THE UNIVERSITY OF TENNESSEE AT MARTIN
DEPARTMENT OF HEALTH AND HUMAN PERFORMANCE
COURSE SYLLABUS
Instructor:
Office:
Phone:
E-Mail:
I.
Scott Pun
3023 Elam Center
881-7316
spun@utm.edu
COURSE TITLE AND NUMBER
Health 410
Health Education and Promotion
II.
SEMESTER CREDIT HOURS
3 semester credit hours
III.
CATALOG DESCRIPTION/PURPOSE
As a guide to the field of health education and promotion, this course addresses the
theoretical base needed to develop behaviors conducive to well-being or a change in
behaviors conducive to health. Prereq: HLTH 111.
IV.
RATIONALE:
The role of education in preventing or treating health problems is widely accepted.
Health educators have new demands placed on them, as well as new opportunities. The
way health educators interact with each other, the equipment they use, and the outcomes
of such interactions are changing rapidly. Health educators need proactive strategies they
can use to get a job and to be successful in that job.
V.
GOALS/OBJECTIVES:
Click here to view how this course meets State Licensure Standards and Guidelines.
Each student will:
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Explain the relationship among good health behavior, health education, and health
promotion.
Explain how a person becomes a Certified Health Education Specialist.
Identify the assumptions upon which health education is based.
Identify the models commonly used in planning health promotion programs.
Identify the basic components of the planning models presented.
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Explain what planning parameters are and the impact they have on program
planning.
Define needs assessment and explain why a needs assessment must be completed.
Differentiate between primary and secondary data sources.
Define measurement and quantitative and qualitative measures.
Discuss the advantages and disadvantages of data collection from self report,
observation, existing records, and meetings.
Explain the various types of validity.
Define reliability and explain why it is important.
Differentiate between probability and non-probability samples.
Define goals and objectives, and distinguish between the two.
Describe the use for Healthy People 2010.
Define theory, model, construct, concepts and variables.
Briefly explain the theories and models identified during the semester.
List and explain the categories of intervention strategies.
Discuss the ethical concerns related to intervention development.
Define community, community organizing, community building, and coalitions.
Outline the process for organizing and building community.
Explain the term mapping community capacity.
List the common resources used in most health promotion programs
Explain the difference between internal and external resources.
Define culturally sensitive and culturally competent.
Identify and explain the major components of a grant proposal.
Define market, marketing, and social marketing.
Explain the diffusion theory.
Explain the four Ps of marketing.
Name techniques for motivating program participants to continue in a program.
Identify the different phases for implementing health promotion programs
List the concerns that need to be addressed before implementation can take place.
Compare and contrast the various types of evaluation.
List reasons why evaluation should be included in all programs.
Describe several considerations in planning and conducting an evaluation.
Identify the six steps and four standards of the framework for program evaluation.
Compare and contrast the major types of evaluation design.
Identify threats to internal and external validity and explain how evaluation design
can increase control.
List examples of univariate, bivariate, and multivariate analysis and explain how
they could be used in evaluation.
Describe the format for the evaluation report, guidelines for presenting data, and
ways to enhance the report.
Discuss ways to increase the utilization of the evaluation findings.
VI.
COURSE OVERVIEW
*Health Education, Health Promotion, Health Educators, and Program Planning
*Models for Program Planning in Health Promotion
*Starting the Planning Process
* Assessing Needs
* Measurement, Measures, Data Collection, and Sampling
* Mission Statement, Goals, and Objectives
* Theories and Models Commonly Used for Health Promotion Interventions
* Interventions
*Community Organizing and Community Building
* Identification and Allocation of Resources
* Marketing: Making Sure Programs Respond to Wants and Needs of Consumers
* Implementation: Strategies and Associated Concerns
* Evaluation: An Overview
* Evaluation Approaches, Framework, and Design
* Data Analysis and Reporting
VII.
EVALUATION
15 Short Exams @ 10 points each
Weekly Activities/Assignments @ 10 points each
Internship Search
5 Website Reviews @ 10 points each
Final Essay Exam
=150 points
= 150 points
=50 points
=50 points
=100 points
500 Total Points
Grading
90% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
VIII.
Any student eligible for and requesting academic accommodation due to a disability is
requested to provide a letter of accommodation from the Student Academic Support
Center within the first two weeks of the semester.
TEXTBOOK
McKenzie, J.F., Neiger, B. L., Smeltzer, J. L. (2005) Planning, Implementing &
Evaluating Health Promotion Programs 4th Edition. Pearson Benjamin Cummings.
IX.
ADDITIONAL RESOURCES
WEBSITES:
Department of Health and Human Services (DHHS)
http://www.os.dhhs.gov/
National Institutes of Health (NIH)
http://www.nih.gov/
Centers for Disease Control (CDC)
http:// www.cdc.gov/
X.
PREREQUISITES
Health 111
XI.
FACULTY FREQUENTLY TEACHING THE COURSE
Dr. Deborah J. Gibson, Scott Pun
XII.
PROGRAMS IN WHICH COURSE IS REQUIRED
B.S. in Health and Human Performance:
Fitness and Health Promotion Concentration
Licensure K – 12 Concentration