HS 490
Planning, Implementing and Evaluating Health Programs
MWF 12:45 – 1:45 Clarke 139
MWF 2-3 Clarke 133
Brother Tyler WatsonOffice – 145 B Clarke
hone – x 1378
Office Hours --- 9-10 M, W, F Thursday 4-5
Required Text: McKenzie, J. F., Neiger, B. L., Smeltzer, J. L. (2005). Planning, Implementing & Evaluating Health Promotion Programs. A Primer, 4th Edition. Person Education, San Francisco, CA. ISBN: 0-8053-6010-7
Introduction to the course
Planning health related programs is one of the critical skills workers in public health, health promotion, or health care support careers need to complete their job. Planning, however, is much more than coming up with good ideas and implementing them. Good programs are grounded in theory and based on sound principles. This course will introduce you to the planning models (or frameworks), categories of health intervention, theoretical basis of good program interventions, health communication, and evaluation methods.
Because I want to emphasize the SKILLS you will need to be good health scientists, we will be completing a number of projects. Hands-on learning is more effective for this material than the “lecture-test” model. You will plan a health program, create posters and brochures, and present your program idea to experts. Hence, there will be VERY little lecture and a lot of problem solving discussion. These discussions are BASED on the material in the book… therefore you will need to complete the reading in the book PRIOR to coming to class. In order to facilitate this reading (I completely understand that it is “dry” that is why we will bring it to “life” in the discussions) you will be quizzed on the material each week. More on the course design will follow.
This can be the best class you take, or the worst… it depends on your willingness to comprehend HOW this is useful instead of WHAT is required to get a good grade. It will be a lot of work, reading, and concentration, but I promise it will be worth the effort when you are sitting in your first interview and can give concrete examples of how you planned an effective health program to address a critical problem.
Course Objectives:
- Differentiate between and apply the most common health promotion and education program plan theories.
- Understand how to assess individual and community needs.
- Discuss appropriate survey design
- Demonstrate Health Communication strategies
- Differentiate and measure outcomes vs. process evaluation
- Plan a comprehensive health program including budgets.
This class also shares the following objectives of the National Commission on Health Education Credentialing, Inc.
Area 1: Assess individual and Community Needs for Health Education
Competency A: Access Existing health related data
Competency B: Collect Health Related Data
Competency F: Infer Needs for Health Education from Obtained Data
Area 2: Plan Health Education Strategies, Interventions, and Programs
Competency A: Involve People and Organizations in Program Planning
Competency B: Incorporate Data Analysis and Principles of Community Organization
Competency C: Formulate Appropriate and Measurable Program Objectives
Competency F: Select Appropriate Strategies to Meet Objectives
Competency G: Assess Factors that Affect Implementation
Area 3: Implement Health Education Strategies, Interventions, and Programs
Competency B: Demonstrate a Variety of Skills in Delivering Strategies, Interventions, and Programs
Competency C: Use a Variety of Methods to Implement Strategies, Interventions and Programs
Area 4: Conduct Evaluation and Research Related to Health Education
Competency A: Develop Plans for Evaluation and Research
Competency B: Review Research and Evaluation Procedures
Competency C: Design Data Collection Instruments
Area 7: Communicate and Advocate for Health and Health Education
Competency B: Apply a Variety of Communication methods and Techniques
Class Policies:
Mutual respect: Public health/medical issues can, at times, be controversial. Discussion of the pros and cons, ethics, and policy proposals may be discussed in this class. Purposeful and respectful debate help stimulate critical thinking, but degrading and disrespectful argumentation create a negative learning environment. Opinions, brainstorming, analysis and debate should be respected and encouraged. It is also important to remember that academic debate does not necessarily reflect an individual’s personally held opinion of a particular topic.
Discriminatory, degrading, hateful, and course language will not be tolerated in class.
Group Work: One of the chief complaints of group projects is that not everyone does their part and so the “lion’s share” of the work falls on the shoulders of a few. I HAVE NEVER BEEN IN AN ENVIRONMENT IN THE HEALTH CARE WORLD WHERE I DID NOT HAVE TO WORK COLLABOARTIVELY WITH A GROUP!! We will be doing some group work in this class. Anyone who does not complete his or her portion of the work will be severely penalized. There will be more to follow on this topic.
Attendance: I will not be counting heads or taking attendance in class. You are all professionals and are expected to attend class. Furthermore, there will be in-class assignments that will require your attendance for points. Finally, I promise that you will have considerable difficulty in this class if you are not in class most of the time.
Cell Phones: I understand that each of us need to remain connected with our lives and the primary way in which we do that is through our cell phones. However, in the classroom, cell phones can be distracting. Even when on “vibrate” they disrupt the flow of class. So… Turn your Phone OFF! If you have a legitimate need for your cell phone during class (you are on call, you have a sick child at home, other emergency) talk to me BEFORE CLASS, otherwise make sure it is off.
IF YOUR PHONE GOES OFF WHILE IN CLASS, YOU WILL LOSE 5 POINTS ON YOUR FINAL GRADE!
University Policies: My goal is to help you become the best professionals possible. I will therefore diligently work with you to uphold the standards you have committed to.
Services for Students with Disabilities: The BYU-Idaho catalog (page 55) addresses the needs for services for students with physical and academic disabilities. If you have any specific needs that relate to this policy please discuss them with me either in my office or through e-mail.
Academic Honesty: BYU-Idaho students should seek to be totally honest in all their dealings. They should complete their own work and be evaluated for that work. They should avoid academic dishonesty and misconduct in all its forms, including but not limited to plagiarism, fabrication or falsification, cheating, and other academic misconduct. (BYU-Idaho Student Catalog, pg 45, BYU-I Honor Code)
Dress Code: The dress and grooming of both men and women should always be modest, neat and clean, and consistent with the values and principles of Brigham Young University–Idaho and The Church of Jesus Christ of Latter-day Saints.
Good taste, common sense, discretion, consideration, and high moral standards are the watchwords for dress and grooming. Flagrant behavior or extreme dress and grooming at any time or in any place may result in a review of the individual’s understanding of the expected behavior or grooming. Clothing is to be modest in fabric, fit, length, style, and appropriate for the occasion. Men’s and women’s dress should be reflective of their gender, while excessive or extreme styles should be avoided. For women, wardrobe selection should reflect modesty and femininity becoming a Latter-day Saint woman. For men, clothing should reflect good taste and masculinity becoming a priesthood bearer.
Please make sure you have read and understand the policies in the undergraduate catalog
Grading: Students will be graded on a linear scale (not curved). An “A” is a grade of merit and will take dedication to coursework and mastery of subject matter. The grading system for this class is below.
A = 93-100 A- = 90-92
B+ = 87-89B = 83-86B- = 80-82
C+ = 77-79C = 73-76C- = 70-72
D+ = 67-69D = 63-66D- = 60-62Failing = < 60
Assignments:
10 pts X 10=100 pts--Weekly Quizzes20 pts--pre-Quiz
100 pts-- Final Written Program50 pts--Oral Program Presentation
30 pts-- Needs assessment50 pts—Intervention assignment
30 pts—Goals and objective50 pts--Marketing materials assignment
20 pts--Group participation grade450 TOTAL POINTS POSSIBLE
Pre quiz
I like to know what you already know about program planning and the health education discipline, and then see how much you learned while in the class. The quiz will be posted on I-Learn (blackboard). You will have a couple of days (window) to complete the quiz. Do your best… I do not give you a grade on “how much you learned over the semester”… I am simply assessing what is already known.
Weekly Quizzes
As stated in the first paragraph, I do not want this class to be a “lecture-test” class. However, in order for the class discussions to be productive, you MUST come prepared to discuss the material in the book. Read… write down questions you have… and comprehend what is in the book.
You will be quizzed 11 times through the semester. Your lowest score will be eliminated. However, one of the best ways to learn is to teach… SO, YOU will create the quizzes! I will do Chapter 2, but each group will be required to create ONE quiz and give it to the class.
QUIZ CREATION REQUIREMENTS
Your team will create a 10 item quiz that will take no more than 20 minutes to distribute, complete and grade. It will consist of 6 Questions from the chapter we just completed and 4 Questions from the up-coming chapter (i.e. if you are quiz 4, you will give 6 questions from chapter 3 and 4 questions from chapter 4). The quiz can be multiple choice, true/false, and or short answer (complete the phrase, fill in the blank, one to two sentence differences, etc). THE QUIZ MUST BE SUBMITTED TO ME THE PRECEDING THURSDAY BY 4:00 P.M. I will give you the grade for your quiz and THEN, we will together make any adjustments that need to be made. Do not try to make the quiz too hard or too easy. I will grade your quiz quality and that will be the grade you will receive for that chapter quiz.
The grading scale will be…
0-1 Did not get the quiz to me prior to Thursday deadline or the quiz is Extremely easy, only constructed from headings in the chapter OR the questions on the quiz have nothing to do with the material in the chapter,
2-3Very easy quiz, questions are simple vocabulary/true false with obvious answer, one or two questions require minimal application of material in the chapter,
4-5 Easy quiz, does not take much reading or preparation to complete the quiz, majority of questions rely on common sense, serious revision is required, OR quiz is so nitpicky or difficult that a 10 will not be possible,
6-7Good quiz, some questions require little preparation or are not well written, some questions are excessively difficult or require expert knowledge,
8-9Really good quiz, most questions require critical thinking, some require application of concepts in the book, takers must have read the material
10- Great quiz, everything a 9 quiz would be plus a variety of types of questions…i.e multiple choice, true/false, fill in the blank, matching etc… ALL major concepts are covered
Marketing materials assignment
One of the best assignments of the class. You will develop a poster and brochure to complement your program plan. I will show you how to manipulate Microsoft Publisher (because it is readily available and much easier to teach quickly than Adobe), and prepare a poster and brochure. I will also give you a brochure (as an assignment) that explains what you will be required to do.
The poster will be 11X17 and the brochure will be either tri-fold or quad-fold 8.5” X 11”.
You will complete a rough draft and present them to the class for critique. Your peers and I will provide feedback and you will then finish your project (ready for mass print quality) and turn it in. This is a very exciting project and one that you can place in a portfolio to exhibit at job interviews and graduate school interviews.
Needs Assessment and Intervention assignment
Needs assessment
Completing a needs assessment is one of the initial steps a program planner takes when developing a new health intervention. Needs assessments include information about current health status, economic data, socio-demographics, predisposing, reinforcing, and enabling factors, and previously attempted or successful programs with similar objectives. By completing this exercise, you will be well on your way to developing a comprehensive, robust health program.
More specifics including the grading rubric will be provided on I-Learn
Goals and Objectives
You will be required to write a mission, goals and objectives for your program. You will need 3 goals and at least 3 objectives for each goal. The objectives MUST be S.M.A.R.T.
Goal 1- lknasdofnirte;jklna;kldjstn;ona
Objective 1—olnasd;oine;na
Objective 2—lknasdo;finaw;ejna;jds
Objective 3— you get the point
Goal 2- ownejklnilnasdkltjh
Objective 1-- ,mnawnuiak;jebnpi
Objective 2—ETC.
Intervention
Interventions are the “Heart” of a program plan. They describe what you are going to do and how you are going to do it in order to address the program you are focused on.
This assignment should be thorough, understandable, and using just your program plan… replicable. Therefore, your implementation instructions should be kind of like a recipe.
Specifics for your program plan will be posted on I-Learn along with a grading rubric.
Final written program
After completion of all the other assignments, you are ready to complete the program plan. This is a compilation paper. If you have worked hard on the other projects and incorporated the feedback given, your final paper will be easy and well done.
Oral program presentation
You will be required to present your program plan as if you were proposing to a group of professionals. This will be a 15 minute presentation with questions to follow. A grading rubric and more details will be given later in the semester. An example of the quality of the presentation can be found at http://emp.byui.edu/WATSONT/ at the bottom of the page is a link for “video link”… You will need to have good audio and turn up your computer ALL THE WAY to hear, but it is a good example.
Group participation
As stated earlier, the most difficult part of group work is having everyone complete their portion. This part of your grade is how I assess your effort and contribution to the group. Actually, your peers grade you. You will be graded on preparation, attendance at meetings, completion of your assigned work, and overall contribution. Do not lose a grade because you let the rest of your group struggle. Do your best and others will do so too.
Class Schedule:
DATE / Discussion / Reading assignment / Items due1-9 / Introduction
Syllabus review
Pre-quiz / Complete the pre-quiz by Friday
1-11 / Health Education
Professionals / Chap 1 / Get together with groups and brainstorm ideas for programs
1-14 / Why do we use theory?
PRECEDE-PROCEED
Pros and cons of theories / Chap 2 / Quiz 1 (Chapter 1 and chapter 2 from page 15-27)
Select subject for program plans
1-16 / More frameworks
1-18 / Consumer based theories / Quiz 2 ( page 15-27 and Chap 2 from page 28-end of chapter)
1-21 / Human Rights Day / No Class
1-23 / Finalize models / Chap 2
1-25 / Starting the process / Chap 3 / Quiz 3 (chapter 2 –last part- and chap 3)
1-28 / Work on rationale with group / Work together on creating a rationale
1-30 / Rationale / Present 5 minute rationale to class
2-1 / Needs assessment / Chap 4 / QUIZ 4 (you get the point)
2-4 / More needs assessment
2-6 / Using library databases
/ MEET IN LIBRARY
2-8 / Example of needs assessment--lab / QUIZ 5—End of class or MONDAY
2-11 / Data collection / Chapter 5
2-13 / Data collection lab / NEEDS ASSESSMENT DUE
2-15 / Goals and Objectives / Chap 6 / QUIZ 6
2-18 / PRESIDENTS DAY / NO CLASS
2-20 / Goals and objectives
2-22 / Intervention theories / Chap 7 / QUIZ 7a—pages 144-159
Goals and objectives assignment DUE
2-25 / More theories
2-27 / Continuum theories example
2-29 / Stages theories / Quiz 7b
3-3 / Stages Theories more--example
3-5 / Integrating theories into practice
3-7 / Interventions / Chap 8 / QUIZ 8
3-10 / Interventions
3-12 / Interventions lab / Health communications lab / IN COMPUTER LAB
3-14 / Community mobilization / Chap 9 / Quiz 9
3-17 / Poster review / Rough draft of poster due
3-19 / Panel (subject to change) / POSTER Assignment DUE
3-21 / Marketing / Chap 11 / Quiz 11
3-24 / Marketing
3-26 / Marketing / Intervention Assignment DUE
3-28 / Group work presentation prep
3-31 / Presentations
4-2 / Presentations
4-4 / Presentations or RESOURCES
4-7 / Group Work
4-9 / FINAL DAY / Papers DUE
4-11 / GRADUATION DAY!!!!!!!!!!!
**Schedule subject to change with LITTLE Notice**