HED 471.01
Program Planning I
Fall Quarter
2008
M-F
11:00-11:50
Professor: Melody Madlem, Ph. D., CHES
Office: PE 108
Phone: 1971
Office Hours: MWF 8:00-9:00, 10:00-11:00, TR 8:00-11:00, or
by appointment.
Required Textbook:
McKenzie, J.; Neiger, B.; & Smeltzer, J. (2005). Planning, Implementing, & Evaluating Health Promotion Programs, San Francisco: CA, Pearson Benjamin Cummings.
Additional
Provided by
instructor, or citation given and student must access article from library.
Course
Description:
This course is
designed as a professional skill enhancement course for health educators. It is focused on developing, understanding,
and applying the competencies required for certification as a health education
specialist. Students will be challenged
to develop and/or concretize their personal philosophy of health and health
education, and will be exposed to a variety of issues specific to the health
education profession. Students will
emphasize needs assessment, goal and objective formation, program planning, and
ethical practices for health educators.
Student needs assessment project will be actual research projects based
in
Course Objectives:
Students who successfully complete the course will be able to:
1. Understand the history and philosophy of health education, and formalize their own health education philosophy;
2. Realize, understand, and apply ethical principles of behavior for health educators;
3. Comprehend the seven areas of competence for health educators, focusing on the four stages of the health education process;
4. Understand and apply health education practices in a variety of settings; including the preparatory school and public arenas;
5. Comprehend theories of learning and development as applied to a wide spectrum of clientele.
6. Develop a comprehensive needs assessment strategy for a variety of settings.
7. Put into motion the process of planning for health education based on a number of models within the field.
8. Obtain health-related data about social and cultural environments, growth and development factors, needs, and interests.
9. Select valid sources of information about health needs and interests.
10. Utilize computerized sources of health-related information.
11. Employ or develop appropriate date-gathering instruments.
12. Apply survey techniques to acquire health data.
13. Distinguish between behaviors that foster, and those that hinder, well-being.
14. Investigate physical, social, emotional, and intellectual factors influencing health behaviors.
15. Identify behaviors that tend to promote or compromise health.
16. Recognize the role of learning and affective experience in shaping patterns of health behavior.
17. Infer needs for health education on the basis of obtained data.
18. Analyze needs assessment data.
19. Determine priority areas of need for health education.
20. Utilize computerized health information retrieval systems effectively.
21. Match an information need with the appropriate retrieval system.
22. Access principle on-line and other database health information resources.
23. Interpret concepts, purposes, and theories of health education.
24. Predict the impact of societal value systems on health education programs.
25. Investigate social forces causing opposing viewpoints regarding health education needs and concerns.
Course
Requirements:
Attend class regularly and follow class attendance policy.
Participate in class discussion and activity.
Prepare out of class reading assignments.
Complete the term project.
Complete the written exams.
Complete the presentation.
Assignments:
Exams
- 100 pts. each
Two exams will be given during the semester. Details of these exams are included in the course outline.
Reading
Assignments (Out of class.)-100
points possible
You are asked to read several articles relative to the
content of the course. You should read these
articles to more fully understand and appreciate certain content areas within
the course. Annotated bibliography cards
are required for each article read.
Value 10 points each. At least one question for each exam will be
gleaned from these readings.
Term Projects – two at 100 points each for a total of 200 points (This is the actual needs assessment.)
Working in smaller groups, and in areas of interest, you will develop projects utilizing understanding and skills in the seven areas of competence for health educators as outlined in class discussion. Focus in the project will be the needs assessment approach to programming, and will require knowledge and skill in this area. Success in the project will be dependent on the initiative, skill, flexibility, and content understanding of the student. A final written report will be compiled and submitted for a grade at the end of the term. More formal information and directives will be provided by the professor as needed.
Each project group will deliver a professional presentation of their work for the semester project to the class at the end of the term. Presentations should be approximately 45 minutes in length. Each member of the project group will participate. Students must keep in mind the learning styles, theories, and strategies in the presentation format. The professor will provide further information as needed concerning this assignment.
Grading Scale:
The total number of points accumulated throughout the
semester will determine your grade. The
point/grade scale is as follows:
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
Assignments
turned in late will not be accepted. A
grade of zero (0) will result.
Attendance : Attendance in this class has a direct impact
on your grade! Please note the following
policy:
Role will be taken DAILY. Missed class will impact your grade. The following illustrates number of absences and highest grade you may earn in this course:
Number of absences Highest possible grade
5 B
10 C
15 D
20 F
In addition, it is the expectation of this professor that
you are prepared for class each day.
Read all outside reading assignments prior to attending class. Follow the course outline in reading text
materials. Formulate questions during
your readings, and be prepared to ask these in class. Your learning/growth as a professional in
this class is partially dependent on your input into class discussion and
participation in topics discussed. Professional
development and insight require direct reflection of topics discussed. Do not be afraid to ask questions. Your input is vital!
You will be treated
ethically, following the AAHE Code of Ethics for Health Educators.
Students with disabilities who wish to set up
academic adjustments in this class should give me a copy of their “Confirmation
of Eligibility for Academic Adjustments” from the Disability Support Services
Office as soon as possible so we can meet to discuss how the approved
adjustments will be implemented in this class.
Students with disabilities without this form should contact the
Disability Support Services Office, Bouillon 205 or dssrecept@cwu.edu
or 963-2171 immediately.
Course Outline:
This outline is a
topical outline of the materials to be covered, in roughly the order of their
presentation. Please realize that our
work this quarter will be paced by your understanding, your work, and your
ability to meet deadlines. Therefore,
this order may change, and not all topics may be covered.
Course outline--introductions
What is HED? Who are HEDrs?
Role Delineation Project
Application of Health Competencies
Ethics
Why needs assessment
Types of Needs Assessment
Technological Advances and needs assessment
Conducting a baseline community real needs assessment
Perceived needs and the fit
After the facts--the goals
Objective objectives
TEST
1
Planning models
Integration of needs with plan
Learning theory applied
Getting it together in settings
Presentations
Next Quarter
FINAL
EXAM