HED 472

Planning II

Winter 08

 

 

Instructor: Dr. Melody Madlem

Office: 108 PE

Phone: 963-1971

Office Hours: MTW 9:00-12:00, T 2:00-3:00,

Others by appointment.

 

Required Textbooks:

     McKenzie, J., Neiger, B, & Smeltzer, J.  (2005).  Planning, Implementing, & Evaluating Health Promotion Programs: A Primer, 4th Ed., Pearson Benjamin Cummings, San Francisco.

 

Additional materials to be on reserve in Library Reserve Room:

 

Aspen Reference Group (1997). Community health education and promotion: A guide to program design and evaluation.  Gaithersberg, MD.

 

Keyser, B. K., Morrow, M. J., Doyle, K., Ogletree, R. & Parsons, N. P.  (1997). Practicing the application of health education skills and competencies.  Boston: MA: Jones & Bartlett. 

 

Websites:

 

University of Kansas Work Group on Health Promotion & Community Development. (1997). The Community Tool Box. [On-line]. Available: http://ctb./lsi.ukans.edu/

(This website is EXCELLENT!  It has wonderful materials to help with the written assignments and to add depth to your text readings.  If you do not use it, you will miss out on a lot neat stuff.)

 

 

Purpose of the Course

 

This course is specifically designed for the senior/graduate level student in health education, who is planning a career in health promotion, wellness, or health education and will be taught at an advanced level. It is designed to introduce the student health education major to the practical aspects of planning, implementing, and evaluating health promotion programs in corporations, hospitals, public schools, colleges and universities, and other business areas. Students will have a hands-on experience focused on the development of skill in the 7 areas of competency for health educators.

 

Objectives of the Course

 

The student who successfully completes the requirements for this course will be able to:

 

*...understand his/her personal and professional capacity for cultural sensitivity in health education planning.

*…understand the role that cultural sensitivity and cultural competence play for the health educator in successful planning situations.

*...identify and explain appropriate needs assessment techniques and strategies to use in a variety of health settings and with a variety of populations.

*...analyze and evaluate needs assessment data to prioritize health needs.

*...write appropriate and effective cognitive, affective, and behavioral objectives to match identified health education needs.

*...demonstrate an understanding of the components of and the steps involved in an effective process of health education planning.

*...demonstrate an understanding of the process for implementation of a health education plan.

*...demonstrate an understanding of the theory and application of accepted planning models in health education.

*...understand the differences between process, impact and outcome evaluation and the methodology utilized for each type of evaluation.

*...demonstrate an understanding of the role of the health educator as a facilitator in program planning.

*...demonstrate an understanding of the role of health educators in coordinating community resources in program planning.

*...articulate strategies used in managing potential conflict situations in planning settings.

*...demonstrate an awareness of the skills necessary for effectively communicating health needs to a constituency.

*…demonstrate an ability to determine reading levels of various health education materials.

 

Course Requirements

 

Complete the examination requirement.

Complete the health education competency written assignments.

Complete the term project assignment.

Course Evaluation

 

HED Competencies Written Assignments: 100 pts.

 

Class members will access designated resources and respond to the questions indicated in each assignment. Students should feel free to supplement their answers with any additional materials they might have which contribute to their responses. Appropriate documentation should be provided for each question.

 

1.  Write your philosophy of health, health education, and you as a health educator.  (30 pts.).  Due Jan. 21

 

2.  Access:  Community health education and promotion:  A guide to program design and evaluation .  Read Chapter 4.  Answer the following:

 

a.  Regarding the suggestions to become culturally competent, which of the suggestions do you see as critically important?  

b  Explain your response and provide specific information which supports your answer. 

c.  What behaviors/attitudes do you have that reinforce or shape your beliefs about your role in multicultural health education at this time?  What role, if any, does your culture, family, religion, etc. play in shaping your beliefs?  How do your beliefs about acculturation impact your definition of health?  Health education?  Your role as a health educator?

d.   Reflect on your professional capacity for cultural sensitivity.  On a scale of 1 - 10, with 10 being the most culturally sensitive, where do you place yourself on the continuum and why?  (Reflect on your answer to the above questions as you ponder this question).  What are your greatest strengths in developing these capacities? Your greatest weaknesses? What activities could you do in the next five years to increase your cultural competency?  (60 pts.).  Due: Feb. 11

Suggestion:  Use the Community Tool Box information to broaden your understanding in this area.

 

3.    Consult the folder with activities from:  Practicing the application of health education skills and competencies, on reserve in the Library.  Complete the assignment on pg. 358.  (20 pts.).  Due: Feb. 18.   Suggestion:  Use the Community Tool Box information to broaden your understanding in this area.

 

4.  Consult the folder with activities from:  Practicing the application of health education skills and competencies, on reserve in the Library.  Complete the assignment on pg. 367.  The tests needed for this assignment will be in the reserve folder for this class  (20 pts. ).  Due: Feb 25.

 

5.  Consult the folder with activities from:  Practicing the application of health education skills and competencies, on reserve in the Library.  Complete the assignment on pg. 364.  (20 pts.).  Due:  March 4.

 

Term Project: 200 pts.

 

Class members will work together in groups and will develop a proposal for the adoption of a health promotion program in a health setting.  Work on these projects should begin immediately and should be ongoing throughout the semester. The proposals will be typed and professionally developed. Further guidelines regarding this project will be supplied by the instructor.

 

Exam : 100 pts.

 

One exam will be given toward the end of the semester.  Students will be held accountable for all materials utilized and/or discussed during the semester for this exam.  The format will be essay format, with application of the concepts taught throughout the planning sequence.  CHES items will be added to strengthen your ability to understand CHES format.  The CHES items will NOT count toward the final exam score.  The Final will be held during the scheduled final exam period.

 

 

Grading:

 

Your grade will be determined by the total number of points you accumulate during the semester.  The following scale is utilized:

 

95% +              A

90-94%           A-

87-89%           B+

84-86%           B

80-83%           B-

77-79%           C+

74-76%           C

70-73%           C-

67-69%           D+

64-66%           D

60-63%           D-

59- <               F

 

 

 

Attendance:

 

Please note the attendance policy. It has a direct effect on your grade in this class. Attendance is mandatory. Role will be checked each day. It is your responsibility to check with the instructor periodically and monitor your attendance.  In addition, it is an expectation of this instructor that you not only attend class but that you are on time to class and that you are prepared for the discussion of the day. You are expected to contribute to the overall effectiveness of this class by sharing your thoughts, ideas, beliefs, questions, etc. Ways in which you might accomplish this task are to complete whatever reading assignment has been scheduled for the day and formulate questions, thoughts, etc. and to spend some time reflecting on the discussion of the previous class and your class notes, and to refresh your memory about the previous class.

 

This class will be managed in a professional and ethical manner following the code of conduct for professionals in health education. You will be treated with respect and dignity in all situations and discussions, and in accordance with the AAHE/SOPHE Code of Ethical Conduct for Health Educators. Your ideas and opinions are important, and you are encouraged to voice them. You are responsible for your conduct, and it is expected that you will treat others and the opinions of others with the same respect and dignity which is given to you. In addition the CWU Honor Code will be followed with all assignments, reports, and exams for which you are responsible. Any violations of this Code will be subject to a hearing of the Honor Council and their subsequent dispensation of the violation.