Health Promotion for Aging Populations – HLTH 380
CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 02/01/2024
Course Description
The study of the process of aging and the interrelationships among the five dimensions of health as they relate to aging. Emphasis is placed on health promotion and disease prevention at all ages as the path to living a full life in the later years.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
Rationale
America is getting older. Health education and health promotion professionals will have older clients in many settings. This course is therefore designed to provide an overview of the special needs and concerns of people as they age, leading to health promotion for the elderly. Physical, mental, social, emotional, financial, and spiritual aspects of aging will be examined. Disease prevention and health promotion strategies will be presented.
Course Assignment
Textbook readings and lecture presentations
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.
Discussions (3)
Discussions are collaborative learning experiences. Therefore, the student is required to create a thread in response to the provided prompt. Each thread must be at least 300 words and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be at least 200 words.
Article Analysis Assignment
The student will analyze a research-based article and incorporate additional research to write a 1–2-page summary of the article in current APA format. The paper must include at least 2 references in addition to the article.
Website Evaluation Assignment
The student will locate 2 websites containing information relative to aging and will complete an evaluation form for each website. The student will then provide a narrative about each site describing how the site can be useful to an elderly person. Each narrative must be at least 1 page.
Personal Interviews Assignment
The student will conduct 3 interviews, one per category, in each of the following age brackets: young elderly (65–74 years old), middle elderly (75–84 years old), and frail elderly (85 years old and older). Upon completion of the interviews, the student will submit a 5–6-page summary paper in APA format.
Long-Term Care Facility Project Assignment
The student will schedule a tour of a long-term care facility. During this visit, the student will interview the administrator or representative of the facility who conducts the tour. Upon the conclusion of the tour and interview, the student will complete a PowerPoint presentation with a minimum of 10 slides that documents his/her experience and the knowledge gained during the tour.
Belief Statement Assignment
As a culminating paper, the student will write a 2–3-page statement reflecting an overall belief about aging. The statement will be expanded to include personal beliefs pertaining to the student’s own aging, older people in the student’s family and community, and the student’s professional perspectives about aging. This assignment must incorporate at least 2 supporting Bible references into the paper, as well as course textbook material/research as support. All sources must be cited and referenced using current APA format.
Quizzes (4)
Each quiz will cover the Learn material for the modules: weeks in which it is assigned. Each quiz will be open-book/open-notes. Quiz: Aging Trends and Care Options and Quiz: Nutrition, Oral Care, Sexual Health, and Aging will contain 50 true/false and multiple-choice questions, and have a 1-hour and 30-minute time limit. Quiz: Older Adult Health Literacy and Physiological Changes and Quiz: Cognitive, Functional Aging Changes and Drug Use will contain 45 true/false and multiple-choice questions as well as 1 essay question and have a 2-hour and 15-minute time limit.
