PH 241-Case Studies and Special Issues in Health Promotion

Course Description:
This course has two major intentions. Firstly to expose students to a range of health promotion planning and evaluation instruments, techniques and methods. Secondly, and in conjunction with the first intention, to examine a range of health promotion programs and cases, particularly cases that do not fit in easily with a broad approach to health promotion studies.

  • Prerequisite Courses: PH 141 or Instructor’s permission

A. PROGRAM LEARNING OUTCOMES (PLOS):
The student will be able to:

  1. Recognize, describe and discuss and research about the basic public health science facts and principles;
  2. List, discuss and demonstrate the essential public health functions and their interrelationships at community and district level;
  3. Describe, discuss and research adult, children and family health issues;
  4. Discuss and demonstrate an understanding and practice of some generic public health competencies;
  5. Demonstrate proper public health skills for public health practice in the community as a national public health officer;
  6. Discuss and demonstrate community and cultural sensitivity in the health care environment;
  7. Describe, discuss and research the health determinants and problems of adults, children and families;
  8. Demonstrate proper cardio-pulmonary resuscitation and first aid techniques and other healing and patient care abilities;
  9. Demonstrate the ability and discuss how to make a community diagnosis of the determinants of health in a community;
  10. Identify and demonstrate good public health practice;
  11. Have had work experience at a public health specialty at community and national levels.

B. STUDENT LEARNING OUTCOMES (SLOS) - GENERAL
The student will be able to:

  1. Describe the basics of planning, implementing and evaluating health promotion programs
  2. Apply a range of theoretical and practical skills needed to plan, implement, and evaluate health promotion programs in a variety of settings
  3. Describe and discuss how basic health promotion activities fit into the overall activities of a specific population group or network
  4. Draw up conclusions and lessons learned from the health promotion programs and cases, particularly those that do not fit in easily with a broad approach to health promotion studies

SLO

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PLO 8

PLO 9

PLO 10

PLO 11

1

M

D

 

 

D

 

 

 

 

D

 

2

M

D

 

 

D

 

 

 

 

D

 

3

M

D

 

 

D

 

 

 

 

D

 

4

M

D

 

 

D

 

 

 

 

D

 

I = Introduced
D = Demonstrated
M = Mastered

C. STUDENT LEARNING OUTCOMES (SLOS) – SPECIFIC
The student will be able to:

General SLO 1: Describe the basics of planning, implementing and evaluating health promotion programs

Student Learning Outcomes

Assessment strategies

1.1. Identify and explain each of the social issues and health problems with multiple and interacting determinants

Group discussions and oral reports to be graded according to a specified rubric

Direct and multiple choice questions in examinations and quizzes

1.2. Describe the heterogeneous nature of human populations, each with its unique culture, traditions, politics, demographic composition and socioeconomic conditions

Group discussions and oral reports to be graded according to a specified rubric

Direct and multiple choice questions in examinations and quizzes

1.3. Outline the instruments, techniques and methods used in planning, implementing and evaluating health promotion programs

Group discussions and oral reports to be graded according to a specified rubric

Direct and multiple choice questions in examinations and quizzes

General SLO 2: Apply a range of theoretical and practical skills needed to plan, implement, and evaluate health promotion programs in a variety of settings

Student Learning Outcomes

Assessment strategies

2.1. Explain how students perceive the increasingly sophisticated and demanding target audiences for assessments and interventions

Group discussions and oral reports to be graded according to a specified rubric

Direct and multiple choice questions in examinations and quizzes

2.2. Explain why there is the need to reconcile and integrate scientific evidence from afar with idiosyncratic data and preferences from the local situation

Group discussions and oral reports to be graded according to a specified rubric

Direct and multiple choice questions in examinations and quizzes

2.3. Demonstrate the skills necessary to plan and implement health promotion interventions effectively and to evaluate their outcomes.

Group discussions and oral reports to be graded according to a specified rubric

Direct and multiple choice questions in examinations and quizzes

General SLO 3: Describe and discuss how basic health promotion activities fit into the overall activities of a specific population group or network.

Student Learning Outcomes

Assessment strategies

3.1. Describe and give examples on how basic health promotion principles and activities fit into the overall activities of a specific population group in a given case study

Group discussions and oral reports to be graded according to a specified rubrics

Direct and multiple choice questions in examinations and quizzes

3.2. Explain how comprehensive the health promotion activities are in each of the case study examples

Group discussions and oral reports to be graded according to a specified rubrics

Direct and multiple choice questions in examinations and quizzes

3.3. Comment on the outcomes (both successes and failures) of each given case study.

Group discussions and oral reports to be graded according to a specified rubrics

Direct and multiple choice questions in examinations and quizzes

General SLO 4: Draw conclusions and lessons learned from the health promotion programs and cases, particularly those that do not fit in easily with a broad approach to health promotion studies

Student Learning Outcomes

Assessment strategies

4.1. Identify lessons learnt from each health promotion program/ case study within the Pacific context

Group discussions and oral reports to be graded according to a specified rubric

Direct and multiple choice questions in examinations and quizzes

4.2. Identify and explain the different issues in health promotion program and how to overcome such issues and implement them in the local context.

Group discussions and oral reports to be graded according to a specified rubric

Direct and multiple choice questions in examinations and quizzes

D. COURSE CONTENT

  1. Planning, Implementing and Evaluating Health Promotion Programs
    This part introduces students to proceed in the planning, monitoring and evaluation of health promotion models and provides regional examples and accounts of how and in which circumstances these models are applied. The following topics will be introduced:
    1. Introduction to and rationale for project monitoring – monitoring instruments
    2. Planning health promotion programs: instruments, techniques and methods
    3. Implementing health promotion programs: instruments, techniques and methods
    4. Evaluating health promotion programs: instruments, techniques and methods
  2. Special Issues Related to Health Promotion and Case Studies
    This part reviews a series of health promotion programs which have been run to promote health and wealth of different groups of people or communities. Special emphasis is placed on the context of the Pacific communities. Case studies of health promotion activities targeting specific population groups; various models of health promotion programs; comparisons of such programs from the planning, implementing and evaluating perspectives will be reviewed and discussed. Topics to be covered include:
    1. Introduction to the rights of the child
    2. Child health promotion and case study
    3. Introduction to youth studies
    4. Youth health promotion and case study
    5. Introduction to gerontology
    6. Health promotion for the elderly
    7. Women’s issues in health promotion
    8. Case studies in women’s health promotion
    9. Health promotion and poverty

E. METHODS OF INSTRUCTION

  1. Lectures: in-class lectures followed by group discussions and activities relevant to the topics presented

F. REQUIRED TEXT AND COURSE MATERIALS
McKenzie JF. et al. (2008). Planning, implementing and evaluating health promotion programs: A primer (5th ed.). San Francisco, California: Benjamin Cummings. (Or most recent edition)

G. REFERENCE MATERIALS
Cottrell RR., Girvan JT., McKenzie JF. (2009) Principles and foundations of health promotion and education (4th Ed.). San Francisco, California: Pearson, Benjamin Cummings. (Or most recent edition) Nutbeam D., Harris E. (2004). Theory in a nutshell (2nd Ed.). McGraw-Hill. (Or most recent edition). Selected readings on Case Studies - Health Promotion programs targeting different population groups and networks.

H. INSTRUCTIONAL COST
none

I. EVALUATION
none

J. CREDIT BY EXAMINATION
None

 

This website and all COM-FSM Internet based services are best viewed with Firefox 3.0 or better.
© Copyright 2014 College of Micronesia-FSM | Site Disclaimer
P. O. Box 159, Kolonia, Pohnpei, 96941 - (691) 320-2480
College of Micronesia-FSM is accredited by the Accrediting Commission for Community and Junior Colleges,
Western Association of Schools and Colleges, 10 Commercial Bldv., Suite 204, Novato, CA 94949, (415) 506-0234,
an institutional accrediting body recognized by the Council for Higher Education Accreditation and the U.S. Department of Education.
Additional information about accreditation, including the filing of complaints against member institutions, can be found at: www.accjc.org

feedback