College of Public Health University of South Florida

Transcription

1 Department of Community and Family Health Course Name: Health Education Methods, Communication, and Advocacy Prefix & Number: HSC4933 Sections: 1) sec# 014 ref# Semester: Fall, 2014 Course Description: Credit hours: Pre-Requisites: Co-Requisites: The purpose of this course is for students to describe and develop those health education methods, communication, and advocacy strategies to enhance the public s health. 3; MW-11am-12:15pm 2T 2T Location: CPH 2016 Instructor Information: Instructor 1 Instructor 2 Instructor 3 Dr. Karen D. Liller 2T 2T LRC 211 2T 2T By Appointment 2T 2T T 2T kliller@health.usf.edu 2T 2T Teaching Assistant Information: Required Materials: 2T 2T Will respond within hours borrowing illness or unforeseen emergencies 2T 2T TA 1 TA 2 TA 3 Bensley, R., & Brookins-Fisher, J. (2009). Community Health Education Methods: A Practical Guide (3 rd Ed.). Sudbury, MA: Jones and Bartlett. HSC Bookstore (Also check Amazon.com) National Cancer Institute (NCI). Making Health Communication Programs Work. See Syllabus Page 1

2 Recommended Materials: Course Format: Glanz, R., Rimer, B.K., Viswanath, K (Eds) Health Behavior and Health Education (4 th Ed.). San Francisco:, CA. The course provides face to face instruction of concepts but students are expected to read and complete all course assignments on time or before the due date. Syllabus Page 2

3 Learning Objectives: (Objectives must be numbered) 1. Provide an overview of major health education theories and related ethical principles. 2. Describe feasible health education communication strategies in reaching diverse populations. 3. Provide guidelines on how to most effectively work with the media on health education issues. 4. Discuss the development and implementation of health education communication methods and strategies for individual, group, and community/organizational level changes. 5. Describe the role of advocacy and working with the legislature to effect positive changes in health. 6. Develop and present a communication plan to reach a diverse group. Student Learning Outcomes: By the end of this course students will be able to demonstrate the ability to: 1. utilize strategic communication plans in crafting health education and health promotion messages for diverse audiences; 2. describe effective steps and processes in working with the media and advocating for changes in public health; and 3. conceptualize health education methods into creative outputs in health education programs. Syllabus Page 3

4 (Strategies must be numbered) Assessment Strategies: 1. Reading Assignment Quizzes 10 points each) 30 points 2. Development of the Health Communication Plan (4 points each) 80 points 3. Presentation of the Health Communication Plan 40 points and Final Submission Earned points and assigned grades-no plus or minus grades are used in this course. Total points = %=A 80-89%=B 70-79%=C 60-69%=D Below 60%=F =A =B =C =D Below 90 =F. Syllabus Page 4

5 Reading Assignment Quizzes: Three reading assignment quizzes will be given to gauge student s understanding of the content and provide evidence that core material is being read and processed. These quizzes will be given before the respective classes to also help the instructor tailor the presentation and provide additional help. They will be built to assess your ability to state the concept, elaborate on the concept, give examples, and illustrate the concept. More discussion on this SEE-I approach will be given in class. Communication Plan: Your Health Communication Plan should follow that prescribed in the NIH/NCI document, Making Health Communication Programs Work. Pages of that document show the framework of the plan you will produce for your health education topic. See the Homework Assignments below that will build to the development of your plan. There will be four major homework assignments in the course. The due dates and types of assignments are found below: All assignments should be 2-4 pages long (this will vary when NCI templates are used) and typed double-spaced in Word format. Your homework assignments will be the backbone of your Communication Plan. One point will be deducted for each day the homework assignment is late. Three points will be deducted from the final communication plan for every day late. The final plan is handed in the day of the presentation. Week 3 Assignment 1: Due: 9/10/14 Using the scientific literature, review major health issues and concerns in the United States today and choose a health issue that you wish to use to develop a Health Communication Program Plan. For this assignment you will provide a brief supporting statement of the health issue and how a new and innovative health communication plan is needed to reach the target populations. You must use the literature* AND show all references to make your case and NOT your personal opinion or views. Week 6 Assignment 2: Due: 10/1/14 Using your chosen health issue, prepare the Overview of the Communication Program Plan as specified on pages 171 of the NIH/NCI Communication Document. Utilize class readings and the peer-reviewed literature to respond to the Overview items. Week 9 Assignment 3: Due: 10/22/14 Continue to build your health communication program plan by adding the Market Research section. Utilize class readings and the peer-reviewed literature to respond to the Market Research items. *All references in the course must be in APA format (6 th edition). Syllabus Page 5

6 Week 12: Assignment 4: Due: 11/12/14 You are now finalizing your Communication Program Plan by completing the Materials Distribution and Partnerships/Evaluation sections. The latter section has separate forms you need to complete. Utilize class readings and the peer-reviewed literature to respond to these items. Rubric for Homework Assignments: 20 total points for each assignment Content is responsive to each assignment component and appropriate Format and Grammar Accurate and Free of Errors References appropriate Excellent points Good 15 points Average 14 points Below Average 13 points and below 2 points 1.5 points 1 points Below 1 point 1 point 0.75 points.5 points Below.5 points. Syllabus Page 6

7 Health Communication Program Plan Presentation: 1. Using your homework assignments and other related scientific literature, you will present your communication plan to the class utilizing PowerPoint slides (3-5 lines per slide, 3-5 words per line). Your presentation can be no longer than minutes and you will be timed. You should count on developing approximately PowerPoint slides. Slides should be arranged as follows: Slide 1: Title slide with your name and date Slides 2-5: Description of the health education issue Slides 6-10: Overview of the Plan Slides 11-15: Market Research Slides 16-20: Material Distribution and Promotion Slides 21-25: Partnerships/Evaluation/Plans for the Future Submission of the Final Plan: The Final Communication Plan will be submitted the day of the presentation. This plans follows the Sample Communication Plan found in the NIH/NCI Communication Document. Syllabus Page 7

8 Rubric for Presentation: Knowledgeable about Health Issue and Components of the Program Plan=25 points Slide Content and Numbering Appropriate as Designated Above=10 points Enthusiasm/Eye Contact/Pace/Tone During Presentation=5 points Knowledge Level of Issue and Components of the Program Plan Excellent points Good points Average points Below Average 16 points and Below Slide Content/ Numbering/ Free of Errors Presentation Style to include appropriate eye contact, enthusiasm, pace, and tone 9-10 points 8 points 7 points 6 points and Below 5 points 4 points 3.5 points 3.4 points and Below Syllabus Page 8

9 This course meets the following Public Health Education competencies. Competency Learning Objectives Assessment Strategies Assess individual and community needs for health education. a. Obtain health related data about social and cultural environments, growth and development factors, needs and interests. b. Distinguish between behaviors that foster and those that hinder well-being. c. Infer needs for health education on the basis of obtained data. 2. Plan effective health education programs. c. Select methods and media best suited to implement program plans for specific learners. 5. Act as a resource person. b. Select effective educational resource materials for dissemination. 6. Communicate health and health educational needs, concerns, and resources. c. Select a variety of communication methods and techniques in providing health information ` Grading Scale and Criteria: Grading Policies: See preceding page See preceding page Syllabus Page 9

10 Attendance: Permission to Use Lectures: Instructor Expectations: Incomplete Policy: Field Trip Policy: Class Participation: COURSE POLICIES Students are expected to be in class prepared by completing all reading and homework assignments. Students are expected to actively participate during the course. See Institutional Policies section for Emergency Preparedness for Academic Continuity. All unauthorized recordings of class are prohibited. Recordings that accommodate individual student needs must be approved in advance and may be used for personal use during the semester only; redistribution is prohibited. Provided throughout the syllabus. COPH policy: ml N/A Participation is a key component of this course. Students are to be active participants during class sessions and to complete all assignments as needed before class meetings. Syllabus Page 10

11 Course Calendar Week Topic Assignment Homework/Quizzes Other Notes 1: 8/25;8/27 Overview of Theories and Ethics in Health Education Chapter 1; NCI-pages 1-9; 2: 9/3 (off 9/1 due to Labor Day) Health Education as a Profession 3: 9/8;9/10 Communication Strategies- Reaching Diverse Groups Guest Speaker-Dr. Carol Bryant (9/8) Chapters 2-3; NCI-pages 1-9 Chapters 4-5; NCI-pages : 9/15/9/17 Working with the Media Chapter 10; NCI-pages : 9/22;9/24 Communication Methods and Strategies for Individual and Group Behavior Changes 6: 9/29/10/1 Communication Methods and Strategies for Individual and Group Behavior Changes 7: 10/6/10/8 Communication Methods and Strategies for Individual and Group Behavior Changes 8: 10/13;10/15 Communication Methods and Strategies for Community/Organizational Changes 9: 10/20;10/22 Communication Methods and Strategies for Community/Organizational Changes Chapters 6-7; NCI-pages Chapter 8; NCI-pages Chapter 9; NCI-pages Chapter 11; NCI-pages ; Chapters 11-12; NCI-pages Homework 1 Due: Selection of Health Education Topic and rationale (9/10 by 5pm) Reading Assignment Quiz 1: 9/17 Homework 2 Due: (10/1 by 5pm) Overview of Communication Plan Completed Reading Assignment Quiz 2: 10/15 Homework 3 Due: (10/22 by 5pm) Market Research Plan Developed Syllabus Page 11

12 10:10/27/10/29 Principles of Advocacy Chapters 13-14; NCI-pages : 11/3;11/5 Working with the Legislature Chapter 13 Reading Assignment Quiz 3: 11/5 12: 11/10;11/12 Working with Coalitions Chapter 12 NCI-pages : 11/17;11/19 Prepare Formal Presentations 14: 11/24;11/26 Formal Presentations/Submission of Plans 15: 12/1;12/3 Formal Presentations/Submission of Plans/Discussion/Evaluations Homework 4 Due: (11/12 by 5pm) Materials Distribution and Program Promotion and Partnerships Developed/Evaluation Presentations and Final Plan Presentations and Final Plan Reference List None Additional Course Information INSTITUTIONAL POLICIES & STUDENT RESOURCES Go to: Institutional Policies information & Student Resources or Syllabus Page 12