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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.
A. PROGRAM LEARNING OUTCOMES (PLOS):
The student will be able to:
B. STUDENT LEARNING OUTCOMES (SLOS) - GENERAL
The student will be able to:
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
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 |
D. COURSE CONTENT
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
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