCO Regional Health and HIV Education
Advisor for Latin America and the Caribbean, Regional Office for
Education in Santiago, Chile presented at the 2015 International Conference for Health Promoting Universities and Colleges.
This document provides information about a health education curriculum for primary grades in the Philippines. It includes the team that developed the curriculum, basic information about time allotments and languages of instruction. It also outlines the content areas covered in health education such as growth and development, nutrition, injury prevention, and environmental health. The document discusses characteristics of health education such as being holistic, preventive, learner-centered, and skills-based. It provides examples of how science concepts are integrated into health lessons and how the curriculum is coordinated with the school health program.
The document provides information about John F. Kennedy University's Master of Arts in Health Education program. It discusses the holistic approach and philosophy of the program, which focuses on social and environmental factors, empowerment, and facilitating self-healing. The curriculum covers various health philosophies and frameworks, and teaches skills like program planning, coaching, research, and communication. Courses explore topics such as nutrition, stress management, and Asian health approaches. The program can be completed in 1.5-4 years depending on enrollment status.
The document provides details about a capstone project for a course on practical application of instructional design. The project involves designing a holistic health and nutrition training for members of St. James Presbyterian Church. The training aims to educate learners on how changing their diet and lifestyle can improve health and quality of life. A needs analysis found interest among members of various ages and abilities. The training will use the ADDIE model and cover topics like food consciousness, water consciousness, and smart consumerism. Objectives are written in the affective domain to encourage positive attitudes. The training will be sequenced by concept and use instructional strategies like activities, demonstrations, and procedures to achieve the objectives.
This document provides a rationale for teaching Personal Development, Health and Physical Education (PDHPE) in primary schools. It discusses how PDHPE aims to develop students' health knowledge, skills, values and attitudes to lead healthy lives. It also discusses the benefits of teaching movement education, which involves developing students' fundamental movement skills. Movement education is shown to support students' physical, cognitive, social and academic development. The document advocates for parental and teacher guidance to help students reach their full potential in PDHPE.
Promising Paths: Health Promoting Higher Education - Reflections, Challenges ...healthycampuses
Mark Dooris, PhD, Director, Healthy & Sustainable Settings Unit, University of Central Lancashire, Preston, Lancashire, UK, presented as a keynote speaker at the 2015 International Conference on Health Promoting Universities and Colleges.
This presentation provided an overview of the health promoting higher education movement – outlining its history, context and vision; exploring theory, research and practice; and reflecting on and distilling learning from ‘real world’ experience. It also set out challenges and opportunities for progressing our vision of ecological, whole system health promoting and sustainable universities and colleges – and for maximizing their contribution to the health and wellbeing of our communities, our societies and our planet.
This document discusses health education and its various aspects. It begins with defining health education as any combination of learning experiences designed to facilitate voluntary adoption of health-promoting behaviors. The document then covers objectives of health education, approaches to achieve health, principles of health education, stages of adoption of new ideas, communication methods, and individual, group, and mass methods of health education. It emphasizes increasing health knowledge and skills to promote individual and community well-being.
This document discusses the importance of health education in colleges. It outlines several objectives of college health programs, including providing healthy living, protecting students from diseases, and developing students' health knowledge and decision-making skills. The document recommends that colleges establish medical clinics to examine students' health and treat minor illnesses. It also suggests various methods for imparting health education, such as lectures, printed materials, health weeks, and films. The conclusion emphasizes that health education and counseling centers are essential for colleges to help students concentrate on their studies and reduce dropout rates related to health problems.
UNESCO: Health Promotion Literacy in a Development Contexthealthycampuses
Mary Guinn Delaney, UNESCO Regional Health and HIV Education
Advisor for Latin America and the Caribbean, Regional Office for
Education in Santiago, Chile presented at the 2015 International Conference for Health Promoting Universities and Colleges.
This document provides information about a health education curriculum for primary grades in the Philippines. It includes the team that developed the curriculum, basic information about time allotments and languages of instruction. It also outlines the content areas covered in health education such as growth and development, nutrition, injury prevention, and environmental health. The document discusses characteristics of health education such as being holistic, preventive, learner-centered, and skills-based. It provides examples of how science concepts are integrated into health lessons and how the curriculum is coordinated with the school health program.
This document provides the rationale for including Personal Development, Health and Physical Education (PDHPE) in the Stage 6 curriculum in NSW, Australia. It discusses how PDHPE promotes students' intellectual, social, emotional, physical and spiritual development. It focuses on helping students adopt healthy, active lifestyles through understanding factors that influence health and movement. The aims and objectives of the PDHPE curriculum are to help students develop health-promoting values and make informed choices to support individual and community well-being. An overview of the Preliminary course outlines two core modules examining factors for individual health and the body in motion.
3. Provide information:
- Explain clearly in simple terms
- Check understanding
- Answer questions fully and honestly
4. Support informed decision making:
- Discuss options and help weigh pros and cons
- Respect the client’s right to decide
- Offer additional help and follow up as needed
Emerging Trends in the Training of Filipino Physicians - ROJoson - 2002Reynaldo Joson
The document discusses emerging trends in the training of Filipino physicians. It summarizes the presentation of Dr. Reynaldo O. Joson at the Zamboanga Medical School Foundation regarding emerging trends in medical education in the Philippines. Specifically, it outlines the traditional medical curriculum practices and emerging trends in areas like philosophy, objectives, content, teaching methods, and assessment. Some of the emerging trends include a more community-oriented and holistic approach, competency-based learning, problem-based learning, and electronic learning materials. Barriers to adopting emerging trends include resistance from school administrations focused on business and faculty lacking teaching competencies.
This document discusses health education and nutrition over several pages. It defines health education as educating people about health in various areas like physical, emotional, and spiritual health. It also discusses the role of health educators and organizations like the World Health Organization and National Commission for Health Education Credentialing that are involved in health education. Several pages cover topics like supporting healthy eating, nutrition goals and recommendations, and the importance of nutrition for both short-term and long-term health.
Health education is a vital part of community health nursing, because the promotion, maintenance, and restoration of health require that patients understand health care requirements. Health education is an integral part of all health services and all health personnel's who are responsible for providing health care.
The document discusses health teaching in nursing. It outlines three major purposes of health teaching: promoting health, preventing illness, and coping with illness/disability. It describes the assessment required to define a client's learning needs, which involves collecting general data and assessing health beliefs, cultural factors, and learning style. Finally, it discusses factors that facilitate learning, types of learning domains, and principles for effective teaching and learning.
The “German HPU Network” and the Role of Networkshealthycampuses
Christiane Stock, PhD, Head of Studies, Public Health, Unit for Health Promotion Research, Associate Professor, University of Southern Denmark, Esbjerg, Denmark presented at the 2015 International Conference for Health Promoting Universities and Colleges.
Founded in 1995 with initially five network members, the German HPU network has since defined its goals and ways to support member organisations in their processes towards becoming a Health Promoting University. During the last 20 years the network has grown to more than 80 member universities and is now representing the largest network of Health Promoting Universities world-wide, and thus healthy working, living and learning environments for students and staff. Only a few studies have focused on evaluating the structures, processes and outcomes of health promotion networks, important for measuring goal attainment as well as analysing reasons for success and failure. The importance of evaluation was discussed and suggestions were made on ways to expand and enhance this network into the future of Health Promoting Universities in Europe.
Current trends and issues in nursing educationJavedSheikh20
The document discusses current trends and issues in nursing education. It outlines several trends, including changes to curriculum to be more flexible and competence-based, greater reliance on technology for teaching and learning, and an emphasis on preparing global nurses. It also notes potential issues like a shortage of nursing educators and the need for continued standardization and uniformity across nursing programs.
This document defines health education and outlines several models used in health education. It provides definitions of health education from several sources that describe it as a process of facilitating voluntary behavior changes through learning experiences. It also describes several models used in health education, including the health belief model, transtheoretical model, and PRECEDE-PROCEED model. For each model, it provides an overview and examples of how they are applied to promote behaviors like condom use. Finally, it outlines the typical components and phases of planning, implementing, and evaluating a health education program.
The document provides information on health education. It defines health education and outlines its objectives, which include cultivating healthy practices and attitudes. It discusses various principles of health education, such as using interest and participation to motivate learning. It also describes different methods of delivering health education, including individual approaches like interviews and group approaches like lectures, demonstrations, and discussions.
This document defines health education and outlines its aims, approaches, content areas, principles, and educational aids. Health education is defined as informing, motivating, and helping people adopt healthy lifestyles and advocate for environmental changes to facilitate well-being. Its aims are to inform the public on hygiene, prevent disease, create health knowledge, and facilitate medical measures. Approaches include legal/regulatory, administrative/service, and educational methods. Educational approaches use motivation, communication, and decision making to create long-lasting change. Content areas covered include human biology, nutrition, hygiene, disease prevention, and health services. Principles emphasize interest, participation, reinforcement, and community leadership. A variety of audiovisual aids are used
The document discusses several topics related to health education in Bangladeshi primary and secondary schools. It describes how health education is incorporated into science and home science curriculums by teaching students about personal hygiene, environmental hygiene in the household and community, infectious diseases, adolescent health issues, and public health challenges in Bangladesh such as arsenic poisoning and improving access to clean water and sanitation. The document emphasizes educating students on prevention of disease transmission through proper hygiene practices and raising awareness of pressing public health problems in Bangladesh.
This document provides an overview of health education. It defines health education as a systematic social activity aimed at imparting health knowledge and reinforcing positive health behaviors. The document discusses the objectives, definition, aims, models, principles, methods, effects, levels of prevention, and need for health education. It also analyzes gaps in health education research, such as the need for stronger focus on individual skills and interdisciplinary studies to understand misinformation.
This study reviewed 74 nutrition education intervention studies conducted between 2003-2012 that targeted community-dwelling older adults. Only 6 studies met the criteria for review. The studies reported favorable outcomes from the interventions. However, there was variability in study designs, measures, scope, and strategies used making it difficult to generalize results. Future studies on nutrition interventions for older adults could benefit from using stronger evaluation designs and conceptual models.
This topic introduced the concept of Health Education in details i.e
Meaning of Health Education
Objectives of Health Education,
Factors affecting/influencing the health of individual,
History of Health Education in Nigeria
Health agencies in Nigeria (national, state, local and international), etc
The document discusses the goals and benefits of the Personal Development, Health and Physical Education (PDHPE) program. PDHPE teaches students to live a healthy and productive life through activities that develop knowledge, skills, and attitudes. It promotes an active lifestyle and physical health by encouraging participation in sports, games, and dances. Additionally, PDHPE educates students on self-value, interpersonal skills, decision making, problem solving, managing change, and making healthy choices to adopt beneficial behaviors. The program aims to help students learn and live safely.
Health education aims to bring positive changes in people's health behaviors and knowledge to promote individual, family, and community health. Effective health education utilizes techniques like reinforcement through repetition, motivating learning desires, ensuring comprehension at the appropriate education level, focusing on needs and interests, encouraging participation, and proceeding from known to unknown concepts. Health assistants can promote health education in their local areas by planning programs, implementing topic-specific classes, making materials available, conducting school classes, and providing health information and learning opportunities to communities. Factors like heredity, lifestyle, socioeconomic conditions, environment, and available health services all influence health. Effective health education considers learning theories, styles, objectives, the learning process, and factors that affect learning.
Lynette Clower is researching the relationship between transformative learning and student involvement at Healthy Campus. Transformative learning is a holistic process that places students at the center of their own active learning experiences. There are six tenets of transformative learning, including discipline knowledge, leadership, problem solving, service learning, global competencies, and health and wellness. For health and wellness, the document outlines student learning activities and outcomes, such as integrating wellness into coursework, health promotion programs, comprehensive medical services, and advocating for health policies.
This document provides the rationale for including Personal Development, Health and Physical Education (PDHPE) in the Stage 6 curriculum in NSW, Australia. It outlines that PDHPE aims to develop students' intellectual, social, emotional, physical and spiritual development through a focus on health, physical activity, and movement. The syllabus covers key health priorities in Australia, factors affecting performance, and optional topics like sport and society or improving performance. It is designed to give students knowledge and skills to enhance health and participation in physical activity.
This document provides the rationale for including Personal Development, Health and Physical Education (PDHPE) in the Stage 6 curriculum in NSW, Australia. It discusses how PDHPE promotes students' intellectual, social, emotional, physical and spiritual development. It focuses on helping students adopt healthy, active lifestyles through understanding factors that influence health and movement. The aims and objectives of the PDHPE curriculum are to help students develop health-promoting values and make informed choices to support individual and community well-being. An overview of the Preliminary course outlines two core modules examining factors for individual health and the body in motion.
3. Provide information:
- Explain clearly in simple terms
- Check understanding
- Answer questions fully and honestly
4. Support informed decision making:
- Discuss options and help weigh pros and cons
- Respect the client’s right to decide
- Offer additional help and follow up as needed
Emerging Trends in the Training of Filipino Physicians - ROJoson - 2002Reynaldo Joson
The document discusses emerging trends in the training of Filipino physicians. It summarizes the presentation of Dr. Reynaldo O. Joson at the Zamboanga Medical School Foundation regarding emerging trends in medical education in the Philippines. Specifically, it outlines the traditional medical curriculum practices and emerging trends in areas like philosophy, objectives, content, teaching methods, and assessment. Some of the emerging trends include a more community-oriented and holistic approach, competency-based learning, problem-based learning, and electronic learning materials. Barriers to adopting emerging trends include resistance from school administrations focused on business and faculty lacking teaching competencies.
This document discusses health education and nutrition over several pages. It defines health education as educating people about health in various areas like physical, emotional, and spiritual health. It also discusses the role of health educators and organizations like the World Health Organization and National Commission for Health Education Credentialing that are involved in health education. Several pages cover topics like supporting healthy eating, nutrition goals and recommendations, and the importance of nutrition for both short-term and long-term health.
Health education is a vital part of community health nursing, because the promotion, maintenance, and restoration of health require that patients understand health care requirements. Health education is an integral part of all health services and all health personnel's who are responsible for providing health care.
The document discusses health teaching in nursing. It outlines three major purposes of health teaching: promoting health, preventing illness, and coping with illness/disability. It describes the assessment required to define a client's learning needs, which involves collecting general data and assessing health beliefs, cultural factors, and learning style. Finally, it discusses factors that facilitate learning, types of learning domains, and principles for effective teaching and learning.
The “German HPU Network” and the Role of Networkshealthycampuses
Christiane Stock, PhD, Head of Studies, Public Health, Unit for Health Promotion Research, Associate Professor, University of Southern Denmark, Esbjerg, Denmark presented at the 2015 International Conference for Health Promoting Universities and Colleges.
Founded in 1995 with initially five network members, the German HPU network has since defined its goals and ways to support member organisations in their processes towards becoming a Health Promoting University. During the last 20 years the network has grown to more than 80 member universities and is now representing the largest network of Health Promoting Universities world-wide, and thus healthy working, living and learning environments for students and staff. Only a few studies have focused on evaluating the structures, processes and outcomes of health promotion networks, important for measuring goal attainment as well as analysing reasons for success and failure. The importance of evaluation was discussed and suggestions were made on ways to expand and enhance this network into the future of Health Promoting Universities in Europe.
Current trends and issues in nursing educationJavedSheikh20
The document discusses current trends and issues in nursing education. It outlines several trends, including changes to curriculum to be more flexible and competence-based, greater reliance on technology for teaching and learning, and an emphasis on preparing global nurses. It also notes potential issues like a shortage of nursing educators and the need for continued standardization and uniformity across nursing programs.
This document defines health education and outlines several models used in health education. It provides definitions of health education from several sources that describe it as a process of facilitating voluntary behavior changes through learning experiences. It also describes several models used in health education, including the health belief model, transtheoretical model, and PRECEDE-PROCEED model. For each model, it provides an overview and examples of how they are applied to promote behaviors like condom use. Finally, it outlines the typical components and phases of planning, implementing, and evaluating a health education program.
The document provides information on health education. It defines health education and outlines its objectives, which include cultivating healthy practices and attitudes. It discusses various principles of health education, such as using interest and participation to motivate learning. It also describes different methods of delivering health education, including individual approaches like interviews and group approaches like lectures, demonstrations, and discussions.
This document defines health education and outlines its aims, approaches, content areas, principles, and educational aids. Health education is defined as informing, motivating, and helping people adopt healthy lifestyles and advocate for environmental changes to facilitate well-being. Its aims are to inform the public on hygiene, prevent disease, create health knowledge, and facilitate medical measures. Approaches include legal/regulatory, administrative/service, and educational methods. Educational approaches use motivation, communication, and decision making to create long-lasting change. Content areas covered include human biology, nutrition, hygiene, disease prevention, and health services. Principles emphasize interest, participation, reinforcement, and community leadership. A variety of audiovisual aids are used
The document discusses several topics related to health education in Bangladeshi primary and secondary schools. It describes how health education is incorporated into science and home science curriculums by teaching students about personal hygiene, environmental hygiene in the household and community, infectious diseases, adolescent health issues, and public health challenges in Bangladesh such as arsenic poisoning and improving access to clean water and sanitation. The document emphasizes educating students on prevention of disease transmission through proper hygiene practices and raising awareness of pressing public health problems in Bangladesh.
This document provides an overview of health education. It defines health education as a systematic social activity aimed at imparting health knowledge and reinforcing positive health behaviors. The document discusses the objectives, definition, aims, models, principles, methods, effects, levels of prevention, and need for health education. It also analyzes gaps in health education research, such as the need for stronger focus on individual skills and interdisciplinary studies to understand misinformation.
This study reviewed 74 nutrition education intervention studies conducted between 2003-2012 that targeted community-dwelling older adults. Only 6 studies met the criteria for review. The studies reported favorable outcomes from the interventions. However, there was variability in study designs, measures, scope, and strategies used making it difficult to generalize results. Future studies on nutrition interventions for older adults could benefit from using stronger evaluation designs and conceptual models.
This topic introduced the concept of Health Education in details i.e
Meaning of Health Education
Objectives of Health Education,
Factors affecting/influencing the health of individual,
History of Health Education in Nigeria
Health agencies in Nigeria (national, state, local and international), etc
The document discusses the goals and benefits of the Personal Development, Health and Physical Education (PDHPE) program. PDHPE teaches students to live a healthy and productive life through activities that develop knowledge, skills, and attitudes. It promotes an active lifestyle and physical health by encouraging participation in sports, games, and dances. Additionally, PDHPE educates students on self-value, interpersonal skills, decision making, problem solving, managing change, and making healthy choices to adopt beneficial behaviors. The program aims to help students learn and live safely.
Health education aims to bring positive changes in people's health behaviors and knowledge to promote individual, family, and community health. Effective health education utilizes techniques like reinforcement through repetition, motivating learning desires, ensuring comprehension at the appropriate education level, focusing on needs and interests, encouraging participation, and proceeding from known to unknown concepts. Health assistants can promote health education in their local areas by planning programs, implementing topic-specific classes, making materials available, conducting school classes, and providing health information and learning opportunities to communities. Factors like heredity, lifestyle, socioeconomic conditions, environment, and available health services all influence health. Effective health education considers learning theories, styles, objectives, the learning process, and factors that affect learning.
Lynette Clower is researching the relationship between transformative learning and student involvement at Healthy Campus. Transformative learning is a holistic process that places students at the center of their own active learning experiences. There are six tenets of transformative learning, including discipline knowledge, leadership, problem solving, service learning, global competencies, and health and wellness. For health and wellness, the document outlines student learning activities and outcomes, such as integrating wellness into coursework, health promotion programs, comprehensive medical services, and advocating for health policies.
This document provides the rationale for including Personal Development, Health and Physical Education (PDHPE) in the Stage 6 curriculum in NSW, Australia. It outlines that PDHPE aims to develop students' intellectual, social, emotional, physical and spiritual development through a focus on health, physical activity, and movement. The syllabus covers key health priorities in Australia, factors affecting performance, and optional topics like sport and society or improving performance. It is designed to give students knowledge and skills to enhance health and participation in physical activity.
SFU's Vision for a Healthy Campus CommunityBrian Portner
Simon Fraser University has developed a vision for a healthy campus community through campus-wide consultation. The vision aims to create a supportive environment that fosters well-being and success for students, faculty and staff. It calls on all members of the SFU community to consider how to enhance health and well-being through policies, learning and working environments, physical spaces, and community. The vision is part of SFU's commitment to be an engaged university that values the health of its members.
The survey of the Problems and challenges faced by the University Students at University of Moratuwa is completed for the module "Introduction to the Psychology" during the 2nd semester of the Transport and Logistics Management Degree Program at University of Moratuwa.
The document outlines Simon Fraser University's mental health strategy, which aims to address rising rates of psychological distress and complex mental health issues among students. The strategy is guided by a public health framework and draws inspiration from the National Mental Health Commission. It seeks to create a supportive campus environment where students can succeed academically and professionally. Key elements of the strategy include reducing stigma, improving help-seeking behaviors, promoting wellness across the university community, and aligning existing programs and services.
The document summarizes accomplishments of the IU School of Health and Rehabilitation Sciences (SHRS) from 2008-2016 under Dean Agho's leadership. Key achievements include establishing new degree programs, increasing research funding and student enrollment, and ranking highly among similar programs. The school has experienced significant growth in academic offerings and research productivity over the past decade. SHRS students and faculty have also made impacts locally through clinics and globally through service. The school was recently awarded a federal grant to improve healthcare access and increase diversity within the health professions.
The document discusses the role of school nurses in promoting student health and wellness. It begins by noting that many children today prioritize screen time over physical activity, exacerbating declining healthy habits. As a result, school nurses must take a leading role in developing and implementing strategies to improve student wellness. The document then defines school nursing as advancing student well-being, success, and lifelong achievement through facilitating positive development. It provides examples of school nurse responsibilities like promoting health, intervening in existing/potential issues, and building student/family self-management. Finally, it states that further research is needed on implementing wellness programs in Chinese schools, as existing research focuses primarily on Western cultures.
Activating the Okanagan Charter: Engaging Faculty to Support and Enhance Stud...healthycampuses
This document summarizes a workshop on engaging faculty to support student wellbeing by implementing the Okanagan Charter. It discusses the benefits of faculty engagement, provides an example of asset mapping done at UBC to identify campus resources, and outlines initiatives like a Wellbeing Liaisons Program and symposium to discuss wellbeing in teaching. The goal is to start a campus conversation on wellbeing in learning environments and leverage faculty champions, student leaders, and administrative support to further the Charter's goals.
Lynette Clower is conducting a qualitative survey about Transformative Learning at Healthy Campus. Students who have taken relevant coursework or been involved in workgroups are being asked to participate by answering questions by November 20th. The questions ask students about their major and career goals, their understanding and experiences with Transformative Learning and Healthy Campus, and how Healthy Campus contributes to Transformative Learning objectives and preparing students for their careers.
Question to be addressed in my 1 page assignment1. Critically app.docxssuser774ad41
Question to be addressed in my 1 page assignment:
1. Critically appraise the design of the team’s curriculum (below) by providing feedback on the structure, sequence, and design of the curriculum or program.
Reminder: Pls put citation and at least one reference (2011 - 2016) by using APA format ... Thanks
Overview
The focus of our team project is to initiate a
prelicensure
BSN program with in an institution that does not already have an existing one. Our team choose to place the program in Princeton University, as it is not only an Ivy League institution with a lengthy history of excellence, but the need and resources within the local community correlate with the outcome goals of our program.
Course Outline for Senior Year
General Nursing Practice Part 3 Care
Across the Lifespan
- 4 credits
In this course, students will focus on the application of theories, concepts, research, and issues related to the care of clients, across the lifespan with identified chronic health problems.
Nursing Care for Children and Adolescents - 4 credits
This course will cover common health problems and nursing interventions for children and adolescents.
Nursing leadership/ Professional practice course - 4 credits
In this course, students will learn the framework of
healthcare
policy, managed care, health delivery models, interdisciplinary team building, conflict resolution, performance improvement and resource management
Community/public health nursing - 4 credits
In this course students will learn the framework of community and public
healthcare
through community assessment, health indicators, epidemiology, data collection and assessment, public policy and delivery of services.
Introduction to Nursing Research - 4 credits
In this course, students will become familiar with the concept of nursing research, and its impact on nursing practice. Students will be introduced to the various types of nursing research through in class lecture.
Maternity nursing - 4 credits
In this course, students will examine women and families during the childbearing period. Individual, societal, cultural, and environmental factors as well as health care disparities related to childbearing and parenting will be identified and assessed.
Organizational framework related to start up program at Princeton University
Mission of Princeton University School of Nursing:
To improve the health of individuals through excellence in the education of nurses for leadership roles in practice, research and service.
Vision of Princeton University School of Nursing
Striving to educate
graduates to be exemplary professional nurses who will
improve public health locally and globally through research, clinical practice and advocacy.
Philosophy of Princeton University School of Nursing:
At the Princeton University School of Nursing, we believe that nursing is a human experience and recognizes that humans are unique individuals who make deliberate choices and actions and should be provided the opport ...
The document discusses the philosophy and principles of health education. It emphasizes that the philosophy of health education acts as a guide for developing effective health programs that can positively influence people's health behaviors. The philosophy includes the history, knowledge, beliefs, concepts, attitudes, and theories of health education as a profession. The document also outlines the roles and responsibilities of health educators, which include assessing needs, planning and implementing programs, evaluating effectiveness, and acting as a resource person. It describes the qualities of effective health educators, such as staying motivated, being organized, treating students with respect, listening to students, and setting goals.
Wellness Program for Employees on a University Campus Capstone.DonovanKatie Donovan
The document discusses the development of a wellness program for university employees that utilizes students. It provides background on employee wellness programs, noting their goals of education, prevention, and lifestyle changes. Universities are seen as uniquely positioned to implement such programs due to available health resources. The program aims to increase employees' knowledge in the seven dimensions of wellness and provide practical experience for students.
This document proposes a "Healthy Prof Wellness Community" housing program for Rowan University that would provide substance-free living for students interested in health and wellness. The program would be housed in Willow Hall and offer social and educational activities for residents to bond over health topics. An application process would select freshmen of any major. The purpose is to support students avoiding drugs and alcohol by providing a comfortable environment and building community among like-minded students. The proposal outlines needs assessment research showing a portion of students do not drink or do drugs and would benefit from this option. Goals for the program include recruiting students who report less drug/alcohol exposure and providing alternative activities to risky behavior.
Wellbeing in schools Dr Sue Whatman and colleagues AARE 2017Dr Sue Whatman
This paper was presented in the Sociology of Education SIG at AARE 2017 Canberra. The citation for the paper presentation is:
Whatman, S. Singh, P., Main, K., Low-Choy, S., Rose, J, Thompson, R., & Kearney, J. (2017). Mapping the mutually supportive relationships between teacher and student wellbeing in disadvantaged schools. Paper presented at AARE 2017 Hotel Realm, Canberra. Tuesday, 28th November, 2017.
The document provides information about the Bachelor of Physical Education program at Holy Angel University School of Education. It includes the university and school missions and visions, which focus on providing accessible, quality education to form students with conscience, competence, and compassion. The physical education program aims to develop highly competent educators and leaders through courses and experiences that promote values like community involvement. The Consumer Health course syllabus outlines topics like nutrition, drugs, and consumer protection that will help students understand health issues and educate communities.
This document provides a syllabus for Personal Development, Health and Physical Education (PDHPE) for students in Kindergarten through Year 6 in New South Wales, Australia. It outlines the rationale, aim, objectives, outcomes, content, and approaches for teaching PDHPE. The syllabus is designed to develop students' knowledge, understanding, skills, and attitudes to lead healthy, active lives. It covers eight strands: Active Lifestyle; Dance; Games and Sports; Growth and Development; Interpersonal Relationships; Personal Health Choices; Safe Living; and Gymnastics. The syllabus aims to promote physical activity, informed decision making, and understanding of health and development.
The first in a two-part webinar series presented by US Healthiest and its HealthLead initiative, this webinar will focus on student peer-to-peer "Wellness Champions" within institutions of higher learning. Featuring Ohio State University's student well-being program and its student wellness champions as a case study.
Learning Objectives
As a participant, you will learn how to:
Recruit and train student wellness champions
Leverage your network to promote your wellness initiatives
Engage your student population in wellness initiatives
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Transformativ Learning At HC UCO Research Paper
1. Transforming UCO 1
Running head: TRANSFORMATIVE LEARNING WITH HEALTHY CAMPUS
A Transformational Experience:
The Importance of Healthy Campus and Students’ Transformative Learning
Lynette Clower
Department of Mass Communication
University of Central Oklahoma
December 1, 2008
2. Transforming UCO 2
The University of Central Oklahoma is guided by the mission statement which
“exists to help students learn by providing transformative education experiences to
students so that they may become productive, creative, ethical, and engaged citizens and
leaders serving our global community. UCO contributes to the intellectual, cultural,
economic and social advancement of the communities and individuals it serves.” (UCO,
About section, para. 1)
UCO is driven to become one of the Top 10 metropolitan universities by focusing
on transformative learning and leadership. One of UCO’s examples of its leadership as a
university is the transformative learning advancements it aspires to excel in. By focusing
resources on the “Central Six” tenets of transformative learning, the University of Central
Oklahoma will lead students into learning environments which will “place students at the
center of their own active and reflective learning experiences.” (UCO, About section,
para. 4)
The University of Central Oklahoma has accepted six areas of transformative
learning as the most important and influential aspects of a students learning experience.
Central Six Tenets (accepted as important truth) of Transformative Learning.
∗ Discipline Knowledge
∗ Leadership
∗ Problem Solving
∗ Service Learning and Civic Engagement
∗ Global and Cultural Competencies
∗ Health and Wellness
3. Transforming UCO 3
Health and Wellness, the sixth tenet to be added as a transformative aspect of
education, addresses student learning outcomes such as:
∗ Being able to learn at the level of one’s potential.
∗ Choose and exhibit behaviors that promote health, reduce risk, and
strengthen relationships.
∗ Understand and explain the relationship between health and ones capacity
to meet personal academic and long-term goals.
∗ Understand the essential connections between personal health and the
quality of the natural, campus and human environments.
∗ Can articulate how the health of individuals is linked to the health of the
natural environment and of their community.
∗ Identify and utilize campus and community health wellness resources and
support available to the UCO community.
In order to achieve these desired outcomes for the Health and Wellness aspect of
transformative learning, the Healthy Campus UCO initiative was created. Healthy
Campus UCO is a faculty, staff, student, and community ran initiative through the
university Wellness Center. The Healthy Campus mission statement is “to promote a
campus environment supportive of the development and maintenance of a healthy body,
mind and spirit for all members of the University of Central Oklahoma community.”
(UCO, Wellness Center, Healthy Campus UCO section, para. 4).
Although the initiative is in its founding stages, addressing the various healthy
mind, body, and spirit concerns of the UCO community is already underway through the
workgroups and the survey results from the American College Health Association-
National College Health Assessment.
The ACHA-NCHA is an extensive survey given to the University of Central
Oklahoma’s student population. According to the UCO State of the Campus Health
Report for 2007 which converts the mass amount of data gathered from the ACHA-
NCHA survey into a more comprehendible structure, 32% of the UCO student population
4. Transforming UCO 4
reported stress as having a primary negative impact on their academic success. Sleep
difficulties were reported to negatively impact performance out of 25% of the students
surveyed and16% with depression, anxiety, or seasonal affective disorder.
According to the Healthy Campus overview on the Wellness Center website,
Healthy Campus accomplishes the mission of addressing these and other concerns by:
∗ Assessing the health status and needs of the campus community
∗ Developing and supporting health policies and programs on campus
∗ Making recommendations about campus health priorities
∗ Raising awareness and accessibility of health services
∗ Supporting campus departments and student organizations that address
important health issues on campus
∗ Removing health related barriers to learning
∗ Creating transformational learning activities
∗ Providing comprehensive recreation, medical, and mental health services
∗ Developing and supporting a multi-cultural model of campus health
By addressing the concerns found in the Campus Health Assessment, Healthy
Campus is providing avenues for students to develop their mind, body, and spirit through
transformative learning. Transformative learning is important to the success of students
entering the working world due to businesses increased expectations for students to have
a more realistic grasp on their careers. Health and wellness is the building block of
transformative learning and supports student’s growth as an individual, scholar, and
responsible adult. By encouraging students to become more aware of their health related
choices and lifestyles, Healthy Campus becomes the driving force behind the foundation
of every transformative aspect of learning. In order to excel at such a monumentally
important role, Healthy Campus encompasses aspects such as student workgroup
involvement and coursework integration.
5. Transforming UCO 5
Through coursework integration and workgroup involvement, I have been given
the opportunity to experience these Healthy Campus transformative aspects. During the
semester I designed and conducted surveys and interviews as well as involved myself in
participant observation in order to analyze the importance of Healthy Campus to UCO’s
transformative learning goals. I conducted personal interviews with the workgroup chairs
of Healthy Campus and have qualitatively surveyed participants of both workgroup
involved students and coursework integrated students.
Participants were selected due to their involvement with Healthy Campus.
Appointments were made with the workgroup chair members during hours convenient to
them and were conducted in the chair member’s respectable office for a recorded
interview. Workgroup involved students were contacted through emails provided by the
participant and consisted of a nine question, Transformative Learning at Healthy
Campus, survey of their interaction with Healthy Campus. Coursework integrated
students willingly volunteered to partake in a printed version of the same nine question,
Transformative Learning at Healthy Campus, survey during the integrated courses
normal class time.
When asked which of the six tenets of transformative learning the student felt best
represented their experiences with Healthy Campus, 81% of students surveyed reported
Health and Wellness as one of the top tenets. Approximately half of the student’s
surveyed also reported Problem Solving and Leadership as leading tenets which
represented their Healthy Campus experience.
When asked to acknowledge the Healthy Campus Student Learning Objectives
they felt they had personally experienced during their coursework or workgroup
6. Transforming UCO 6
involvement, “Identify and utilize campus health and wellness resources”, ranked highest
with a positive 72% response.
64% of responses reported “Choose and exhibit healthy behaviors.” and
“Understand and explain the relationship between personal health and capacity to meet
ones goals.” as a learning objective they had experienced during their Healthy Campus
involvement. “Learning at ones potential.” And “Articulate the link between personal
health and the effects on their surroundings.” received 54% of reported experiences.
As a method to better prepare students for their career choices, 72% of students
reported that their experiences in the workgroups or coursework helped them become
more prepared for their desired career paths. 18% of students did not answer the question
and only 10% reported that their Healthy Campus involvement did not help prepare them
for their desired career.
Of those surveyed, the prominent response to how Healthy Campus is important
to transformative learning, unknowingly referred to Healthy Campus’s initiative goals of
helping students become more health competent. Students felt that in order to learn,
students need to be healthy and Healthy Campus helps students to understand the
importance of health on their education and their future.
7. Transforming UCO 7
Responses from the Workgroup Committee Chairs supported this perspective
during their interview’s concerning Healthy Campus and its projected image, identity,
and student involvement. Committee Chair Members currently consist of faculty and
university staff which makes up five separate workgroups within Healthy Campus:
Danielle Dill Wellness Center Assistant Director of Programs
Dr. James Allen Data Collection and Analysis
Rachelle Franz Programming
Sunshine Cowan Policy
Dr. Christy Vincent Communications/Promotion
Johnny Watley Employee Wellness
Each faculty chair member, (Dr. Christy Vincent, Sunshine Cowan, Rachelle
Franz) has incorporated Healthy Campus into their 2008 course curriculum and provides
the added opportunity to become involved outside of class in one of the five workgroups
for the students own personal growth and experience. All of the Committee Chair
members reported student involvement within their workgroups as a positive influence to
the direction of the group. Chair members reported student perspectives as being highly
valued and encouraged, allowing the student to partake in decisions concerning the
workgroup, problem solving, leadership, and discipline knowledge.
Students involved in coursework integration were made aware of the real and
immediate impact their work has on Healthy Campus’s decisions, methods, and reports.
Committee members described the need for students who were serious, mature,
responsible, self-motivated and in the case of data collection in order to preserve
accuracy, knowledgeable of the basic principles concerning the workgroup.
As an Organizational Communication major in my senior year, my experience as
both a workgroup member and a coursework integrated student are similar with the
8. Transforming UCO 8
students surveyed. I feel that each of the “Central Six” tenets of Transformational
Learning as well as the Healthy Campus Student Learning Objectives have been reached
during my coursework and workgroup involvement. Although my colleagues may not
have realized it at the time, from an observatory perspective of the course, I feel that they
too have received similar experiences through their coursework.
Discipline Knowledge- My participant observations of the communication
practices between the committee chairs and the students involved has
given me the opportunity to practice my disciplines ability to:
o Analyze and understand a system/organization
o Practice research skills needed to analyze a system/organization
o Design interview/surveys needed to analyze a system/organization.
o Convey my findings and suggest areas of strengths/needed
improvements for a system/organization.
Leadership- I was given an opportunity to perform leadership skills
through time management, designing and conducting professional
interviews, and influencing the positive outcome of a project through
scholarly research.
Problem Solving- I was required to solve the problem of generating my
own influential and expansive topic related to Healthy Campus. I then
narrowed that topic down into a concise point of interest that could be
compiled into a single semester of work yet still meet my personal goals
of having an influence on the Healthy Campus initiative.
9. Transforming UCO 9
Service Learning and Civic Engagement- In order to understand the
initiative and what resources it needs to meet its goals, I became involved
in the workgroup meetings and its related campus involvement. By
attending the University of Central Oklahoma Student Association
(UCOSA) meeting involving the Healthy Campus project of creating a
smoke free campus, I became personally involved in campus oriented
decisions.
Global and Cultural Competencies- Through my interviews with Sunshine
Cowan in regards to the Policy workgroup, the importance of cultural
consideration in the creation of the Smoke Free Campus policy helped
remind me of the need for cultural sensitivity in such a diverse university.
Health and Wellness- Becoming involved in both the workgroup and
coursework integration as well as learning the purpose of Healthy Campus
and the need for the initiative, helped me view my own health and lifestyle
choices from a different perspective.
As exemplified by my participant observations, student surveys, and committee
chair interviews, Healthy Campus is important to Transformative Learning through
workgroup involvement and coursework integration because it serves as a source of
hands-on experience for students that are focused around health related topics. To reward
students for their professional involvement with workgroups and community or campus
related coursework, the University of Central Oklahoma also offers a Student
Development Transcript. “The Student Development Transcript is a verified document
that assures prospective employers or admissions boards you have devoted a certain
10. Transforming UCO 10
number of hours to an activity, and have gained particular skill sets while a member of
the organization or committee.” (UCO SDT, Frequently asked questions section, para.4).
After participating as either a workgroup member or in a course designated to
incorporating student organizations, community, or campus related coursework into their
curriculum, students can have their professor or advisor sign a verification form
acknowledging their area of work and time spent.
Individuals participating through coursework or personally interested in serving
as a student member of one of the five workgroups related to their area of significance,
(Data Collection and Analysis, Programming, Policy, Communications/Promotion, or
Employee Wellness) have an opportunity to convert their involvement into work related
experiences. This involvement will give dedicated students the upper hand when they
begin to compete for their desired career positions after graduation. By providing UCO
students the opportunity to get hands on experience in the different fields of a
professional organization, Healthy Campus is creating a transformational environment
loaded with potential.
However, through my student involvement, I have observed that one of the
challenges Healthy Campus faces is convincing the UCO College’s faculty of the
importance of integrating health into their curriculum. Through Organizational
Communication, I understand that an individual needs to feel a shared belief or purpose
for something before they will willingly support it. UCO can require professors to
incorporate health into their coursework. However the means may defeat the end if the
professor does not share the same beliefs as the University.
11. Transforming UCO 11
Jim Loehr and Tony Schwartz’s (2001) Making of the Corporate Athlete
discusses the struggles of high performance corporate professionals as they juggle the 9-5
no time for life, life. If communicated in a broader perspective, The Making of a
Corporate Athlete is something most professors and students could relate to with their
juggling of classes, low income family life, financial and university demands and grading
rituals. Although they are not corporate athletes, the mental and physical toll is still
evident.
If Healthy Campus desires to address the healthy body, mind, and spirit concerns
of the student population, they must simultaneously address the concerns of the mentors
and educators of those students. Loehr and Schwartz state that “Companies can’t afford
to address their employee’s cognitive capacities while ignoring their physical, emotional,
and spiritual well-being.”(Loehr, 2001, p. 128). In order to insure that health and wellness
will be integrated into coursework throughout the colleges, the professors need to at least
understand the physical, emotional, mental and spiritual capacity of their selves before
they can incorporate these aspects into their classes.
Transformative learning at UCO is not only about the experiences of the students,
it addresses the university as a whole. The responses from the workgroup participants and
coursework integrated students are representative of the hunger students have to actually
apply what they are learning. Each of the “Central Six’ tenets were met as well as the
Student Learning Objectives in just this semester alone. The results also show the
importance of Healthy Campus to Transformative Learning by providing students an
edge on the competition and a better understanding of their own health choices and
lifestyles. The positive results of Healthy Campus in the classrooms are evident. By
12. Transforming UCO 12
incorporating the transformational aspects of health and wellness into coursework across
all the colleges, Healthy Campus can help the UCO community reach its fullest potential
and set the pace as leaders of a hands-on generation.
13. Transforming UCO 13
References
Loehr, J., Tony Schwartz, (2001). The Making of a Corporate Athlete.
Harvard Business Review
State of the Campus Health Report, (2007). Last Visited December 1, 2008
http://www.uco.edu/wellnesscenter/pdf/SOCHR.pdf
University of Central Oklahoma, (2008). About UCO. Visited December 1, 2008.
http://www.ucok.edu/about_uco.htm
University of Central Oklahoma, (2008) Wellness Center, Healthy Campus UCO. Visited
December 1, 2008. http://www.uco.edu/wellnesscenter/w_healthy.htm
University of Central Oklahoma, (2008) Student Development Transcript, Student
Organizations Office. Nigh University Center, Room 150
14. Transforming UCO 14
Dear Student,
Thank you for agreeing to participate in this qualitative survey concerning
transformative learning at Healthy Campus. You have been offered this participative
opportunity because of your coursework or workgroup involvement with Healthy
Campus. The information gathered will be used confidentially in regards to Healthy
Campus’s transformational experiences through either direct involvement and/or
coursework integration.
Instructions: Use the space beneath each question to fill in your response. Please answer
each question as thoroughly as possible. If any question does not apply to you or you
desire to not answer that particular question, please make note of this in the space
provided beneath the question.
1. What is your major as of fall 2008?
2. What is your desired career choice upon graduation?
3. In your own words, what is Transformative Learning?
4. How were/are you involved in Healthy Campus during the fall 2008 semester?
(Workgroup, Coursework, Both)
15. Transforming UCO 15
Transformative Learning is a holistic (considering all factors) process that places
students at the center of their OWN active and reflective learning experiences.
5. Which of the following six tenets of transformative learning do you feel best
represents your experiences with Healthy Campus?
Six Tenets (accepted as important truth) of Transformative Learning
o Discipline Knowledge
o Leadership
o Problem Solving (Research, Scholarly and Creative Activities)
o Service Learning and Civic Engagement
o Global and Cultural Competencies
o Health and Wellness
6. Healthy Campus has six main student learning objectives.
Did your experience with Healthy Campus meet each of these objectives?
If so, how?
Student Learning Objectives
(Please comment to each addressed objective)
o Be able to learn at the level of one’s potential.
o Choose and exhibit behaviors that promote health, reduce health risks, and
strengthen relationships.
o Understand and can explain the relationship between health and one’s
capacity to meet personal, academic, and long-term goals.
o Understand the essential connections between personal health and the
quality of the natural, campus, and human environments.
o Can articulate how the health of individuals is linked to the health of the
natural environment and their community.
o Identify and utilize campus and community health wellness resources and
support available to the UCO community.
7. From your perspective, how is Healthy Campus important to Transformative
Learning?
8. During your course, or workgroup involvement with Healthy Campus, what
Transformative experiences have you had?
9. Do you feel that these experiences have better prepared you for your career
choice?