Health Program Planning – HLTH 632

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/28/2020

Course Description

This course provides students with an overview of program planning, including methods for assessment, planning models and theories, and intervention strategies. Course content will focus on program planning in community settings.

Prerequisites

None

Rationale

The purpose of this course is to equip the student with the knowledge, strategies, and skills required to complete needs assessments, plan, and implement health education and health promotion programs. As such, various program planning models and theories are studied, along with examples of best practices in program planning. Emphasis is placed on program planning at the community and public health levels, giving focus to both cultural and technological aspects of programming. Program planning within the scope of health missions is also discussed.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Identify and differentiate among the core concepts, models, theories, and strategies related to Health Education Program planning.
  2. Create a program rationale using valid and reliable secondary data.
  3. Articulate the purpose and process of program planning as they relate to the biblical worldview.
  4. Develop clearly articulated program goals and measurable objectives.
  5. Describe community organizing and building as he/she relate to health program planning.
  6. Design a plan for program resource identification and allocation.
  7. Relate program planning strategies to public health needs as presented in Healthy People 2020.
  8. Recognize and design components of contemporary public health promotion/disease prevention programs including strategies, interventions, marketing, resources, and community/policy approaches.

Course Assignment

Textbook readings and lecture presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Discussion Board Forums (3)

Discussion boards are collaborative learning experiences. Therefore, the student will complete 3 Discussion Board Forums during this course. The student will be required to post a thread in response to the instructor’s prompt, and reply to a minimum of 2 other classmates’ threads. For Discussion Board Forum 1, the student must post a thread of 300–500 words, and 2 replies of 150–300 words. For Discussion Board Forums 2 and 3, the student must post a thread of 500–750 words, and 2 replies of 300–450 words. All forums must be supported by course content, outside materials, and/or Scripture references. At least 1 source is required for the replies. All sources must be cited in current AMA format.

Program Rationale

The student will create a 750-word (3-page) maximum rationale to develop a health promotion program about a topic of interest, using various specified resources. This topic will be developed and continued throughout the course for program development. The rationale must include 1 reference from Healthy People 2020, 1 reference from a scholarly article, and 1 reference from an agency or organization website (3 references total).

Description of Assessment Data

After reviewing at least 2 peer-reviewed articles about health promotion programs, the student will create a 250–1,000-word (1–4-page) maximum Description of Assessment Data to describe how researchers gathered and used primary and secondary data to complete their assessment. The assignment must include 2 scholarly sources less than 5 years old.

Mission, Goals, and Objectives

Based on the rationale and the information used this far, the student will create an outline of no more than 750 words (3 pages) and label a mission statement, goals, and objectives for each of the goals. At least 2 peer-reviewed resources must be used.

Intervention Outline

The student will select 4 strategies he/she would use to accomplish an intervention designed to achieve a target objective, and then create a 750-word (3-page) maximum Intervention Outline.

Resource List

The student will outline the resources needed to carry out the intervention described in the Intervention Outline. The Resource List must include items like personnel, curricula/instructional resources, space, equipment and supplies, and financial resources. This assignment must be 750 words (3 pages) maximum.

Marketing Plan

The student will develop a 1,000-word (4-page) maximum Marketing Plan to accompany the Intervention Outline. The student will include a description as to how he/she might segment the population to whom he/she is marketing. The student will list and describe how he/she will incorporate the marketing components, which channels he/she intends to use, potential ethical issues, and a logic model.

Program Plan Paper

Using the elements of the program planning models presented in the course, the student will summarize how he/she would develop his/her prevention program. The student is to include assessment, planning, and implementation components in addition to other requirements. This assignment must be a minimum of 2,000 words (8 pages) and no more than 3,000 words (12 pages). All sources (at least 5) must have been published within the last 5 years.

Visual Program Presentation for Stakeholders

Based upon the plan submitted, the student will create a visual presentation to share with selected stakeholders. The presentation will be created in the Adobe Spark video medium, and be accompanied by a 250-word (1-page) maximum summary, including identification of stakeholder groups, timing, and the selected purpose of the presentation. This assignment will be 15–20 slides maximum, and contain pictures, text, and graphics.

Critical Incidence Questionnaires

The purpose of these questionnaires is for the student to provide their instructor with weekly feedback on the content for each module/week. Because these are surveys, the student’s response will be compiled anonymously, and will give the instructor an opportunity to clarify points that may have been confusing, provide additional resources, or change course content to better meet the needs of the student.

Quizzes (6)

The student will complete 6 short, open-book/open-note quizzes based on the reading in the assigned modules/weeks. Quizzes consist of 20 multiple-choice and true/false questions and have a time limit of 1 hour and 30 minutes.