Health 220
Introduction to Health Education and Health Promotion
Block 1

Instructor:      Larry A. Papenfuss, Ph.D., CHES
Office:      223 Outreach Center
E-Mail:      papenfus@cord.edu
Homepage:     http://www.cord.edu/faculty/papenfus/
Office Hours:     MWF 10:45-11:45 & 1:30-2:30
                            T 10:45-12:45 & TTh  2:45- 4:45  and by appointment.
*Supervision of student teachers and committee work sometimes take precedence over my scheduled office hours so it is always best to make an appointment.

Required Text:
Community Health Education, Breckon, Harvey & Lancaster, Aspen Publ., 4th Edition, 1998, ISBN 0-8342-0987-X.
Community Health Promotion Ideas That Work, Kreuter et al., Jones and Bartlett, 1998, ISBN 0-7637-0408-3.

Academic Integrity:
Honesty and integrity are important values in this learning community and are expected in this course.  Violations of this policy (e.g. cheating or plagiarism) will result minimally in failure of the exam or assignment and report to the Academic Dean, and maximally, in failure of the course.

Course Competencies:
1.  define health, health education, and health promotion.
2.  identify the leading causes of death, major determinants of health, and CDC six priority behaviors.
3.  list the goals of the National Health Objectives and describe examples of each of the three types of objectives.
4.  describe the major responsibilities and competencies of entry-level health educators as defined by the NCHEC.
5.  discuss the benefits of membership in professional organizations and identify the organization/s that best suit your career choice.
6.  apply the Code of Ethics for the Health Education Profession to case studies and explain the values upon which the profession was founded.  Discuss how these values relate to the concept of vocation.
7.  explore the various settings for health educators and the specific preparation, skill requirements, and responsibilities required in each setting.
8.  describe the PRECEED, PROCEED, and PATCH program planning models.
9.  complete an educational diagnoses and community resource inventory for a given national health objective.
10.  conduct a literature search related to one of the national health objectives in Healthy People 2000.
11.  prepare a presentation using PowerPoint software describing your national health objective, educational diagnosis, community resource inventory, recommendations for interventions, and sample evaluation.
12.  write measurable objectives.
13.  describe the types of evaluation.

Course Requirements:

1.  Philosophy of Health        10 pts.
After reading Ch. 1-3, What is Health Promotion?, Philosophical Trends in Health Education, and looking at the historical list of definitions, TYPE a 2-4 page paper responding to the following four questions:  1.)  Which definition/s of Health and Health Education do you like best and why?  2.)  Who do you feel exerts more control over health behavior -- the individual or the environment?  Give an example to support your answer.  3.)  As a health educator, what will be most important for you to communicate to your clients and how will you best be able to help others to lead a healthy lifestyle?  4.)  Which of the five models described in the Philosophical Trends article is closest to your own and why?
(Reference:  NCHEC Resp. #7 A and #1 B;  HPE Dept #3; MN B1)

2.  Reading Quizzes         30 pts.
Three reading quizzes will be given this block that will consist of multiple choice, true/false and fill in the blank questions.  Questions will cover the reading assignments.  Each quiz will be worth 10 points.
Study Guides Quiz #1 (Ch. 1-3, Kreuter Ch. 1 - Finding True North, Saunders and Welle articles)
Study Guide Quiz #2 (Ch. 15, 17, 27, Appendix A and Kreuter Ch. 3 - Discovering the Causes)
Study Guide Quiz #3 (Ch. 4 & 6-14 and Code of Ethics)
(Reference:  HPE Dept. #3; MN B2, D2)

3.  Behavioral and Educational Diagnoses        20 pts.
Your group will be responsible for conducting a detailed educational diagnosis that consists of identifying a priority health behavior and then analyzing the Contributors to the Risk Factor (worksheet 1) and the Priority Risk Factors & Intervention Methods (worksheet #2).  Each inividual in your group is to complete the worksheets independently.  Then your group will meet to summarize your conclusions into one set of worksheets to be turned in along with a 1-3 page typed paper outlining:  A.) which factors are the most important and changeable causes/contributors to the behavior and why (see Figure 3.5 on p. 75 in Kreuter).  B.) which activities/strategies/methods/interventions might work best for changing the behavior and why.
(Reference:  NCHEC Resp. # 3 B and #1 B;  HPE Dept. #2; MN A, B4, C2, E)

4.  Observation and Contact with Moorhead Junior High School        10 pts.
You will individually be responsible for contacting Jo Larson at Moorhead Jr. High School to arrange for a visit to observe a 7th grade health class.  This visit will serve as an initial contact for a service-learning project for students enrolled in next blocks Health 340 class.  Health 340 students will serve as teaching assistants assigned to a group of seventh graders to help them develop drug and alcohol presentations that the 7th graders will deliver to a local elementary class.
This project will culminate in Feb. 2003 with an opportunity for you to present at the Central District AAHPERD convention in Fargo.  The initial contact will be verified with a form to be distributed in class.  You can contact Jo at:   jolarson@moorhead.k12.mn.us  or view the school webpage at:  http://www.moorhead.k12.mn.us/www/schools/junior_high/index.htm

5.  Ethics Case Studies        10 pts.
In groups, you will be assigned an ethics case study.  Your group will be responsible for leading the class discussion of this case study (approx. 10 minutes).  Every class member will have copies of each case study and be asked to read the case in advance to prepare them for your discussion.  Your group will also type a 1-3 page paper that describes: a.) what your group thinks are the major issues? (see the Issues and Discussion sections);  b.) what would you do and why? (there may not be uniform agreement here);  c.) what sections of the Code of Ethics for the Health Education Profession pertain to this case?
(Reference:  NCHEC Resp. # 10 C and # 7 B;  HPE Dept. #3)

6.  Professional Organization Review         10 pts.
Choose one of the professional organizations (see links below) that most interests you.  Research that organization via the Internet, professional journals, and/or interviews with members. What type of health educators are best served by this organization?, What is its mission/purpose, benefits to members, costs to join (professional and student rates), and why this organization may be best suited to you?  Then obtain a copy of the journal produced by this organization (you may have to use interlibrary loan).  Locate an article from this journal that is of professional interest to you.  Summarize the organizational information and a brief description of the article in a one-page handout for the class and be prepared to share your findings in class.
*Note:  You can receive 5 bonus points anytime during the block by verifying that you have actually joined one of the professional organizations.
(Reference:  NCHEC Resp. #10 B;  HPE Dept. #1)

7.  Literature Search         30 pts
Your group will develop a literature search plan for researching the national health objective/s you selected and the results of your educational diagnosis (discovering the causes).  Each individual member of the group will be responsible for 10 sources related to your objective/diagnosis.  The two main research questions are:  1.)  What does the research say are the Predisposing, Enabling and Reinforcing Causes of this problem, and 2.)  What does the research say would be most effective kind of educational intervention to improve the health status of your target population regarding this objective?
Your group will turn in a title page that summarizes your objective and results of your education diagnosis.  Each individual will type 10 abstracts that will include:  1.)  the citation using APA style; 2.)  a summary of the article; and  3.)  discussion of its relevance ie. Does it verify the findings of your educational diagnosis, describe successful interventions, make you thnk about either in different ways?  References will be graded on relevance, reliability of source, abstract or summary, and reference (APA style).
(Reference:  NCHEC Resp. # 8 A, #6 A, B, C, and # 1 A;  HPE Dept. # 1 and 2; MN A, C, C1, C5)

8.  PowerPoint Presentation       30 pts.
Using the results of your educational diagnosis and literature search, your group will prepare a PowerPoint presentation describing your efforts.  These will be presented to the class and submitted to Dr. P. on disk.  I would encourage each group member to make a personal copy to include in your portfolios.  To insure some uniformity I suggest:

Prepare an outline for each member of the class using the six slides per view printing option in PowerPoint.  Presentations will be graded on the criteria of content, individual presentation skills, and use of PowerPoint.  You will have approximately 25 minutes.  Evaluation criteria.
(Reference:  NCHEC Resp. #2 B, C, and D and # 3 A;  HPE Dept. # 2, 3, and 4 (T & NT); MN C5)

9.  Final Exam        30 pts.
The final exam is comprehensive with emphasis on material presented in class (as opposed to the reading).  The format is short answer/short essay.   Study Guide
(Reference:  HPE Dept. #3)

LINKS RELATED TO THIS COURSE
Healthy People 2010
Healthy People 2010
Leading Health Indicators
Search Objectives

Professional Organizations
American College of Sports Medicine (ACSM)
American Alliance of Health, Physical Education, Recreation and Dance (AAHPERD)
American School Health Association (ASHA)
American College Health Association (ACHA)
American Public Health Association (APHA)
Society for Public Health Education (SOPHE)
National Athletic Training Association (NATA)
Association for Worksite Health Promotion (AWHP)
National Strength and Conditioning Association (NSCA)

Miscellaneous:
National Commission for Health Education Credentialing (NCHEC)
Assoc. of State & Territorial Directors of Health Promotion & Public Health Ed.
National Center for Health Statistics
National Health Information Resource Center
Wellness Councils of America

Grading:
180 Points Possible
93%  A = 167 pts.         83%  B = 149 pts.            73%  C = 131 pts.           63%  D = 113 pts.
90%  A- = 162 pts.        80%  B- = 144 pts.          70%  C- = 126 pts.          60%  D- = 108 pts.
86%  B+ = 155 pts.       76%  C+ = 137 pts.         66%  D+ = 119 pts.        <60%  F below 108 pts.