HED 320 Public and Community Health

University of Nevada - Las Vegas

College of Education - Department of HP

3 undergraduate credits-Spring 2006

“There is no security in this world, there are only opportunities.” General Douglas MacArthur

Dr. Tim Bungum

Office – BHS 351

Office Hours:    T -11:30a.m. – 1:00 p.m.& 3:00-4:00; W- 3:00-4:00; Th 11:30-1:00   

Phone: (702)895-4986

Email: Tim.Bungum@ccmail.nevada.edu

Catalogue Description

Community health programs: the need for them, problems and issues involved and possible solutions. Emphasis is on comprehensive and comparative health systems the formation of governmental and voluntary health agencies and their function.   3 credits

            Prerequisites:   None

I.           Course Foundations:   (To students seeking a health education major, minor, or as an emphasis area):

The Public and Community Health Education Course is one of the program requirements in health education.   It is a course that exposes the students to an in-depth analysis of organizations and groups (federal, state, local, private, and not-for-profit), an understanding of the influence of culture on health issues as well as a reinforcement of their individual and group role(s) in the health education profession.  

II.        Course Objectives

The health education program faculty is dedicated to the creation and preservation of learning environments that lead to academic excellence.   To achieve this end, the activities within the Public and Community Health course are listed as behavioral objectives in the areas of knowledge, dispositions, and performances below.

Knowledge:   As a result of completing the Public and Community Health course, students will be able to:

•  Explain how immediate situational factors influence health.  

•  Describe ways in which health is influenced by social factors.  

•  Describe how culture shapes a community and influences health.  

•  Describe settings in which community health occurs.

•  Describe the underlying role of socioeconomic status and its effect on health status in the United States.

•  Define needs assessment concepts.

•  Describe the primary components of the health belief model, trans-theoretical model, social-cognitive theory, and theory of reasoned action.

•  List the purposes of evaluation.

•  Define types of evaluation.  

•  Describe the process of policy making.

•  Describe the jobs of selected public health professionals.

•  Define networking.

•  Describe government agencies that serve as a health resource.

•  Name at least two emerging technologies and provide at least two examples of how a health educator might use each.

•  Identify health topic areas that could be controversial.

Dispositions:   As a result of completing the Public and Community Health course, students will be able to:

•  Describe the value of on-going training of health professionals in the health field.  

•  Justify choices made for the utilization and recommended use of health data.  

•  Clarify personal beliefs about health and philosophy of health education/promotion.  

•  Create an evaluation plan.  

•  List ways in which collaborations and partnerships can be developed.  

•  Practice effective communication skills  

•  Discuss the strengths and weaknesses of health systems and its effect on health status in the United States.

•  Practice assessing health issues in hypothetical situations.

Performances:   As a result of completing the Public and Community Health course, students will be able to:

•  Recite varying definitions of health.  

•  Explain how politics and environmental factors influence community health.  

•  Identify information and support resources that can be used to understand and address health issues specific to each group.

•  Discuss how models and theories are useful in the needs assessment process.

•  Identify methods that include experimental and critical thinking activities.

•  Discuss hiring and training for individuals who will deliver the health education programs.

•  Practice developing action plans.

•  Describe methods advocating for health issues.

•  Identify social issues that require advocacy.

•  Analyze the quality of life issues in communities today.

Resources

Required:

Green L.W. & Ottoson , J.M. (1999). Community and Population Health . McGraw Hill, Boston.

Suggested:

Doyle, E., Ward, S. (2001). The Process of Community Health Education and Health Promotion. Mayfield, Mountain View.

Evaluation

The course requirements and grading policies for Public and Community Health include:

1. Tests:   there will be 3 tests administered throughout the semester.   These tests will evaluate comprehension of the class discussions and notes, readings, in class and homework assignments, and guest speakers, if any.   The test questions will be a combination of multiple choice, true/false, and short answer.   The tests are worth 50 points each.   Test i tems may come from the class notes or the textbook. Tests are tentatively set for February 23, April 6 and the final is scheduled for May 9 at 1:00.   Please plan to take the final at this time.   Start planning your work and social schedules now.

2. Attendance:   Attendance at each of the class sessions for the entire class is expected. There will be no points awarded or taken from one for attending or missing class. If you know that you will be needing   to leave during class, please inform the instructor beforehand. It will annoy the instructor if students miss multiple classes during the semester without communication and then ask for exceptions to rules and policies at the end of the semester. That scenario is to be avoided.

4. All assignments are to be completed and submitted during class on the designated due date.   Late assignments and make up tests will lose 20% of their value each day they are late.

5. Students' undivided attention and respect will be paid to the instructor, guest speakers, and each other.   During all class sessions, beepers and cellular phones should be turned off or on silent mode.  

6. The keys to this course are good listening skills, meaningful class discussions, and having fun.   Please note that the instructor will listen to any reasonable concerns brought to his attention in an appropriate manner.   This course and all of its requirements are the students' responsibility.

7. Please DO NOT ask to take tests at times other than those mentioned.   Expectations will be made in only the MOST unusual circumstances

  8. 3 “homework”   assignments similar to the following will be assigned. Again present the homework assignment in the format of a two-paged typed report. Due dates will be discussed in class. (5 points each).

             A) A scenario of a problem, such as decreasing and controlling litter, in a community will be provided.   Your assignment is to enable the community to address its problem.   A 1 to 2 page, outline/report of how you will enter the community; who you will identify to serve as leaders; how you will utilize health education tactics/strategies (focus groups, etc.); and what theories will serve to guide your intervention.    

B) You will see a film in class that deals with a public health problem (perhaps teen pregnancy).   You will provide a 1 to 2 page report in which you identify the theoretical strategies used; your opinion of the programs effectiveness and how you think the program might have been improved.

C) A scenario of a poor, elderly person seeking health care.   What elements of the system did you see as fair and helpful to the elderly person? What portions of the scenario do you see as needing to be adjusted.   Keep the costs of health care in mind as you prepare your report.  

9. Presentation:   (25 points) Each student will research a community, state or national health agency and coordinate a 10-minute presentation.   The student is also responsible for developing a fact sheet on the agency and giving class copies to the instructor one week before the designated presentation. Report on the agency's history, goals and objectives, how they try to reach them, how they are funded, who works there, etc. The oral report should include an introduction, body, summary and conclusions. The oral report of your research paper findings will be presented on one of the last 2 class meetings of the semester with approximately the same number of students presenting each day. The presentation will last up to 5 minutes followed by up to 2 or 3 minutes of questions.   Grades will be based on, but not limited to: 1) knowledge of subject, 2) clarity of presentation, 3) quality of presentation, 4) strength of responses to questions. 5) staying within time limits, 6) staying on topic. The instructor will notify speakers when they have reached 4 minutes, at 5 minutes the instructor will say aloud “wrap it up”. At 6 minutes, 1 point will be deducted and one more for every 30 seconds thereafter. Thus, if a speaker continues for a long time their score could result in a zero, even if they would have received a 25 had they stopped at the correct time. The point being that it is necessary to wrap things up when you find yourself going overtime, regardless of how much material you have prepare to present. Following these guidelines will not guarantee one a desirable grade, but it's a good start.   It usually helps to have visual aids when presenting. Powerpoint is a recommended tool, but the instructor cannot guarantee that it will function properly for your presentation. Also, please do not read your research report to the class. As a friend of mine once said, when that occurs, “it is like kissing in a thorny busy, there is something going on, but its not much fun.”

10. Health Fair: You will be divided into teams and prepare a table/booth for a health fair at Paradise Elementary School. The focus of the health fair has yet to be determined. The total number of points is 25 for the project. Your team will all receive the same score for 10 of the points and team members will score one another on the other 15 points. More details of the procedures will be forthcoming   (25 points)

Grading Scale (215 possible points)

Final grades will be determined on a total point basis.

93-100%   A (200)                    77<80% C+(165.5)                              60<63%            D- (129)

90<93%    A- (193.5)                73<77%   C(157)                                  < 60                  F (<129)

87 < 90% B+(187)                   70<73%   C-(150.5)

83<87%   B (178.5)                   67<70%   D+(144)

80-<83%   B-(172)                    63<67%   D(135.5)

Note:   All course assignments are evaluated on established, written criteria known as assignment rubrics .   To review the rubric for any assignment for this class, please see the program's web page ( www.unlv.edu/colleges/Education/hpe ) and follow the link to the course number or title.   The rubrics are also available for review in the department office during posted office hours.

Instructional Methods

The course methodology includes but is not limited to: lecture, discussion, role playing, large and small group work, demonstrations, the use of overheads and videotape, student presentations, and guided discovery activities.   The instructor encourages participation of all students in the learning process.

Course Activities / Content

The following is provided as a tentative and approximate outline for the semester:

* The above schedule and procedures in this course are subject to change.

Special Notices

Academic Integrity:   UNLV and its College of Education demand a high level of scholarly behavior and academic honesty on the part of students.   Violations by students in exhibiting dishonesty while carrying out academic assignments and procedural steps for dealing with academic integrity are delineated within the Handbook of Regulations Governing Probation and Suspension Within the College of Education.   This publication can be found in the CML (CEB101) or the Office of the Dean of the College of Education (CEB 301).

In addition to successful academic performance in prescribed coursework, you are enrolled in a professional course of studies which are governed by a standard code of ethics and programmatic expectations.   The Handbook of the Committee to Review Initial Licensure Students outlines the UNLV Student Code of Conduct, NEA Code of Ethics for the Teaching Profession, and Student Expectations.   The Handbook is available in the COE Field Placement Office (CEB 313).

If you have a documented disability that may require assistance, you will need to contact the Disability Resource Center for coordination in your academic accommodations.   The DRC is located in the Reynolds Student Services Complex in room 137.   The DRC phone number is 895-0866.   (TDD 895-0652)

Misdemeanor or felonious conviction(s) may bar teacher licensure in Nevada and other states.   If you have any questions, direct them to the Director of Teacher Education, CEB 301, 895-4851.

Students are encouraged to secure an e-mail account with UNLV and to use this to communicate with the professor and other students in the class during the semester.

The University requires all members of the University Community to familiarize themselves and to follow copyright and fair use requirements.   You are individually and solely responsible for violations of copyright and fair use laws.   The University will neither protect nor defend you nor assume any responsibility for employee or student violations and fair use laws.   Violations of copyright laws could subject you to federal and state civil penalties and criminal liability as well as disciplinary action under University policies.   To help familiarize yourself with copyright and fair use policies, the University encourages you to visit its copyright web page at:   http://www.unlv.edu/committees/copyright.

As a general rule, a student missing a class or laboratory assignment because of observance of a religious holiday shall have the opportunity to make up missed work.   Students must notify the instructor of this course by the end of the second week of class.

Students who represent UNLV at any official extracurricular activity shall have the opportunity to make up assignments, but the student must provide official written notification to the professor no less than one week prior to the missed class( es ).  

Collection of Student Assignments for Accreditation Purposes:

Assignments completed for this course may be used as evidence of candidate learning in national, regional and state accreditation reports of COE programs.   Names and other identifying elements of all assignments will be removed before being included in any report.   Students who do not wish their work to be used for accreditation purposes must inform the instructor in writing by the end of late registration.   Your participation and cooperation in the review of COE   programs is appreciated.

  Bibliography

Bensley , LB, & Harmon, EO. (1992).   Addressing Controversy in Health Education.   Update, May/June, 9-19.

Floyd, VD (1992) Too soon, too small, too sick: Black infant mortality.   In RL Brathwaite and SF Taylor ( eds ). Health issues in the black community.   Pp. 165-177.   Josey -Bass, San Francisco.

Healthy People 2000.   National Health Promotion and Disease Prevention Objectives and Healthy Schools.   Journal of School Health 61, 298-299.

“Go confidently in the direction of your dreams, live the life you have imagined.” Henry David Thoreau