THE UNIVERSITY OF MONTANA
Department of Health and Human Performance
HHP 541 (C): Program Planning in the Community Health
TBA
McGill 135
Semester:
Instructor:
Phone:
Office:
Email:
Office Hours:
Spring
Dr. Laura Dybdal
243-6988
MCG 134
Laura.Dybdal@mso.umt.edu
M/W 1-3 or by appointment
COURSE DESCRIPTION:
HHP 541 is designed to provide students with an overview of the issues, approaches, and
techniques health professionals utilize in planning and implementing programs to assist
communities in improving health. Class content will be presented and applied within the
framework of program planning utilizing the PRECEDE-PROCEED model. A research project
that applies program planning skills (needs analysis, data collection methodology, theory
application, strategy development, and evaluation methods) is required. In addition, the
information and activities in this class prepares students for the CHES exam. HHP 541 is coconvened with the undergraduate program planning class (HHP 441).
HHP 541 is “hands on” and time intensive. Students must be prepared to set time aside weekly
for applied fieldwork and writing. Students will also have weekly quizzes. Assignments will
include engaging in Community Health research & fieldwork and writing a program
plan/working on a group project through-out the semester and presenting the plan at the end of
the semester.
INSTRUCTIONAL METHODS:
This course utilizes a variety of instructional methods. Lecture, class discussion, group process,
population/field research, and an in-class graduate student colloquium & presentation will be the
methods utilized.
COURSE OBJECTIVES:
Upon completion of this course, students will be able to:
1.
2.
3.
4.
3.
describe the evolution of program planning.
identify different models for program planning.
identify components of the PRECEDE-PROCEED model.
define cultural competence & explain how it applies to planning programs
explain basic epidemiological principles and their role in research & developing
prevention programs.
4.
5.
6.
7.
8.
9.
10.
11.
12.
demonstrate the knowledge and research skills to develop a needs assessment
triangulate needs assessment methods in target populations
develop goals & measurable objectives for a specific prevention program
apply multiple health behavior theories to prevention strategies
develop multi-level prevention & intervention strategies
identify research & evaluation designs and methods and develop an evaluation plan
determine measurable indicators for process, impact, and outcome evaluation
apply the conceptual framework of the PRECEDE-PROCEED model to a multi-level &
comprehensive population-based program plan
describe their role & responsibilities as mentors for the undergraduate program plan
projects
TEXTS:
Health Program Planning
Authors: Green, LW & Kreuter, MW (4th Edition)
Needs and Capacity Assessment Strategies for Health Education & Health Promotion
Authors: Gilmore, GD & Campbell, D. (3rd Edition)
ADDITIONAL READING:
Supplemental research articles will be assigned weekly.
COURSE REQUIREMENTS:
Students are required to keep current of both weekly text readings and journal articles
supplements. Students are required to take weekly quizzes and a midterm & final exam. Regular
attendance is required of both class lecture and weekly project meeting times.
Assignments will include class assignments and a written program planning research project and
presentation (graduate student colloquium). There will be a weekly 5 pt. quiz (9 total…will drop
the quiz with the lowest grade) on the previous lectures and assigned readings. Students will also
be graded on undergraduate project mentorship and class/colloquium participation (requirements
to be discussed in class).
GRADING:
• Midterm Exam
• Final Exam
• Quizzes (5pts. each)
• Program Plan (written)
• Presentation/Colloquium
• Undergraduate Project Mentor
Total
100pts.
100pts.
40pts.
100pts.
40pts
20pts.
400pts.
368-400
332-367
296-331
92-100%
83-91%
74-82%
A
B
C
TENTATIVE COURSE CALENDAR:
JANUARY
Week #1:
Jan. 25 & 27
• Class Syllabus
• Questionnaire
• Evolution of Program Planning
• Assigning Project Groups
• Models of Program Planning
• Components of the PRECEDE model
• Identifying Your Target Population
FEBRUARY
Week #2:
Feb. 1 & 3
• Quiz #1
• Overview of Program Planning Models
• Assessing Perceived and Actual Needs
• Utilizing Primary & Secondary Data Sources
• Capacity Assessment
• Social Assessment/Cultural Competence
Week #3:
Feb. 8 & 10
• Quiz #2
• Social Diagnosis
• Assessing Quality of Life (QOL)
• Epidemiological Diagnosis
Week #4:
Feb. 15 &17
Quiz #3
• Epidemiology: Sources of Standardized Data
• Prevalence and Incidence Rates
• Defining the Health Problem
Week #5:
Feb. 22 & 24
• Quiz #4
• Program Goals
• Behavioral/Environmental Diagnosis
• Triangulating Behavioral/Environmental Targets
MARCH
Week #6:
Mar. 1 & 3
• Quiz #5
• Behavioral/Environmental Objectives
Week #7:
Mar. 8 & 10
• Quiz #6
• Educational Diagnosis: Linking Behavior w/
• Predisposing, Enabling, & Reinforcing Factors
Week #8:
Mar. 15 & 17
• Quiz #7
• Educational Diagnosis
• Strategy Development
Week #9:
Mar. 22 & 23
• MIDTERM EXAM
Week #10:
Mar. 29 & 31
• Linking Strategies with Health Behavior Theory
• Multi-level Strategy Development
• Administrative Diagnosis
• Evaluation: Process/Impact/Outcome
APRIL
Week #11:
Apr. 5 & 7
• SPRING BREAK
Week #12:
Apr. 12 &14
• Quiz #8
• Evaluation: Research Design
• Evaluation cont.
Week #13:
Apr. 19 & 21
• Quiz #9
• Evaluation Methods: Utilizing valid & reliable methods
• Developing an Evaluation Plan
• Developing a Program Timeline
Week #14:
Apr. 26 & 28
• Student Colloquiums
MAY
Week #15:
May. 3 & 5
• Student Colloquiums
• Final Exam Review
Week #16:
May. 10th
FINAL EXAM
Tuesday, May 10
5:30 – 7:30pm