PH 343 Settings Approach and Healthy Public Policy in Health Promotion

Course Description:
This course explores the range of health promotion activities, focusing on the “settings approach” toward health promotion. Specific examples are drawn from South Pacific settings such as villages, schools, workplaces, market places and health care facilities are studied within the overall context of the “Healthy Islands”. The course covers formal health policy formulation and analysis and the role of health policy in reducing poor health and addressing individual, family and community health needs.

  • Prerequisite Courses: Eligible to enter 3rd Year CAPH

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

  1. Recognize, describe and discuss and research about the basic principles and practices of the specialty.
  2. List, discuss and demonstrate the essential public health functions or the specialty and its interrelationships with the other specialties and health disciplines at community and national levels.
  3. Describe, discuss and research adult, children and family health issues at community level.
  4. Discuss and demonstrate an understanding and practice of the specialty public health competencies.
  5. Demonstrate proper public health skills for its practice in the community as a national specialty practitioner.
  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 (CPR) and first aid techniques and other healing and patient care abilities.
  9. Demonstrate the ability and discuss how to conduct a community diagnosis and need assessment of the health determinants of the specialty in a community.
  10. Identify and demonstrate good practice in the specialty.
  11. Have had management, planning experience and leadership role at a public health specialty at community and national levels.

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

  1. Explain and discuss the development, conceptualization, and practice of health promotion within the concept of the "settings approach".
  2. Understand the roles of the family as a micro-social institution and the school as settings for health promotion.
  3. Understand the strengths and weaknesses, with regard to the workplace and the clinical general practice, of these settings for health promotion efforts, and describe barriers and opportunities that are present in these settings.
  4. Discuss the utilization of policies at government level and understand the current key challenges for health promotion and potential future directions for practice and research.

SLO

PLO 1

PLO 2

PLO 3

PLO 4

PLO 5

PLO 6

PLO 7

PLO 8

PLO 9

PLO 10

PLO 11

1

D

 

 

 

 

 

 

 

M

D

 

2

 

 

 

D

 

 

 

 

D

 

 

3

 

 

 

 

 

D

 

 

D

 

 

4

D

 

 

M

 

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: Explain and discuss the development, conceptualization, and practice of health promotion within the concept of the “settings approach”.

Student Learning Outcomes

Assessment strategies

1.1 Define “health promotion”.

Direct questions on course quizzes and examinations.

1.2 Outline different “settings” and describe the most appropriate health promotion strategies for each setting.

Direct questions on course quizzes and examinations./p>

General SLO 2: Understand the roles of the family as a micro-social institution and the school as settings for health promotion.

Student Learning Outcomes

Assessment strategies

2.1 Explain how families, villages, schools, and communities at large function as potential settings for health promotion.

Group discussion and assignments to evaluate various settings. Class project to design a health promotion intervention for a setting of students’ choosing.

2.2 Compare and contrast advantages and disadvantages of using families, villages, schools, and communities at large as settings for health promotion activities.

Group discussion and oral report to be graded according to a specified rubric.
Direct and multiple choice questions in quizzes and exam.

2.3 Outline the integrative view of family in health promotion

Group discussion and oral report to be graded according to a specified rubric.
Direct and multiple choice questions in quizzes and exam

2.4 Explain the key features youth-targeted health promotion programs.

Group discussion and oral report to be graded according to a specified rubric.
Direct and multiple choice questions in quizzes and exam.

General SLO 3: Understand the strengths and weaknesses, with regard to the workplace and the clinical general practice, of these settings for health promotion efforts, and describe barriers and opportunities that are present in these settings.

Student Learning Outcomes

Assessment strategies

3.1. Define “community” and describe the difficulties in using the term “community”.

Direct essay questions on course quizzes and examinations. Group discussion of various settings for health promotion.

3.2 Summarize the main approaches to community-based health promotion.

Group discussion and oral report to be graded according to a specified rubric.
Direct and multiple choice questions in quizzes and exam.

3.3 Outline common challenges to using a community-based health promotion strategy.

Group discussion and oral report to be graded according to a specified rubric.
Direct and multiple choice questions in quizzes and exam.

3.4 Define the three main approaches to improving health in the workplace.

Group discussion and oral report to be graded according to a specified rubric.Direct and multiple choice questions in quizzes and exam.

3.5 Explain the special considerations that must be given to health promotion activities undertaken in clinical institutions.

Group discussion and oral report to be graded according to a specified rubric. Direct and multiple choice questions in quizzes and exam.

General SLO 4: Discuss the utilization of policies at government level and understand the current key challenges for health promotion and potential future directions for practice and research.

Student Learning Outcomes

Assessment strategies

4.1. Summarize the various dimensions of policy feedback.

Assignment on governmental policy and group discussion. Examination questions.

4.2. Outline an example of how policy has dealt with health promotion through environmental controls.

Assignment on governmental policy and group discussion. Examination questions.

4.3 Describe areas of health promotion in government that are still unresolved.

Assignment on governmental policy and group discussion. Examination questions.

D. COURSE CONTENT

  1. The Settings Approach to Health Promotion
    1. Introduction to health promotion
    2. Explanation of the benefits to focusing on settings of initiatives
    3. Social science perspective on the settings approach
  2. Homes and Families as Health Promotion Settings
    1. Rationale for focusing on the family
    2. Family-focused health promotion activities
    3. Examples of health promotion programs for the family
  3. The School as a Setting for Health Promotion
    1. Rationale for focusing on the youth
    2. Using schools as a setting to promote health
    3. Multiple components of school health promotion
    4. Examples of effective school health promotion programs
  4. Promoting the Determinants of Good Health in the Workplace
    1. Rationale for focusing on workplace health
    2. Approaches to improving workplace health
  5. The Health Care Institution as a Setting for Health Promotion
    1. Rationale for focusing on health care institutions
    2. The effects of health promotion services offered within health care institutions
    3. The culture of health care institutions, and ways of working effectively with them
  6. Health Promotion in Clinical Practice
    1. Rationale for focusing on clinical practices
    2. Incorporating health promotion into clinical practice
    3. Assisting physicians with health promotion activities
  7. Community as a Setting for Health Promotion
    1. Problems in the use of the term “community”
    2. Engaging a community in health promoting activities
    3. Models of community organization
    4. Examples of effective community organization for health
  8. The State as a Setting
    1. Rationale for health promotion at the state level
    2. The historical context of health promotion policy and current challenges
    3. Examples of public health policy

E. METHODS OF INSTRUCTION

  1. Lectures: in-class lectures
  2. Group discussions and exercise on the critical review of the research methods, findings and evidence from selected samples of clinical studies.
  3. Student project on assigned topics of research

F. REQUIRED TEXT AND COURSE MATERIALS
Poland PD., Green LW., Rootman I. (2000). Settings for health promotion: Linking theory and practice (1st ed.). London, England: Sage Publications Inc. (or most recent edition)

G. REFERENCE MATERIALS
McKenzie JF. et al. (2008). Planning, implementing and evaluating health promotion programs: A primer (5th ed.). San Francisco, California: Benjamin Cummings. (Or latest edition)
Katz J., Peberdy A., Douglas J. (2001) Promoting health: Knowledge and practice (2nd Ed.). London, England: Palgrave Macmillan. (Or most recent edition)

H. INSTRUCTIONAL COST
none

I. EVALUATION
None

J. CREDIT BY EXAMINATION
None

 

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