Subject: SN3713 Mental Health Education and Promotion

Year: 2010/2011 Semester: One

Subject Leader : Dr Peter French

Preamble This subject will provide an in depth consideration of the skills and knowledge
required to achieve education and training of clients for in all aspects of their health
promotion. At the same time it will promote the critical thinking and creative thinking skills
required of a psychiatric nurse with special application to the mental health of the
community, mental health issues in the community and the education and training of patients
leaving hospital.

Learning Outcomes.

This subject will contribute to your ability to:

a. Outline and differentiate the concepts of health, mental health, health education and health promotion
b. Describe theories of health education
c. Explain the various aims of health education
d. Identify health education needs using a variety of methods
e. Discuss the range of health education and health promotion approaches and their advantages and
disadvantages
f. Select and apply health education methods appropriately
g. Identify psycho-education for clients, family and the community
h. Examine the contemporary issues and trends in mental health promotion.
i. Demonstrate skills of critical and creative thinking in the application of a-h

Assessment (See end for details)

Final Examination Coursework (100%)

Written None None Written Individual Submission Date
Assignment/ 25.11.10
Workbook (9:30am)
10 hours (40%)

Participation in 8 best Tutorial Evaluation end date

PBL tutorial Submissions 02.12.10
sessions. And and one 24 hours (30%)
seminars seminar
presentation
(double
tutorial mark
and group
mark)

Objective test 30 Multiple Evaluation end date

Choice 09.12.10
Questions (30%)

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Indicative reading list :

Bartholomew, L.K., Gottlieb, N.H., Kok, G., Parcel, G.S., Low, M.D. & McGovern, J.P. (2006). Planning
health promotion programs: An intervention mapping approach. San Francisco: Jossey-Bass.

Cottrell, R.R. & Girvan, J. T. & McKenzie, J.F. (2009). Principles and foundations of health promotion and
education, 4th ed.. California: Benjamin-Cummings.

Egger, G., Spark, R., Lawson, J. & Donovan, R. (1999). Health promotion strategies and methods. Sydney:
McGraw-Hill.

Ewles, L. & Simnett, I. (2003). Promoting health: A practical guide, 5th ed. Edinburgh: Bailliere Tindall.

Francesc, C. & Vieta, F. (2006). Psychoeducation manual for bipolar disorder. Cambridge: Cambridge
University Press.

Freund, P. & McGuire, M. (1999). Health, illness and the social body: A critical sociology, 3rd ed. Upper
Saddle River: Prentice Hall.

Green, L. & Kreuter, M. (2005). Health program planning: An educational and ecological approach, 4th ed.
New York: McGraw-Hill.

Jenkins, R. & Ustun, T.B. (1998) (Ed.). Preventing mental illness: Mental health promotion in primary care.
New York: J. Wiley.

Manoj, S. & Romas, J.A. (2008). Theoretical foundations of health education and health promotion. Sudbury:
Jones and Bartlett Publishers.

McKenzie, J.F. & Smeltzer, J.L. (2001). Planning, implementing and evaluating health promotion programs : a
primer, 3rd ed. Boston: Allyn and Bacon.

McMurray, A. (2003). Community health and wellness: a sociological approach, 2nd ed. Sydney: Mosby.

Naidoo, J. & Wills, J. (2000). Health promotion: Foundations for practice. London: Bailliere Tindall.

Nutbeam, D. (2004). Theory in a nutshell: a guide to health promotion theory, 2nd ed. Sydney: McGraw-Hill.

Pender, N.J., Murdaugh, C.L. & Parsons, M.A. (2002). Health promotion in nursing practice, 4th ed. Upper
Saddle River: Prentice Hall.

Perkins, E., Simnett, I. & Wright, L. (1999). Evidence-based health promotion. England: John Wiledy & Sons.

Pike, S. (1995). Health promotion for all. Edinburgh: Churchill Livingstone.

Raeburn, J. (1998). People centred health promotion. New York: John Wiley.

Talbot, L. & Vervinder, G. (2005). Promoting health: the primary care approach, 3rd ed. Sydney: Harcourt
Saunders.

Tones, K. & Tilford, S. (1994). Health education: effectiveness, efficiency and equity, 2nd ed. London: Chapman
& Hall.

Trent, D. R. (1992) (Ed.). Promotion of mental health. Hong Kong: Avebury.

Tudor, K. (1996). Mental health promotion: Paradigms and practice. London: Routledge.

World Health Organization. (2001). Evaluation in health promotion: Principles and perspectives. Copenhagen:
World Health Organization.

Young, L. & Hayes, V. (2002). Transforming health promotion practice: concept, issues and applications.
Philadelphia: F.A. Davis.

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Lecture Schedule

Semester Day Time Room

One Thursday 9.30am – 12.30pm BC309

Semester One

Week Date Topic Activity

1 2 Sept Introduction to subject Lecture & Tutorials
Ground rules Lectures will begin at
Concepts of health and mental health. 9.30am sharp
2 9 Sept Theories of education, training and Lecture & Tutorials
learning
3 16 Sept Theories of health and health education, Lecture & Tutorials
4 23 Sept NO CLASS TODAY
5 30 Sept Assessment of needs and learning Lecture & Tutorials.
outcomes
6 7 Oct Health education methods 1 Lecture & Tutorials
7 21 Oct Health education methods 2 Lecture & Tutorials
8 28 Oct Evaluation of learning and learning Lecture & Tutorials
plans
9 4 Nov Health Promotion Lecture & Tutorials
10 11 Nov Psycho-education and promotion of Lecture & Tutorials
mental health
11 18 Nov Special consideration for particular Lecture & Tutorials
diagnostic group.
12 25 Nov Learning planning Seminar presentations
(Groups 1,2, 3, 4, 5, 6, 7)
Submission of assignments
today at beginning of class.
13 2 Dec Learning Planning Seminar presentations
(Groups 8,9,10, 11,12, 13).
14 9 Dec. MCQ test MCQ test
Feedback & Consolidation Feedback & Consolidation

Dr Peter French will teach all sessions

Tutorial Reports:

Students will be required to work in a group of 3 or 4 in tutorial/PBL sessions. At the

end of each tutorial ession your group will be required to submit a group tutorial report
which describes your groups critical and creative thoughts on the issue and the work of
that day. This will be in a standard format and will be signed by every member present
at that tutorial. Students who are not in attendance must not claim the weeks group
work! Each group will receive back copies of this tutorial record the following week.
The tutorial topic iwill be marked out of 10, and returned to you the following week.

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Seminar Presentation:
For your final tutorial mark your group will give a 10-15 minute presentation on your
group’s allocated client group. Your title for your presentation will be decided in the
first tutorial and given subjects will be drawn out of a bag.

Assignment:
Each individual student will produce a written submission of their given seminar topic
according to a work book outline given by the subject lecturer. Students will need to
produce an original piece of work and marks will not be given for critical and creative
thinking where group members work is similar.
Assignments should utilise the school title page and the format laid out by the subject
lecturer. They should be stapled in the top left hand corner. No other binding or plastic
covering should be used.

Note: ASSIGNMENTS (WORKBOOKS) MUST NOT BE HANDED IN TO THE

GENERAL OFFICE. THEY MUST BE HANDED TO DR FRENCH IN CLASS ON OR
BEFORE 9:30am ON Thursday 25th NOVEMBER.
WITHOUT PRIOR ARRANGEMENT, PAPERS RECEIVED AFTER THIS TIME (9:30am)
WILL RECEIVE NO MARKS FOR THIS PART OF THE ASSESSMENT!