Preparing Health Professionals to Target Community Health Needs via Theory-Driven Health

Transcription

1 Proposal Title Preparing Health Professionals to Target Community Health Needs via Theory-Driven Health Behavior Abstract Mobile applications (apps) are cost-effective tools for delivering education, resources, and skills related to daily health behaviors. are feasible tools for reaching low-income and minority populations. Despite an explosion of apps related to behavior change, few are based on theoretically derived constructs and empirical evidence. The purpose of this project is to develop online modules; training future health professionals to create theory-driven apps specifically targeted to community health needs. The modules will be incorporated into HLTH 4605: Community Health Strategies for Health Education (WI) and HLTH 6100: Intervention Strategies for School Health, with the ability to expand to other courses. Four modules, hosted on Blackboard, will include presentations, concise lectures on application of theory and technology, a curation of Lynda.com videos on app development, and links to relevant resources. Post-module content quizzes, pre- and post- evaluations of their intention to create apps, student focus groups, and faculty peer review will be used to make changes to the module after its implementation and to assess student learning outcomes. Enhanced material comprehension, increased confidence applying mobile health strategies and improved theory application are expected to be achieved by students upon completion of the modules. 1

2 Purpose/Objective Current educational pedagogy places strong emphasis on acquisition of 21 st Century Skills enabling students to be academically competitive and be successful. An important component is digital literacy, which represents a person s ability to perform tasks effectively in a digital environment. Mobile applications (apps) are cost-effective, digital tools for delivering education, resources, and skills related to daily health behaviors. They are an especially feasible tool for reaching low-income and minority populations. Despite an explosion of apps related to health behavior change, few have been based on theoretically derived constructs and empirical evidence. To best meet course objectives, apply theoretical concepts and fully integrate 21 st Century Skills, the proposed project would address hands-on digital literacy skills in an innovative format. The purpose of this project is to develop four online modules; training future health professionals to create theory-driven apps specifically targeted to community health needs. Project objectives include: 1) developing and organizing module content, activities, and resources in Blackboard; 2) developing performance assessments such as post-module quizzes, small-group app development, pre- and post-evaluations assessing intention to develop apps; 3) evaluating project effectiveness and provide continued improvements via student focus groups and faculty peer review. Enhanced material comprehension, increased confidence applying mobile health strategies and improved theory application are expected to be achieved by students upon completion of the modules. Project Description The proposed modules will (1) address the need for theory-driven behavior modification apps and discuss current available tools, (2) explain the logistics relating to app creation and 2

3 dissemination via a curation of Lynda.com videos, (3) provide instruction on theory-based strategies and application, and (4) discuss how to align theory with mobile technology. The modules will be loaded into Blackboard to best meet the needs of each course design and schedule (face-to-face vs online). Each module will include a lecture with additional screencapture recordings using Camtasia software, relevant Lynda.com videos, related handouts and resources, and a short assessment evaluating content mastery. will be created by students on their own computers by accessing free online software. The software allows individuals to create an app or use a template without any costs to students. App production costs would solely be an individual s responsibility should they want to disseminate their app and make it available in an app store. Mobile technology is highly used among college students, thus most students have their own smart phone, tablet, or other mobile device to develop and test their theory-driven creations. However, for those students who do not have access to technology, tablets on Apple, Google, and Microsoft platforms will be available for use. Need and Impact Students of various health disciplines learn health behavior theory and community strategies via their courses. However, skill-development related to theory-driven digital literacy is lacking. These skills are especially critical for health professionals as they work to target community health needs with limited funding. This cost effective strategy can be used by health professionals to reach low-income and minority populations. Students, who master these 21 st Century Skills, may be more marketable upon graduation. HLTH 4605: Community Health Strategies for Health Education is a writing intensive course which aims to prepare future health professionals to effectively communicate and affect norms and behaviors of communities by implementing theoretically sound programs. Similarly, 3

4 HLTH 6100: Intervention Strategies for School Health aims to address health needs within school settings. These courses provide the ability to reach approximately 150 students over the course of an academic year. Eventually the module will be shared with instructors of HLTH 4323: Methods in Health; augmenting its reach to include additional health professions. Course % Impacted Level Size Term(s) HLTH 4605: Community Health Strategies for Health Education 50% Junior/Senior 40 F,S,SS HLTH 6100: Intervention Strategies for School Health 100% Junior/Senior 30 F IRB has been initially been submitted. UMCIRB Final submission will be made if the grant is approved and funded. Enhanced material comprehension, increased confidence applying mobile health strategies and improved theory application are expected to be achieved by students upon completion of the modules. Schedule of Activities and their Proposed Deadlines Week 1-2 Organize and formulate the learning modules, content, resources, and curate Lynda.com materials. Week 2-3 Develop the post-module quizzes and design the small-group app project, rubric and peer-evaluation. Week 4 Week 5-6 Fall 2014 Program faculty will evaluate module content and consistency. Make suggested changes, develop focus group scripts, and finalize project. Incorporate modules in HLTH 4605 and HLTH 6100 while continuing to revise and use in subsequent semesters. The time necessary to create the learning modules, devise the content, curate materials, develop assessments, and create examples will require significant contribution, not available during the regular semester due to an already full research, teaching, and service load. Evaluation Plan 4

5 Enhanced material comprehension, increased confidence applying mobile health strategies and improved theory application are expected to be achieved by students upon completion of the modules. Each of the modules will include a short assessment to evaluate mastery of the content. After the final module, student will complete a small group project on creating a theory-driven app addressing a local health disparity and be assessed via an analytic rubric. Students will also peer-evaluate apps on theory constructs, content, and health skill. Prior to beginning the module, and again upon completion, students intention to create apps will be assessed. Likert-scale questions will be based upon constructs of the Theory of Planned Behavior such as Are you likely or unlikely to create a theory-driven app to address a health behavior? (behavioral intention), Do you see app usage in the community as a benefit towards changing behaviors or a hindrance? (attitude), Do you agree or disagree that community members will embrace app usage? (subjective norm), and Do you believe you have the skills to successfully create and apply your own theory-driven app in the community? (perceived behavioral control). Two focus group sessions comprising of 3-4 students for a length of 45 minutes will be administered. The intent of these sessions is to allow students to give in-depth feedback on the effectiveness of the modules and performance activity. All sessions will be audio recorded and transcribed. Questions will include items such as In your opinion, did the modules effectively identify tools for app creation?, Did you feel the module adequately guided you through the theory-driven app creation process?, and What improvements do you suggest for the continued development of this material? Additionally, health faculty will peer evaluate the modules and provide feedback in the form of open ended questions. Questions will include In your opinion, how effective are these modules?, and How would these modules impact your teaching practices? 5

6 East Carolina University TEACHING GRANTS COMMITTEE Budget for a 2015/2016 Teaching Grant Item Funding Requested *Funds from Other Sources a) Honoraria $ $ b) Educational/Research Supplies $ $ c) Travel Expenses - Registration fees $ $ Travel Expenses - other $ $ d) Communication - Telephone $ $ Communication - Postage/mail $ $ e) Printing $ $ f) Other Services $ $ (engraving, ads, food, services) g) Equipment - under $ $ 520 $ Equipment - over $ $ $ TOTAL $ 3,580 $ Student wages are not an allowable expense. Projects expenses are subject to funding availability. *Identify Other Funding Sources: 6

7 East Carolina University TEACHING GRANTS COMMITTEE Budget Justification for a 2015/2016 Teaching Grant Item Funding Requested *Funds from Other Sources a) Honoraria $ $ b) Educational/Research Supplies $ $ c) Travel Expenses - Registration fees $ $ Travel Expenses - other $ $ d) Communication - Telephone $ $ Communication - Postage/mail $ $ e) Printing $ $ f) Other Services $ $ (engraving, ads, food, services) g) Equipment - under $ $ 520 $ 1. AV Cables - $120 - Used to connect tablets to monitors, screens, audio recording equipment. Will be used for module development and data collection. 2. Apogee MiC Microphone - $250 Microphone to use with tablet for focus group recording. May also be used by students for the development of certain app features. 7

8 3. Tablet Cases - $150 To protect Apple, Google and Microsoft tablets from student use. h) Equipment - over $ $ 3,060 $ 1. Samsung Galaxy Tab Pro $650 Used to develop theory-driven Google platform apps, demonstrate and test apps, and screen capture content development examples for modules. Also used for student project peer-evaluation. 2. ipad Air 2- $750 - Used to develop theory-driven Apple platform apps, demonstrate and test apps, and screen capture content development examples for modules. Also used for student project peer-evaluation. 3. Microsoft Surface Pro 3 - $1,660 - Used to develop theory-driven Microsoft-platform apps, demonstrate and test apps, and screen capture content development examples for modules. Also used for student project peer-evaluation. Will also be used to collect and analyze focus group data. Note: Three different tablets are being requested, one for each major platform, Google, Apple, and Microsoft. The modules will cover instruction on all three platforms. This gives students the ability to write in the platform they feel most comfortable. These tablets will be made available to the small groups to build, demonstrate and test their apps. They will also be used during the app peer-evaluation. 8

9 Appendices (a) Course currently teaching: HLTH 3020 Health Disparities HLTH 3244 Practices & Procedures in Health for Elementary School HLTH 4324 Internship in Health Education HLTH 6000 Foundations of School Health Education HLTH 6100 Intervention Strategies for School Health Education HLTH 6503 Curriculum, Instruction, and Assessment in Health Education Scholarly interests include developing and applying innovative techniques and technologies to assist health skill acquisition and risk-behavior prevention. I do not have release time or compensatory time during the proposed project. (b) N/A (c) N/A (d) N/A 9