HED 370

Current Trends in Health Education

Spring 08

 

 

Code of Ethics

Professor:  Melody Madlem, Ph.D.

Office:  PE 108

Phone:  1971

Office Hours: Tuesday/Thursday

Or by appointment.

 

Textbook:

     LaVeist, T. (2005).  Minority populations and health: An introduction to health disparities in the United States.  Jossey-Bass: SanFrancisco, CA.

 

Objectives:

  1. Describe the complex issues surrounding multi-cultural programs to reduce health disparities.
  2. Understand the importance of being a culturally competent health educator.
  3. Realize the role that culture, race, ethnicity, and other differences play in the cause and continuance of health disparities.
  4. Compare and contrast different cultural, racial, and ethnic groups in their approach to health, health care, and prevention.
  5. Appreciate the value of culture in its shaping of values and attitudes, and ultimately behavior.
  6. Describe efforts to reduce health disparities that are population based and individual approaches.

 

Assessment:

  1. Create a portfolio of information to help facilitate your understanding of reducing health disparities, and of data and information on each group defined and discussed in class dividing along US Census categorical lines. (Due May 26)
  2. Write a personal response paper for each group identified and discussed that reflects on your role and responsibility as a health educator.  (Due Wednesdays throughout the quarter.)
  3. Conduct database research on specific health disparities among specific groups. (Due throughout the quarter)
  4. Write a personal research paper on the role your culture has played in shaping your personal values, attitudes, and behavior. (Due May 21)
  5. Demonstrate knowledge and skill in communication, listening, and planning variables to reduce health disparities. (Final exam)

 

Details of assignments will be forthcoming in class.

 

Schedule:

Week 1

Introduction to course, each other, and culture.

Explore values, attitudes, and behavior related to difference.

Chapters 1-3

http://www.understandingprejudice.org/apa/english/

 

Week 2

Ethical precepts, professional responsibility, personal imperative; Health People 2010.

Chapters 7-9

SOPHE Code of Ethics http://www.cmwf.org/topics/topics.htm?attrib_id=12024

Week 3

White American issues; programs to reduce health disparities.

Chapters 4-6

Week 4

African American issues; programs to reduce health disparities.

Chapter 10

African American Health Disparities Web Links

Week 5

Hispanic American issues; programs to reduce health disparities.

 

Week 6

Asian American issues; programs to reduce health disparities.

 

Week 7

Native American issues; programs to reduce health disparities.

 

Week 8

Refugees and illegal immigrant issues; programs to reduce health disparities.

 

Week 9

Your own perception of the role of culture in your health.

 

Week 10

Developing cultural competence individually and collectively.

 

 

Final Exam

 

 

Attendance:  Attendance at this class is mandatory.  Contribution to class discussion and the flow of information between you, each other, and me is a large part of this class.  Therefore, attendance will be taken each day.  You will be turning in assignments at several points in the term.  I will not accept late papers under any circumstances.  If you are sick, send the paper with a peer.  If you know in advance that you will not be able to attend class on a date when an assignment is due, it is your responsibility to turn it in before that class period.

 

Professional Ethical Conduct:  You will be treated ethically according to the SOPHE Code of Ethics for Health Educators.  If you feel that you have not been treated fairly, please feel free to discuss this in private with me.  You may also feel free to talk with Dr. Briggs, the Director of Health Education, or Dr. McGowan, Chair of the HHPR Department.  I also expect to be treated in an ethical manner by you.  This means following the student code of conduct in the CWU Catalog. 

 

 

Grade scale:

 

A         95-100 percent of total points possible

A-        90-94 percent of total points possible

B+       87-89 percent of total points possible

B         84-86 percent of total points possible

B-        80-83 percent of total points possible

C+       77-79 percent of total points possible

C         74-76 percent of total points possible

C-        70-73 percent of total points possible

D+       67-69 percent of total points possible

D         64-66 percent of total points possible

D-        60-63 percent of total points possible

F          59- percent of total points possible