ࡱ> GIFy bjbjEE .4''<o t5L\\\$!$ M\\MM ) GGGM:GMGG:,, u ? 0o R!%p!%,,&!%R\&Gt*#\\\  :\\\o MMMM!%\\\\\\\\\ : THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF HEALTH AND HUMAN PERFORMANCE COURSE SYLLABUS Instructor: Dr. Deborah J. Gibson Office: 3031 Elam Center Phone: 881-7321 E-Mail:  HYPERLINK "mailto:gibson@utm.edu" gibson@utm.edu I. COURSE TITLE AND NUMBER Health 410: ONLINE Health Education and Promotion II. SEMESTER CREDIT HOURS 3 semester credit hours III. CATALOG DESCRIPTION/PURPOSE As a guide to the field of health education and promotion, this course addresses the theoretical base needed to develop behaviors conducive to well-being or a change in behaviors conducive to health. Prereq: HLTH 111. IV. RATIONALE: The role of education in preventing or treating health problems is widely accepted. Health educators have new demands placed on them, as well as new opportunities. The way health educators interact with each other, the equipment they use, and the outcomes of such interactions are changing rapidly. Health educators need proactive strategies they can use to get a job and to be successful in that job. V. GOALS/OBJECTIVES: HYPERLINK "http://www.utm.edu/departments/hhp/docs/StateMatrix/PE-HLTH-Matix.doc"Click here to view how this course meets State Licensure Standards and Guidelines. Each student will: Explain the relationship among good health behavior, health education, and health promotion. Explain how a person becomes a Certified Health Education Specialist. Identify the assumptions upon which health education is based. Identify the models commonly used in planning health promotion programs. Identify the basic components of the planning models presented. Explain what planning parameters are and the impact they have on program planning. Define needs assessment and explain why a needs assessment must be completed. Differentiate between primary and secondary data sources. Define measurement and quantitative and qualitative measures. Discuss the advantages and disadvantages of data collection from self report, observation, existing records, and meetings. Explain the various types of validity. Define reliability and explain why it is important. Differentiate between probability and non-probability samples. Define goals and objectives, and distinguish between the two. Describe the use for Healthy People 2010. Define theory, model, construct, concepts and variables. Briefly explain the theories and models identified during the semester. List and explain the categories of intervention strategies. Discuss the ethical concerns related to intervention development. Define community, community organizing, community building, and coalitions. Outline the process for organizing and building community. Explain the term mapping community capacity. List the common resources used in most health promotion programs Explain the difference between internal and external resources. Define culturally sensitive and culturally competent. Identify and explain the major components of a grant proposal. Define market, marketing, and social marketing. Explain the diffusion theory. Explain the four Ps of marketing. Name techniques for motivating program participants to continue in a program. Identify the different phases for implementing health promotion programs List the concerns that need to be addressed before implementation can take place. Compare and contrast the various types of evaluation. List reasons why evaluation should be included in all programs. Describe several considerations in planning and conducting an evaluation. Identify the six steps and four standards of the framework for program evaluation. Compare and contrast the major types of evaluation design. Identify threats to internal and external validity and explain how evaluation design can increase control. List examples of univariate, bivariate, and multivariate analysis and explain how they could be used in evaluation. Describe the format for the evaluation report, guidelines for presenting data, and ways to enhance the report. Discuss ways to increase the utilization of the evaluation findings. VI. COURSE OVERVIEW *Health Education, Health Promotion, Health Educators, and Program Planning *Models for Program Planning in Health Promotion *Starting the Planning Process * Assessing Needs * Measurement, Measures, Data Collection, and Sampling * Mission Statement, Goals, and Objectives * Theories and Models Commonly Used for Health Promotion Interventions * Interventions *Community Organizing and Community Building * Identification and Allocation of Resources * Marketing: Making Sure Programs Respond to Wants and Needs of Consumers * Implementation: Strategies and Associated Concerns * Evaluation: An Overview * Evaluation Approaches, Framework, and Design * Data Analysis and Reporting VII. EVALUATION Your grade will be based on the following: 10 Activities @ 10 points each = 100 points 4 Exams covering reading assignments @ 25 points each = 100 Internship Assignment = 50 points Final Essay Exam = 100 points Total possible points = 350 93 - 100 % = A 85 - 92% = B 77 - 84% = C 69 - 76 % = D Any student eligible for and requesting academic accommodation due to a disability is requested to provide a letter of accommodation from the Student Academic Support Center within the first two weeks of the semester. VIII. TEXTBOOK McKenzie, J.F., Neiger, B. L., Smeltzer, J. L. (2005) Planning, Implementing & Evaluating Health Promotion Programs 4th Edition. Pearson Benjamin Cummings. IX. ADDITIONAL RESOURCES WEBSITES: Department of Health and Human Services (DHHS)  HYPERLINK "http://www.os.dhhs.gov/" http://www.os.dhhs.gov/ National Institutes of Health (NIH)  HYPERLINK "http://www.nih.gov/" http://www.nih.gov/ Centers for Disease Control (CDC) http:// www.cdc.gov/ X. PREREQUISITES Health 111 XI. FACULTY FREQUENTLY TEACHING THE COURSE Dr. Deborah J. Gibson XII. 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