Health Sciences Programs: Community & Public Health Promotion (BA) & School Health Education (BSE) Assessed by:

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1 r Health Sciences Programs: Community & Public Health Promotion (BA) & School Health Education (BSE) Assessed by: Dr. Pam Hoalt School of Nursing & Health Sciences Date (Date/Cycle of Assessment): September 2014 Cycle: 2013/2014 Mission Statement & Goals of the Program The mission of Health Sciences is to prepare students to become Health Education Specialists in providing health promotion and education in the Malone Community, in the local community, and in the global community. The goal is to promote preventative healthy lifestyles for all populations by informing and serving others through the professional practices of health education. Student Learning Outcomes (7 National Responsibilities for Health Education Specialists) o Assess needs, assets & capacity for health education, and plan health education o Implement health education, and conduct evaluation & research related to health education o Administer & manage health education, and serve as a health education resource person o Communicate & advocate for health and health education 1

2 Program Intended Learning Outcomes (PILO) PILO #1 Means of Program Assessment & Criteria for Success PILO #1 Summary of Data Collected PILO #1 Use of Results PILO #1 #1) Assess needs, assets & capacity for health education, and plan health education a) National Certified Health Education Specialist Examination (CHES ) b) Supervisor Evaluation of Student Health Educators c) Student Intern/Educator Senior Exit Survey d) Departmental Pretest/Posttest Examination in Health Education e) Praxis II - Health Specialty Examination f) 7 Year External Review Report a) CHES Examination: Five students took the CHES Examination in the April/October 2013 test cycle. Assessing Needs, Assets & Capacity: Malone = National Average = Plan Health Education: Malone = National Average = b) Supervisor Evaluation: Students are competent in both assessing needs, assets & capacity (3.76) and planning health education (3.79). Scores are similar to previous year. c) Senior Exit Survey: Students think they are competent in assessing needs, assets & capacity (3.08) and planning health education (2.97). Scores are insignificantly lower than last year. A: CHES Examination: Average Malone scores below National Average. Must address Assessing Needs, Assets, & Capacity for Health Education, and Plan Health Education. Four of the five students who did not pass the National Examination came from other majors, and only spent 2 full semesters in the major which included the internship. An adjustment has been made for students transitioning into the major from another discipline. Students must have completed the majority of the major coursework before completing an internship. This will immerse them in the curriculum of the field and prepare them for better internship experiences, and for the National CHES Examination. B: HED 435 Strategies & Practice in Health Promotion (A new course to strengthen assessing needs & ability to plan) This course enabled students to identify, use and practice fundamental processes, techniques, strategies, and instructional methods related to health promotion in multiple settings. Existing resources were examined as well as the development of new resources to deliver health information to various audiences which has kept Supervisor Evaluations & Student Exit Surveys stable. 2

3 d) Pretest/Post Test Results: Students have increased their knowledge base for assessing needs, assets & capacity and planning health education in HED courses: 200, 300, 330, 425, 431, & 442 where these outcomes are major components of the courses (increases: HED 200(6.4%); 300 (8.5%); 330(9.4%); 425(22.3%); 431(15.6%); & 442(14.2%) #5) Praxis II Specialty Exam: Zero students took the PRAXIS Examination in the cycle. Needed score = 480 Malone Ave = 650 Ten Yr Ave = Range = C: Curriculum Changes in the Health Sciences Changes in curriculum were made in Spring 2014 as a result of Institutional Deletion of Academic Programs related to Cost Containment. The following change was made: Elimination of the School Education Major Program, BSE D: Increased Field Work Opportunities for Majors & Minors (to strengthen the areas of assessment and planning). 1) Aultman Ambassador Program Students have had and will continue to excellent hands-on experience doing field work related to collecting assessment data, and assisting professionals in a school wide wellness study & development & delivery of wellness programming. 2) Medicaid Open Enrollment Students participated in Medicaid Open Enrollment at various designated sites in the Canton area. This gave students opportunities to learn how to work as a team and one-on-one with clients in a health care setting. 3) Student Participation in Poster Session at the Ohio Health Summit Columbus A senior student had the opportunity to help write the abstract for the research poster session submission for the summit. The poster session was accepted. The student also had the opportunity to present the poster as part of a team of faculty who attended the summit. 3

4 E: Results of Supervisor Evaluation, Senior Exit Survey, Health Sciences Pre/Posttest Examination & Praxis II Health Specialty Exam: indicate a strong curriculum that well prepares students for entry level positions in Community & Public Health Promotion. Revision of Health Sciences Pre/Post Test for Fall 2015: Removing HED 330 Organization of School Health & HED 220 Core Concepts of Health and replacing with questions from HED 322 Global Health & HED 435 Strategies & Practice in Health Promotion. Also, up-dating questions from other sections. 4

5 Program Intended Learning Outcomes (PILO) PILO #2 Means of Program Assessment & Criteria for Success PILO #2 Summary of Data Collected PILO #2 Use of Results PILO #2 2) Implement health education, and conduct evaluation & research related to health education a) National Certified Health Education Specialist Examination (CHES) b) Supervisor Evaluation of Student Health Educators c) Student Intern/Educator Senior Exit Survey d) Departmental Pretest/Post test Examination in Health Education e) Praxis II - Health Specialty Examination f) 7 Year External Review Report a) CHES Examination: Five students took the CHES Examination in the April/October 2013 test cycle. Implementation: Malone = National Average = Conducting Evaluation & Research: Malone = National Average = b) Supervisor Evaluation: Students are competent in implementing health education (3.80) & in conducting evaluation & research (3.49). Scores in implementation are higher than previous year, and conducting research are insignificantly lower. c) Senior Exit Survey: Students think they are competent in implementing health education (3.14) & in conducting evaluation & A: CHES Examination: Average Malone scores below National Average. Must address Implement Health Education, and Conduct Research & Evaluation Related to Health Education. Four of the five students who did not pass the National Examination came from other majors, and only spent 2 full semesters in the major which included the internship. An adjustment has been made for students transitioning into the major from another discipline. Students must have completed the majority of the major coursework before completing an internship. This will immerse them in the curriculum of the field and prepare them for better internship experiences, and for the National CHES Examination. B: HED 435 Strategies & Practice in Health Promotion (A new course to strengthen implementation & conducting research) This course enabled students to identify, use and practice fundamental processes, techniques, strategies, and instructional methods related to health promotion in multiple settings. Existing resources were examined as well as the development of new resources to deliver health information to various audiences which has kept Supervisor Evaluations & Student Exit Surveys stable. 5

6 research (3.13). Scores are insignificantly lower than last year. d) Pretest/Post Test Results: Students have increased their knowledge base for implementing health education & conducting evaluation & research in HED courses: 200, 300, 330, 425, 431, & 442 where these outcomes are major components of the courses (increases: HED 200(6.4%); 300(8.5%); 330(9.4%); 425(22.3%); 431(15.6%); & 442(14.2%) e) Praxis II Specialty Exam: Zero students took the PRAXIS Examination in the cycle. Needed score = 480 Malone Ave = 650 Ten Yr Ave = Range = C: Curriculum Changes in the Health Sciences Changes in curriculum were made in Spring 2014 as a result of Institutional Deletion of Academic Programs related to Cost Containment. The following change was made: Elimination of the School Education Major Program, BSE D: Increased Field Work Opportunities for Majors & Minors (to strengthen implementation and conducting research & evaluation) 1) Aultman Ambassador Program Students have had and will continue to excellent hands-on experience doing field work related to collecting assessment data, and assisting professionals in a school wide wellness study & development & delivery of wellness programming. 2) Medicaid Open Enrollment Students participated in Medicaid Open Enrollment at various designated sites in the Canton area. This gave students opportunities to learn how to work as a team and one-on-one with clients in a health care setting. 3) Student Participation in Poster Session at the Ohio Health Summit Columbus A senior student had the opportunity to help write the abstract for the research poster session submission for the summit. The poster session was accepted. The student also had the opportunity to present the poster as part of a team of faculty who attended the summit. 6

8 Program Intended Learning Outcomes PILO) PILO #3) Administer & manage health education, and serve as a health education resource person Means of Program Assessment & Criteria for Success PILO #3 a) National Certified Health Education Specialist Examination (CHES) b) Supervisor Evaluation of Student Health Educators c) Student Intern/ Educator Senior Exit Survey d) Departmental Pretest/Post test Examination in Health Education e) Praxis II - Health Specialty Examination f) 7 Year External Review Report Summary of Data Collected PILO #3 a) CHES Examination: Five students took the CHES Examination in the April/October 2013 test cycle. Administering & Managing Health Malone = National Average = Serve as a Resource: Malone = National Average = b) Supervisor Evaluation: Students are competent in administering & managing health education (3.75) & serving as a health education resource person (3.76). Scores in administering are similar to the previous year, and conducting research are insignificantly lower. c) Senior Exit Survey: Students think they are competent in administering & managing health education (3.19) & serving as a health Use of Results PILO #3 A: CHES Examination: Average Malone scores below National Average. Must address Administering & Managing Health Education, and Serve As A Resource Person. Four of the five students who did not pass the National Examination came from other majors, and only spent 2 full semesters in the major which included the internship. An adjustment has been made for students transitioning into the major from another discipline. Students must have completed the majority of the major coursework before completing an internship. This will immerse them in the curriculum of the field and prepare them for better internship experiences, and for the National CHES Examination. B: HED 435 Strategies & Practice in Health Promotion (A new course to strengthen administering & serving as a resource person) This course enabled students to identify, use and practice fundamental processes, techniques, strategies, and instructional methods related to health promotion in multiple settings. Existing resources were examined as well as the development of new resources to deliver health information to various audiences which has kept Supervisor Evaluations & Student Exit Surveys stable.. 8

9 resource person (3.09). Scores on administering are insignificantly lower than last year. d) Pretest/Post Test Results: indicate that students have increased their knowledge base for administering & managing health education & serving as a health education resource person in HED courses: 200, 300, 330, 425, 431, & 442 where these outcomes are major components of the courses (increases: HED 200(6.4%); 300(8.5%); 330(9.4%); 425(22.3%); 431(15.6%); & 442(14.2%). e) Praxis II Specialty Exam: Zero students took the PRAXIS Examination in the cycle. Needed score = 480 Malone Ave = 650 Ten Yr Ave = Range = C: Curriculum Changes in the Health Sciences Changes in curriculum were made in Spring 2014 as a result of Institutional Deletion of Academic Programs related to Cost Containment. The following change was made: Elimination of the School Education Major Program, BSE D: Increased Field Work Opportunities for Majors & Minors (to strengthen administering & acting as a resource person) 1) Aultman Ambassador Program Students have had and will continue to excellent hands-on experience doing field work related to collecting assessment data, and assisting professionals in a school wide wellness study & development & delivery of wellness programming. 2) Medicaid Open Enrollment Students participated in Medicaid Open Enrollment at various designated sites in the Canton area. This gave students opportunities to learn how to work as a team and one-on-one with clients in a health care setting. 3) Student Participation in Poster Session at the Ohio Health Summit Columbus A senior student had the opportunity to help write the abstract for the research poster session submission for the summit. The poster session was accepted. The student also had the opportunity to present the poster as part of a team of faculty who attended the summit. 9

11 Program Intended Learning Outcomes (PILO) Means of Program Assessment & Criteria for Success Summary of Data Collected Use of Results PILO #4 PILO #4 PILO #4 PILO #4 4) Communicate & advocate for health and health education a) National Certified Health Education Specialist Examination (CHES) b) Supervisor Evaluation of Student Health Educators c) Student Intern/ Educator Senior Exit Survey d) Departmental Pretest/Post test Examination in Health Education e) Praxis II - Health Specialty Examination f) 7 Year External Review Report a) CHES Examination: Five students took the CHES Examination in the April/October 2013 test cycle. Communicating & Advocating: Malone = 6.60 National Average = 7.31 b) Supervisor Evaluation: Students are competent in communicating & advocating for health education (3.69). Score is similar to previous year. c) Senior Exit Survey: Students think they are competent in communicating & advocating for health education (3.06). Scores are somewhat lower than last year. d) Pretest/Post Test Results: indicate that students have increased their knowledge base for communicating & advocating for health A: CHES Examination: Average Malone scores below National Average. Must address Communicating & Advocating. Four of the five students who did not pass the National Examination came from other majors, and only spent 2 full semesters in the major which included the internship. An adjustment has been made for students transitioning into the major from another discipline. Students must have completed the majority of the major coursework before completing an internship. This will immerse them in the curriculum of the field and prepare them for better internship experiences, and for the National CHES Examination. B: HED 435 Strategies & Practice in Health Promotion (A new course to strengthen communicating & advocating) This course will explore the delivery of health education through identification, use and practice of the fundamental processes, techniques, strategies, and instructional methods as it relates to health promotion in multiple settings. Students will be examine existing resources and will participate in developing new resources to deliver health information to various audiences which has kept Supervisor Evaluations & Student Exit Surveys stable.. 11

12 education in HED courses: 200, 300, 330, 425, 431, & 442 where these outcomes are major components of the courses (increases: HED 200(6.4%); 300(8.5%); 330(9.4%); 425(22.3%); 431(15.6%); & 442(14.2%). e) Praxis II Specialty Exam: Zero students took the PRAXIS Examination in the cycle. Needed score = 480 Malone Ave = 650 Ten Yr Ave = Range = C: Curriculum Changes in the Health Sciences Changes in curriculum were made in Spring 2014 as a result of Institutional Deletion of Academic Programs related to Cost Containment. The following change was made: Elimination of the School Education Major Program, BSE D: Increased Field Work Opportunities for Majors & Minors (to strengthen communicating & advocating) 1) Aultman Ambassador Program Students have had and will continue to excellent hands-on experience doing field work related to collecting assessment data, and assisting professionals in a school wide wellness study & development & delivery of wellness programming. 2) Medicaid Open Enrollment Students participated in Medicaid Open Enrollment at various designated sites in the Canton area. This gave students opportunities to learn how to work as a team and one-onone with clients in a health care setting. 3) Student Participation in Poster Session at the Ohio Health Summit Columbus A senior student had the opportunity to help write the abstract for the research poster session submission for the summit. The poster session was accepted. The student also had the opportunity to present the poster as part of a team of faculty who attended the summit. 12

14 National Certified Health Education Specialist Exam (CHES #2) (n=5) (n=1) (n=0) (n=0) (n=2) (n =5) Mean Mean Mean Mean Mean Mean Nat MU Nat MU Nat MU Nat MU Nat MU Nat MU Responsibility I Responsibility II Responsibility III Responsibility IV Responsibility V Responsibility VI Responsibility VII Nat MU Nat MU Nat MU Nat MU Nat MU Nat MU Total Score Pass Rate (%) Nat = National MU = Malone University 14

15 Average on Overall Responsibility Supervisor Evaluation of Student Health Educators (CHES #3) Please rank the Student Health Educator on the 7 National Responsibilities identified below. Please circle the appropriate response using the scales provided. Not Very Not Competent Competent Observed Responsibility Overall (n =) (n =) (n =) (n =) (n = ) (n = 7) _ X SD X SD X SD X SD X SD X SD X SD I II III IV V VI VII AREAS OF RESPONSIBILITIES: The entry-level health educator, working with individuals, groups, and organizations is responsible for: I: Assess needs, assets & capacity for health education II: III: IV: Plan health education Implement health education Conduct evaluation & research related to health education V: Administer & manage health education VI: VII: Serve as a health education resource person Communicate & advocate for health & health education 15

16 Average on Overall Responsibility Student Intern/Educator Senior Exit Survey (CHES #3) Please rank yourself as a Student Health Educator on the 7 National Responsibilities identified below. Please circle the appropriate response using the scales provided. Not Very Not Competent Competent Observed Responsibility Overall (n=8) (n=8) (n=7) (n=6) (n = ) (n = 9) _ X SD X SD X SD X SD X SD X SD X SD I II III IV V VI VII RESPONSIBILITIES: The entry-level health educator, working with individuals, groups, and organizations is responsible for: I: Assess needs, assets & capacity for health education II: III: IV: Plan health education Implement health education Conduct evaluation & research related to health education. V: Administer & manage health education VI: VII: Serve as a health education resource person Communicate & advocate for health & health education 16

17 Results of the Departmental Pre Tests and Post Tests Fall 2013 Spring 2014 Increase or Pre Test (n=15) Post Test (n=9) Reduction % of % of Correct # of _ Correct # of _ Course Answers Questions X SD Answers Questions X SD +/-% HED 200 Phil/Foundations 58.5% (13) % (13) % HED 220 Core Concepts 61.9% (37) % (37) % * Questions incorporated From: HED 357 Death/Dying HED 373 Health & Aging HED 382 Health Psych EDUC 436 Meth/Mat HED 300 Community Health 41.50% (18) % (18) % HED 330 Org of School Health 46.1% (15) % (15) % HED 342 Illness and Disease 33.7% (17) % (17) % HED 361 Drug Education 43.3% (16) % (16) % HED 372 Environment 49.8% (19) % (19) % HED 425 Health & Sexuality Education 44.4% (21) % (21) % HED 431 Program Planning 43.5% (23) % (23) % HED 442 Epidemiology 42.9% (21) % (21) % *Courses either specific to School Health Education or Community Health Education. Questions developed form common themes/topics in HED