| Credit- Degree applicable | | Effective Quarter: Fall 2021 | I. Catalog Information
| HLTH 21 | Contemporary Health Concerns | 4 Unit(s) |
| | (See general education pages for the requirement this course meets.) Advisory: EWRT 1A or EWRT 1AH or (EWRT 1AS and EWRT 1AT) or ESL 5. Lec Hrs: 48.00
Out of Class Hrs: 96.00
Total Student Learning Hrs: 144.00 This course focuses on the development of understanding and attitudes relative to individual, family, community, international, and global health medical issues and needs. Attention will be given to health consumerism, mental health, stress, drugs and addiction, infectious and chronic degenerative diseases, nutrition, weight management, fitness, sexual health and reproduction, and environmental concerns. Students will study common lifestyle behaviors and emphasis will be placed on self-help and preventable aspects of medical care. |
| Student Learning Outcome Statements (SLO)
| | | Appraise the interrelationship between individual lifestyle choices, societal influence and personal health. |
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II. Course Objectives | A. | Examine significant local, international, and/or global public health issues. |
| B. | Identify and evaluate individual and societal health risk factors. |
| C. | Investigate and analyze issues influencing health care access and delivery. |
| D. | Explain risk factors and the disease process for the leading causes of death and disease. |
| E. | Summarize important environmental and cultural concerns that lead to public health threats locally, internationally, and globally. |
| F. | Develop a sense of consumer awareness as it relates to and influences health decisions. |
| G. | Identify drug trends and the various social factors responsible for the etiology of drug abuse and addiction. |
| H. | Identify health behaviors that promote health and well-being. |
III. Essential Student Materials IV. Essential College Facilities V. Expanded Description: Content and Form | A. | Examine significant local, international, and/or global public health issues. |
| 1. | Examine infectious diseases such as COVID-19, SARS, MERS, Zika, HIV, pneumonia, influenza, hepatitis |
| 2. | Compare non-infectious diseases such as diabetes, heart disease, cancer |
| 3. | Question the political/environmental issues such as climate change, pollution, overpopulation, resource use/supply chains, fake news, racism, and socio-economic issues |
| 4. | Compare cultural impacts on health and health behavior |
| 5. | Examine mental health issues such as stress, mood/anxiety disorders, depression, suicide, pediatric and adolescent concerns |
| 6. | Discuss consequences of violence/war |
| B. | Identify and evaluate individual and societal health risk factors. |
| 1. | Identify risk factors such as smoking, nutrition, stress, inactivity, obesity, legal and illegal drug use, peer pressure, bullying, marketing |
| 2. | Explore mass marketing of prescriptions and medical/surgical procedures |
| 3. | Compare skills and techniques for managing risk factors |
| C. | Investigate and analyze issues influencing health care access and delivery. |
| 1. | Analyze insured versus non-insured health care populations and resource access |
| 2. | Critique health/medical technology and cost |
| 3. | Compare private, group, HMO, and government health care delivery systems |
| 4. | Critique health care/insurance reform legislation |
| D. | Explain risk factors and the disease process for the leading causes of death and disease. |
| 1. | Examine infectious diseases such as colds, influenza, hepatitis, pneumonia, strep, MRSA, C-diff, COVID-19 |
| 2. | Examine insect and animal borne infectious diseases: Lyme, West Nile, E. coli |
| 3. | Explain the immune response to infectious disease |
| 4. | Examine non-infectious diseases such as cardiovascular, cancer, respiratory, blood, and metabolic and autoimmune disorders |
| E. | Summarize important environmental and cultural concerns that lead to public health threats locally, internationally, and globally. |
| 1. | Compare air, water, land use to environmental issues such as climate change, water pollution, air pollution, and land pollution |
| 2. | Differentiate chemical/pesticide, noise, radiation, and electromagnetic field exposure |
| 3. | Evaluate waste disposal |
| F. | Develop a sense of consumer awareness as it relates to and influences health decisions. |
| 1. | Demonstrate critical thinking skills for consumer advocacy |
| 2. | Inventory agencies that protect consumers |
| G. | Identify drug trends and the various social factors responsible for the etiology of drug abuse and addiction. |
| 1. | Examine alcohol, nicotine, caffeine as legal drugs |
| 2. | Explore the illegal use such as hallucinogens, stimulants, narcotics, depressants |
| 3. | Examine prescription drug use |
| 4. | Examine over-the-counter drug use |
| 5. | Identify fad products/drugs for muscle building, weight loss, beauty enhancement |
| H. | Identify health behaviors that promote health and well-being. |
| 1. | Compare life cycle stages |
| 2. | Consider health behaviors that affect mental health, fitness, pregnancy, relationships, birth control, child development, aging, end of life
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| 3. | Compare theories of development/transition |
VI. Assignments | A. | Required reading from the textbook. |
| B. | Written assessment on topic(s) posed by the instructor. |
| C. | Active participation/written responses to the discussion/study/topic questions posed by the instructor |
| D. | Self directed use of study tools and completion of chapter quizzes and activities |
| E. | Oral presentations on instructor assigned topics. |
VII. Methods of Instruction | | Lecture and visual aids
Discussion and assigned reading
Homework and/or extended projects
Collaborative projects
Course management study tools
Course management instructional tools
Online, interactive textbook
Digital learning tools |
VIII. Methods of Evaluating Objectives | A. | A minimum of three examinations of which one is a final exam that require students to accurately summarize, integrate, and critically analyze and apply concepts examined throughout the course. |
| B. | Evaluation of discussions and related course work for content inclusion and mastery employing rubrics, student self-reports of learning value, participation tracking. |
| C. | Evaluation of assigned assessments employing rubrics, student self-reports of learning value, and participation tracking. |
IX. Texts and Supporting References | A. | Examples of Primary Texts and References |
| 1. | Hales, Dianne, “An Invitation to Health”. 18th Edition. Cengage 2019 |
| 2. | Edlin, Gordon; Golanty, Eric. "Health and Wellness", 13th Edition. Jones and Bartlett, 2019. |
| 3. | Donatelle, Rebecca J."Access to Health", 16th ed. Pearson Education, 2019. |
| B. | Examples of Supporting Texts and References |
| 1. | Open Textbook Library, Health Education, College of the Canyons, 2018 |
| 2. | Insel, Paul, “Connect Core Conepts in Health”, 16th edition, McGraw-Hill, 2019. |
| 3. | Khan Academy: https://www.khanacademy.org/science/health-and-medicine |
| 4. | OER Commons: https://www.oercommons.org/authoring/14221-he-250-personal-health-portland-community-college/view
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| 5. | TED Talks: https://www.ted.com/talks |
| 6. | Medical LibreTexts: https://med.libretexts.org/Courses/American_River_College/General_Nutrition_Textbook_(not_Plant-Based)-_reference_for_NUTRI_303_(Hagenburger) |
| 7. | World Health Organization: https://www.who.int |
| 8. | US National Library of Medicine – MedlinePlus: https://medlineplus.gov |
| 9. | American College Health Association: http://www.acha.org |
| 10. | American Diabetes Association: http://www.diabetes.org/ |
| 11. | Academy of Nutrition and Dietetics: http://www.eatright.org |
| 12. | American Institute of Stress: http://www.stress.org |
| 13. | American Psychological Association: http://www.apa.org |
| 14. | Centers for Disease Control and Prevention: http://www.cdc.gov |
| 15. | Healthy People 2030: http://healthypeople.gov |
| 16. | U.S. Food and Drug Administration: http://www.fda.gov |
| 17. | National Institute of Health: http://www.nih.gov |
| 18. | webMD: http://webmd.com |
| 19. | USDA Choose My Plate: http://choosemyplate.gov |
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