University of Arkansas
College of Education and Health Professions
Program of Health Science
Summer 2007 (1st Session)
HLSC 3643: Community Health Planning and Promotion (3 Credits)
9:10 am – 10:20 am Monday -Friday
Room—HPER 318
Instructor Ches Jones, Ph.D.
Room HPER 214
Office Hours: M-Th 12 noon – 1:30 pm or by appointment
Phone: 575-4009
E-mail: ches@uark.edu
Homepage: http://comp.uark.edu/~ches
Course Outline
Course Description:
This course prepares undergraduate students with the information needed for
short-term and long-range (strategic) health education and health promotion planning.
Emphasis on community analysis; defining and verifying community health problems;
establishing program goals; defining and assessing health behaviors; formulating
educational goals, objectives, methods, and activities; promoting programs and designing
program evaluation; and obtaining funding for programs.
Required Text/Resources:
Community Health Promotion Ideas That Work. By Marshall Kreuter, Nicole Lezin,
Matthew Kreuter, and Lawrence Green. Jones and Bartlett Publishers.
Online resource: http://lgreen.net/precede%20apps/preapps.htm
Optional Texts:
Community Health Education and Promotion: A Guide to Program Design and
Evaluation. Aspen Reference Group. Aspen Publishers.
Health Promotion Planning: An Educational and Environmental Approach. By
Lawrence Green, and Marshal Kreuter, Mayfield Publishers.
Measurement and Evaluation in Health Education and Health Promotion by L. W.
Green and F. M. Lewis, Mayfield Publishers.
A Tool Box for Building Health Communication Capacity. HealthCom, 1995.
You can obtain this book for free by writing or faxing to BASICS, 1600 Wilson
Blvd, Suite 300, Arlington, VA 22209. Fax: 703-312-6900
Objectives for Community Health Planning and Promotion:
After the completion of this course the student will be able to:
1. Demonstrate how to use the PRECEDE and PROCEED process.
2. Understand the needs assessment process in community health planning.
3. Develop methods to promote programs.
4. Understand the types of funding agencies and how to prepare a proposal.
5. Identify ways to promote programs through media and advocacy.
6. Understand and be able to apply health planning, communication and behavior
models.
7. Apply timelines to the health planning process and proposal writing.
8. Understand and adapt evaluation models to the health planning process.
Course Schedule:
Week 1- May 21 – May 25 (Readings: to be assigned)
What is Health Planning?
Health Planning Definitions
Health Promotion Planning Process
PRECEDE/PROCEED Model
PATCH planning model
PEARL planning model
Case Study 1 (Chapter 1)
Quiz 1
Week 2- May 29 - June 1 (Readings: Chapters 1 and 2)
What is the Problem?
Who is my Target Audience?
Needs Assessment
Epidemiological Surveillance
Focus groups in health planning
(June 1-3) Work on PRECEDE/PROCEED Literature Critique in Groups
Case Study 2 (Chapter 2)
Quiz 2
Week 3- June 4 – June 8 (Readings: Chapters 3 and 5)
What is causing the problem?
What needs to be done?
Report Literature Critique Assignments
Behavioral Assessment
Environmental Assessment
Using theories in Health Planning
Program Development and Implementation
Work on PRECEDE/PROCEED Application Project in Groups
Case Study 3 (Chapter 4)
Quiz 3
Week 4-June 11 – June 15 (Readings: Chapter 7)
Where do I find the money for my program?
Report PRECEDE/PROCEED Applications in class
Funding Fundamentals
Proposal writing guidelines
Budgets
Proposal timelines: GANTT chart
Case Study 4 (Chapter 5 or 6)
Quiz 4
Week 5- June 18 - June 22 (Readings: Chapter 4 and 6)
How do I promote my program?
Health Communication
Media Advocacy/Public Policy Advocacy
Working with the media
Press Release
Quiz 5
Week 6- June 25 – June 29(Readings: to be assigned)
How do I know my program works?
Evaluation
Research Design
Review for Final
Final Exam (June 26 or 27, 2006)
Course Policies:
1. 1. Attendance is required for all scheduled class meetings. The penalty for
missing a class will be a 5 point deduction from the class grade. However, the
points will not accrue until a student misses 4 classes during the term.
2. An examination or quiz must be taken on the day it is scheduled. There will be no
make-up dates and no exceptions.
3. An assignment is due on the date in question. Any assignment submitted after this
point will not be accepted. In any case, the instructor should be notified via
personal appearance, phone call, or email if the student plans on missing or being
late to class.
LECTURE information and TEXT content are equally weighted. However,
information found in the TEXT should be viewed as important in regard to forming the
basis for test questions and for clarifying, emphasizing and supplementing information
from the LECTURES. Class discussion, participation and attendance are extremely
important. You are expected to attend every class.
Evaluation: (A total of 200 possible points)
Knowledge Base (100 points)
Final Exam (50 points)
Weekly Quizzes (5 @ 10 points each)
Writing Skills (25 points)
Case Story Reaction (up to 4 @ 5 points each)
Press Release/Media Advisory (5 points)
Communication Skills (75 points)
PRECEDE/PROCEED Literature Critique (25 points)
PRECEDE/PROCEED Application project (50 points)
Grading Scale:
Knowledge Base (59%)
Writing Skills (26%)
Communication/Interpersonal Skills (15%)
A = 100 to 90
B = 89 to 80
C = 79 to 70
D = 69 to 60
F = 59 and below
Instructor Mistake Policy:
If I (Chester Jones) make a mistake, goof, or error in the presentation, notes, assignments,
tests, or other instructional materials, the first student to inform me of this mistake will
receive one (1) point towards their grade.
Writing Assignments:
Case Studies (5 points each)
A 2 page reaction paper related to a case story will be done each week. Each case study
paper should address the following questions:
1. What lessons about health planning did you learn in this case story?
2. What did you learn from the case analysis?
3. What are some strengths of the approach taken?
4. What are some weaknesses of the approach taken?
5. Provide an example of using this case story for a potential project in your own
community?
In other words, apply this to your own experiences and desired career placement.
Press Release (5 points)
Each student will prepare a press release concerning a health matter of importance to be
considered for publication by the media and announced to the public. Examples of press
releases will be provided in class.
PRECEDE/PROCEED Literature Critique (25 points)
Students will critique and present an application of the PRECEDE-PROCEED model as
reported in the literature. Students will work as an individual or in a group on the critique
and will present the critique to the class.
PRECEDE/PROCEED Application project (50 points)
Students will work as an individual or in a group to plan, develop, and present an
intervention using the PRECEDE-PROCEED model. All nine phases of the model must
be used and all students in each group must present some aspect of the intervention that
they develop. Students must present idea to instructor before beginning work on
assignment.
Academic Honesty
The application of the University of Arkansas Academic Honesty Policy, as stated in the
Undergraduate Studies Catalog (page 49) will be fully adhered to in this course. Grades
and degrees earned by dishonest means devalue those earned by all students. Therefore,
it is important that students are aware of the University of Arkansas Academic Honesty
Policy. Academic dishonesty involves acts which may subvert or compromise the
integrity of the education process.
Statement of Student's Rights
By mandate of The Family Educational Rights and Privacy Act (FERPA), a student at the
University of Arkansas has certain rights with regard to their educational records. These
rights are stated on page 59 of the Undergraduate Handbook.
Statement of Risk of Mental and Physical Injury from Class Activities and
Participation
Due to the nature and contents of some of the material covered in class, sensitive issues
and personally objective material may be presented. Additionally, some class sessions
may involve students participating in activities that will be physically demanding and
therefore carry some risk for physical injury. If you have any questions on these
concerns, see the instructor.
Inclement Weather Policy.
On days when driving, walking, riding, or traveling is hazardous to your safety, health
and well-being due to weather conditions, students may consider it an excused absence to
miss class. Course work and/or assignments covered in class on the day in question will
still need to be completed and turned in for credit.
Sample Letters to the Editor
Dear Editor:
Some thoughts on the recent violence in schools. It should
be noted that everyday in America 13 teenagers are killed by
firearms, the same number that was killed in the Colorado
school. For every death, there are 100 people injured or
disabled by firearms
(http://www.cdc.gov/ncipc/dvp/yvpt/yvpt.htm). Two out of
every three young Americans who commit suicide use firearms
to complete the act. In Australia, firearms are involved in
17% of suicides. In Arkansas, firearms are used in 3 out of
4 suicides
(http://www.cdc.gov/ncipc/osp/leadcaus/ustable.htm).
In Northwest Arkansas there are just as many gun dealers as
the number of McDonald's restaurants and Wal-Marts combined.
The newspapers contain stories each day about wars in
foreign lands. But how about the wars that are being waged
in our own schools, streets, and homes? And guess who the
enemy is? Americans are killing each other through the
convenience and access of firearms.
We are sending the
message to our younger generations-- that life is not
important-- the right to kill is. We are sacrificing our
children for our right to be entertained, possess hobbies,
and bear a false sense of security. One last question--when
are we going to let policy makers know that we have had
enough of violence, guns, and seeing children killed and
injured in our schools, homes and streets? If we love our
children, we will let go of the guns.
Ches Jones
Springdale
March 9, 1999
Articles, Parade Publications
711 Third Avenue
New York, NY 10017
POSITIVES FOR PREGNANCY EXERCISE
Exercising has proved to be one of the healthiest ways to lead one’s life. It
reduces stress, keeps weight under control, creates a positive self-esteem, and furthers
one’s life. That is why it just amazes me to see a particular segment of the population
quit exercising.
During my career as a health club manager, we would constantly see pregnant
women quit working out and cancel their memberships because they were pregnant.
Women feel that because they are pregnant, they might harm their unborn child or feel
they just won’t have the energy to exercise. Despite our promotional efforts to retain
them, they believe the contrary and our efforts fall on deaf ears. Research proves that
most women definitely benefit from staying active during pregnancy. Special pregnancy
exercises, like pelvic floor and special abdominal, will help repair abdominal muscles
faster during postnatal recovery. In addition, exercise during pregnancy will create more
energy, agility, and help one enjoy their life more. Postnatal recovery will be easier and
quicker through prenatal exercises. The benefits are easy to see. If there are any doubts,
consult your physician and visit the American College of Obstetrics and Gynecology
Website at www.ACOG.com.
Sample Press Releases
Date:
April 1, 1999
Contact:
Melissa Johnson, Community Health Education
Coordinator Washington Regional Medical Center, Center for Health Ed.
(501) 443-0692, mjohnson@wregional.com
FOR IMMEDIATE RELEASE
A FREE Baby & You: Early Pregnancy Class is April 6
FAYETTEVILLE, Ark. – Washington Regional’s Center for Health
Education will host a free Baby & You: Early Pregnancy Class on Tuesday,
April 6 at 7 p.m. The two-hour class is designed for women who are weeks
to 5 months along in their pregnancy.
Cathy McDonald, childbirth educator and lactation consultant, and
Reba Thompson, registered dietitian, will give information on growth and
development, nutrition, common discomforts in pregnancy, breastfeeding
options, and answers the new mother’s questions or concerns. Educational
literature and a list of Northwest Arkansas obstetric and pediatric physicians
are provided.
Studies show that women who have received early prenatal care and
information about childbirth preparation have better mother and baby health.
Mothers who receive health information have better birth outcomes due to
the fact that they have a smaller chance of delivering a baby with low birth
weight.
For more information on the early pregnancy class or information on
other childbirth classes, please call the Center for Health Education at (501)
443-0692.
Press Release
Contact: Susan Wellesley
Phone: 501-636-7379
FOR IMMEDIATE RELEASE
9:00 A.M., April 1, 1999
HEALTH EDUCATION PLANNING CLASS PRESENTS “CHAOS”
To: Jerry at the Arkansas Traveler; Fayetteville
Location of Event: Rogers High School
Date and Time: Friday, May 1, 1999, 11:30 a.m. – 2:00 p.m.
Sponsored By: University of Arkansas – Fayetteville, Health
Education Planning Class
The University of Arkansas – Fayetteville, Health Education
Planning Class is pleased to present to the 9th grade class at
Rogers High School, “CHAOS”.
CHAOS is an acronym for, “College
students present on issues of, Harassment, Aids, Open discussions,
(about college life) and Substance abuse”.
The program, presented by 13 college students, will include
skits, and open discussions about critical issues facing students
today. Students, upon completion of this program; will be able to
identify the meaning of “harassment”; will be given grade specific
prevention strategies, as well as facts vs. myths about AIDS; will
have the opportunity to ask questions about “life on campus”, and
alcohol.
The University of Arkansas – Fayetteville, Health Education
Planning Class, with these presentations, may hopefully be able to
assist the 9th grade students at Rogers High School, to make healthy
choices that count.