HSCI 445 Syllabus Community Health Education Spring 2017

Transcription

1 HSCI 445 Syllabus Community Health Education Spring 2017 Instructor: Mirna Troncoso, PhD, MPH Class: Mon. 12:30-1:45pm Room: SQ101 Office Jacaranda 3350 Office phone: Office Hours: Wed 9am-12pm and Friday 11:30-12:30pm Format: This class meets twice a week for 1 hour & 15 minutes. The first class includes lecture, class discussion, and small group activities. The second class is commonly dedicated to group project work unless additional material needs to be covered. Please read all required reading prior to coming to class. All course lecture materials will be posted on the course Canvas site the evening prior to class. Course description: This course is the senior seminar and culminating class for the Bachelor of Science degree in Public Health. The focus of the course will be on the implementation and evaluation of the group projects that were initiated in Health Science 441 in the previous semester and to expand on current health education practice issues as you prepare to move into your professional health education roles. Using a variety of teaching strategies including lecture, group discussion, and class exercises, students will revisit their Health Science 441 projects, modify them as needed, and then implement and evaluate them. In addition, students will be exposed to a variety of topic areas critical to health education practice including curriculum design, social marketing, and program evaluation. Lastly, students will have the opportunity to pilot test their health education activity to the class. Please read all required reading prior to coming to class. All course lecture materials will be posted on the course Canvas site the evening prior to class. If you are unable to access the course website, please contact me. Student Expectations: Participation in the Group Project is mandatory for all students in the Senior Seminar. Thus, any student who fails to play an active and contributory role in their group may be removed from their group and required to complete the course assignments on their own. Group project work by its very nature is often challenging but is also how public health education is practiced in the real world. I will be available to help groups make their way through the process as their projects evolve. 1/18/17 1

2 Course Objectives: Following participation in HSCI 445, students will be able to: 1. Design an implementation plan for a community health education program. 2. Implement and evaluate their Health Science 441 group project and write a report detailing the effectiveness of their program and what they learned from the experience. 2. Identify and incorporate social marketing strategies to enhance the effectiveness of their group project activities. 3. Design educational materials that are target group appropriate and reflect cultural competence and sensitivity. 4. Identify the different types of program evaluation and objectives for each. 5. Demonstrate the ability to utilize research when designing health education interventions. 6. Utilize evaluation techniques to analyze and report on the effectiveness and progress of your program. 7. Reflect on their experiences in the Senior Seminar including what they have learned from the experience and how they will incorporate their new knowledge and skills in practice after graduation. 8. Engage in effective communication and teamwork with group members. Required Text: McKenzie, Neiger, & Thackeray Planning, Implementing & Evaluating Health Promotion Programs- a primer, 7 th Edition. Pearson Education, Inc; San Francisco, CA. (Ok to use older editions) Note: Additional required readings are listed on the course schedule. Academic Honesty per CSUN Policy I will strictly observe CSUN s Academic Dishonesty and Plagiarism policies. Please review the CSUN Catalog for all information regarding Academic Integrity. Academic Integrity Policy: Academic dishonesty, the act of knowingly and willingly attempting to assist oneself or others in gaining academic success by dishonest means will be addressed accordingly. Anyone involved in academic dishonesty on any work will receive a zero (0) grade for the assignment and may fail the class. Additionally, the instructor will take appropriate action with Student Affairs and CSUN. Academic Dishonesty: The maintenance of academic integrity and quality education is the responsibility of each student within this university and the California State University system. Cheating or 1/18/17 2

3 plagiarism in connection with an academic program at a campus is listed in Section 41301, Title 5, California Code of Regulations, as an offense for which a student may be expelled, suspended, or given a less severe disciplinary sanction. Academic dishonesty is an especially serious offense and diminishes the quality of scholarship and defrauds those who depend upon the integrity of the campus programs. Such dishonesty includes: A. CHEATING Intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise. B. FABRICATION Intentional falsification or invention of any information or citation in an academic exercise. C. FACILITATING ACADEMIC DISHONESTY Intentionally or knowingly helping or attempting to help another to commit an act of academic dishonesty. D. PLAGIARISM Intentionally or knowingly representing the words, ideas, or work of another as one s own in any academic situation. Comments: 1. Direct Quotation: Every direct quotation must be identified by quotation marks, or by appropriate indentation or by other means of identification, and must be promptly cited in a footnote. Please use APA 6 th Edition for all citations and references. 2. Paraphrasing: Prompt acknowledgement is required when material from another source is paraphrased or summarized in whole or in part in your own words. 3. Borrowed Facts or Information: Information obtained in one s reading or research, which is not common knowledge among students in the course must be acknowledged. Examples of common knowledge might include the names of leaders or prominent nations, basic scientific laws, etc. Accommodations Information If you have a disability and need accommodations, please register with the Disability Resources and Educational Services (DRES) office or the National Center on Deafness (NCOD). The DRES office is located in Bayramian Hall, room 110 and can be reached at (818) NCOD is located on Bertrand Street in Jeanne Chisholm Hall and can be reached at (818) If you would like to discuss your need for accommodations with me, please contact me to set up an appointment. Policy & Guidelines Applies to EVERY sent to the instructor. Send your messages from your CSUN account, NOT from your personal account. Only s sent from your CSUN account will be responded to. 1/18/17 3

4 Etiquette: 1. When ing me, please include Re: HSCI 445 as part of the subject line. I have many students and many classes so this is imperative. 2. Begin the with a respectable Dear Dr./Prof. Please do NOT begin the with Hey! 3. Last, s should be spell-checked and written with complete words and sentences. If you are writing an using a mobile device, be extra sure you have proof read your . Classroom Atmosphere and Conduct Attendance Sheet: All students must sign-in prior to the start of class. Once class begins, the attendance sheet will no longer be available. Students who come to class late, or forget to sign-in will be marked as absent. It is the student s responsibility to arrive early to class in order to sign-in. Attendance will be used for your participation grade. Other Classroom Rules: 1. No private conversations during a lecture (giggling, laughing/joking are distracting). 2. No loud food 3. No disrespectful behavior including: a. entering late or exiting early and allowing the door to slam closed; b. leaving to use the restroom for extended periods of time; c. walking in front or behind of the lecturer; d. wearing headphones during class time; e. reading material unrelated to the course lecture or discussion; f. or surfing on the internet. 4. Students who arrive late must sit near the door to avoid disruption. 5. Electronics: The use of cell phones during class is prohibited. Cell phones must be put away during class. Use of laptops/tablets is permitted only for class work. By enrolling in this course, all students are expected to abide by the Student Conduct found online at Grading Policy on Late Work Each assignment must be submitted correctly by the due date. Your work will be considered late if turned in after the time stated in Canvas or on the assignment. Ten percent (a whole letter grade) will be deducted from your grade each day your assignment is turned in after the time stated on the due date. Note that you must contact the instructor before or during an emergency or illness when appropriate to arrange for make-up work. Each case will be handled on a case-by-case basis. Grading 1/18/17 4

5 The student s final grade for this course will be based on the following: Points Percent Evaluation Method % Papers 1-3 (45, 15, 40) 80 20% Exam 40 10% Pilot Test 20 5% Final Presentation % Final Paper 20 5% Peer Evaluation 40 10% Class Participation % Total Letter Grade Equivalent: A % C 74-76% A % C % B % D % B 84-86% D 64-66% B % D % C % F <60% Grades will be rounded-up if percentage points are 0.5 or higher. For example, if someone has an 86.5%, they will receive an 87%. Please note that no changes to the final grade will be made. Grades are based on 60% individual effort and 40% group effort. The criteria utilized for grading is described below: INDIVIDUAL WRITING ASSIGNMENTS 1-3: (25% of the final grade) During the semester, students will complete two short papers individually that describe the lesson plan their group will use for their community health program and the program evaluation plan (impact and process evaluation). The first paper presents a detailed lesson plan that will be used for the health education program. Lesson plans can be a part of a multi-session curriculum or a stand-alone intervention. Lesson plans include a set of learning objectives, a description of activities, instructions for implementing the activities, the time-frame for each activity, a list of materials, and references to primary source(s) for the curriculum/intervention. The second paper will consist of your social marketing plan and a recruitment flyer. This assignment will be worth 15 points. 1/18/17 5

6 The third paper describes the program evaluation plan. Program evaluation consists of process and outcome evaluation. This paper will reintroduce the program s process and impact objectives (which may have changed since 441) and describe how the program will evaluate these objectives. Evaluation plans include a description of the research design, sampling procedure, recruitment, measures, data collection, and analysis. You will include a Gantt chart and a logic model. Group members are expected to work together to construct ideas and plans for their program; however, students must write these assignments on their own. There will be significant overlap in the content of the papers, but writing the papers individually allows each student to engage with the course material and become sufficiently familiar with major components of the group program. A rubric outlining all elements to be addressed in the papers will be provided along with formatting instructions. MIDTERM EXAM (20% of the final grade) The midterm exam will cover all material covered in the reading assignments, as well as material covered in class. The types of questions included on the midterm are multiple choice, true/false, and matching. The exam will count for % of the student s grade. The class will have a review of key concepts for the exam prior to the midterm. GROUP FINAL PAPER/ASSIGNMENT 4* (25% of the final grade) *The instructions for this assignment may change The final paper describes the health education program and is designed as a research manuscript. The paper will describe the program and the results from the program evaluation. Students may use text written for prior assignments (including 441) for the introduction and background sections of the paper. The manuscript will include the following sections: 1. Abstract 2. Introduction (overview of health problem, i.e., brief lit review; rationale for the program in the target community; and goals and objectives of program) 3. Methods a. Description of program including the program strategy, theoretical basis, and activities b. Study design c. Measures (if quantitative measures used) d. Analysis e. Sample characteristics 4. Results 5. Discussion 6. References 7. Table, sample photos, other 8. Appendices (interview guide, other) 1/18/17 6

7 A rubric outlining all elements to be addressed in the paper will be provided pages, not including abstract, references, and appendices PILOT TEST FOR GROUP PROGRAM (10% of the final grade): Each group must perform a pilot-test of their health education activity to the class. Each group should prepare and present their activity to the class as if it were the real intervention. Each group will have 45 min. to pilot-test the activity and receive needed feedback. Groups should prepare a feedback form for their activity (questionnaire, discussion questions, etc.), specifically for classmates to suggest changes and feedback. All group members must be present, and partake in this activity equally. As each group s intervention differs, there is no uniform requirement for the health education activity pilottested. However, groups will be evaluated on the organization, clarity, and incorporation of health information pertaining to their topic of interest. A grading rubric for the pilot-test activity will be posted on Canvas. FINAL GROUP PRESENTATION (5% of the final grade): In the last class, each group will give a 15-minute PowerPoint presentation of their final group project. All group members must be present, and partake in this presentation equally. A description of what is to be included in this presentation will be provided by the instructor. PARTICIPATION (10% of final grade) Course participation is based on attendance and engagement in classwork. You are expected to arrive to class on time, do the assigned reading, and be prepared to discuss the reading in class. Class engagement is based on 1) being able to respond to questions in class about the reading material, 2) participating in small and large-group discussions, and 3) asking questions and providing constructive feedback to groups presenting their work. Students will have opportunities in each class to engage in class activities. 1/18/17 7

8 Course Schedule (Tentative: Subject to Change) Week Topic Readings Assignment Week 1 Jan 23 & 25 Week 2 Jan 30 & Feb 1 Week 3 Feb 6 & 8 Week 4 Feb 13 & 15 Health education strategies and interventions to address community health problems Designing educational materials Designing educational materials Social marketing Project recruitment Readings on Canvas: Adult learners Cognitive development timelines for children and teens Databases of best practices and interventions McKenzie Ch. 8 pp ; Ch 12 logic models, GANTT chart Readings on Canvas: Strategies for Effective Lesson Planning (online) Preparing Instructional Plans Readings on Canvas McKenzie Ch. 8 pp Center for Medicare Education. Writing Easy-to- Read Materials SMOG Readability Formula DPP curriculum session 4 DPP powerpoint McKenzie Ch 11 Readings on Canvas: CDC. Building Our Understanding: Social Marketing on a Dime Menzel & Shrestha (2012).Social Marketing to Plan a Fall Prevention Program for Latino Construction Workers Group work (lesson plan) Group work (lesson plan) -Draft a detailed outline of your lesson plan Group work (lesson plan): -Draft/adapt written materials (e.g., handouts, brochures) -Test materials for literacy level and make plans for pilot test Turn in 2/15: Assignment 1 by 12pm on CANVAS Group work (social marketing): -Apply the social marketing approach to your program to facilitate recruitment -Develop a flyer to advertise your workshop Week 5 Feb 20 & 22 Evaluation design Outcome evaluation Measurement McKenzie Chs Readings on Canvas: Champions for Change Impact Evaluation Report, LACPH CDC Evaluation Guide Plunkett Evaluation doc Turn in 2/20 Assignment 2 by 12pm on CANVAS Group work (evaluation): -Identify measures to evaluate your impact objectives -Identify the level of measurement 1/18/17 8

9 Week 6 Feb 27 & March 1 Week 7 March 6 & 8 Week 8 March 13 & 15 Process evaluation Preparing for evaluation Data collection procedures Catch up and group work Pilot testing Saunders et al. (2005). Developing a Process- Evaluation Plan for Assessing Health Promotion Program Implementation: A How-To Guide Readings on Canvas: Icebreakers Layouts for setting up a classroom Interpersonal management -Determine whether the measures have established reliability and validity from published research Group work: -Logic model and Gantt chart -Draft pre-/post-test questions -review process objectives; identify methods to evaluate implementation process Turn-in 3/6: Pre-/post-test by start of class for review Turn in 3/8: Assignment 3 by 12pm Canvas -prepare for pilot testing (make a checklist) Week 9 March 20 & 22 Week 10 March 27 & 29 Week 11 April 3 & 5 Week 12 April 10 & 12 Week 13 April 17 & 19 Week 14 April 24 & 26 Week 15 May 1 & 3 Week 16 May 8 & 10 Spring break Pilot testing Pilot testing Pilot testing Take home no class 4/17; Analyzing & reporting quantitative data 4/19 Analyzing & reporting quantitative data, cont. Group presentations Group presentations 1/18/17 9 McKenzie Ch. 15 McKenzie Ch. 15 Turn in 5/10: Peer evaluation, group presentation, assignment #4 on Canvas no later than 5pm on 5/10/17

10 1/18/17 10