This course provides an introduction to quantitative, qualitative, and ethnographic methods of evaluation for health education programming. A variety of health education evaluation topics are included. Students will be introduced to both formative and summative evaluation as well as principles of measurement.
This course will permit the student to evaluate health programs using quantitative and qualitative (including ethnographic) measures to ascertain if the program’s desired results are achieved and to discern where program improvements are needed. The contents of this course will apply to the assessment of a wide ranging group of health programs, including community health education programs, nutrition education projects, wellness promotion efforts, health department disease control initiatives, clinical patient surveys, etc. Health educators and health administrators will find this course a crucial addition to their skill-set as they daily strive to improve and prove program productivity.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Assess health needs, assets, and resources for poor, underserved, or vulnerable populations.
- Assess a community health program for cultural appropriateness.
- Employ best practices of program evaluation and community-based participatory research.
- Develop media-based health communication methods and materials for diverse audiences.
- Employ ethical and effective leadership and management skills to build and maintain work teams, organizational relationships, and community collaborations in support of public health efforts.
- Apply the Christian worldview to public health practice in diverse settings and populations.
Textbook readings and lecture presentations/notes
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.
There are 6 Discussions in the course. The initial post thread is due by 11:59 p.m. (ET) on Thursday of the assigned week, and the reply to 1 other classmate’s thread is due by 11:59 p.m. (ET) on Sunday of the same assigned Module: Week. The initial post should be between 450-500words and the peer reply should be 250-300 words.
Create a basic 1-2 page focus group outline. The student will create an outline to conduct a focus group, with the purpose of gathering qualitative data, with participants in the mock scenario for this course.
Health Program Logic Model Assignment
The Health Program Logic Model assignment will require the student to take an information provided about a program and use it to develop a Logic Model diagram using the textbook readings and examples.
Health Program Evaluation Assignments (2)
The Term paper will be required on a two-part Health Program Evaluation Assignment that will build upon the student’s previous coursework and use the program information supplied by the instructor to have the student evaluate the program. An evidence-based plan of action for program revisions and future evaluation steps will be included by the student. Additional instructions will be made available during the course concerning this assignment.
Spiritual Condition Evaluation Assignment
A Spiritual Condition Evaluation Paper will be required of each student. This document will run from 1,000–2,000 words and expect the student to use the course’s contents, including some of the Scriptural readings assigned, to evaluate the student’s (or the famous person’s) spiritual condition/status with cultural sensitivity, and then to outline goals for personal spiritual improvement over the next 5 years. A proposed evaluation plan for the student to use in re-assessing his/her spiritual growth (or the famous person’s) after 5 years will also be required as part of this evaluation paper. Additional instructions will be made available during the course concerning this assignment.
There will be a quiz in every Module: Week on the course textbook readings. The quizzes have up to 15 questions.