PH 241-Case Studies and Special Issues in Health Promotion

GENERAL INFORMATION:

Course title: PH 241: Case Studies and Special Issues in Health Promotion
Campus: National Campus	Initiator: Paul Dacanay	Date: March 2021
Course description: This course has two major intentions. Firstly to expose students to a range of health promotion planning and evaluation instruments, techniques and methods. Secondly, and in conjunction with the first intention, to examine a range of health promotion programs and cases, particularly cases that do not fit in easily with a broad approach to health promotion studies.

COURSE HOURS/CREDITS:

	Hours per Week		No. of Weeks		Total Hours		Semester Credits
Lecture	3	x	16	x	48/16	=	3
Laboratory		x		x	/48	=
Workshop		x		x	/48	=
Co-op		x		x	/32	=
			Total Semester Credits				3

PURPOSE OF COURSE:

[X] Degree requirement

[ ] Degree elective

[ ] Certificate

[ ] Other

PREREQUISITES: None

PSLOs OF OTHER PROGRAMS THIS COURSE MEETS:

PSLO#	Program

CAC Chair signatures:__________ Date recommended:_________

VPIA signature:___________ Date approved:____________

1. INSTITUTIONAL STUDENT LEARNING OUTCOMES (Check all that apply and are linked to the course student learning outcomes.)

[X]	1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.
[ ]	2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.
[X]	3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
[X]	4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.
[X]	5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.
[X]	6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.
[X]	7. Foundations and skills for life-long learning: purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.
[X]	8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): The student will be able to:

Recognize, describe and discuss the basic public health science facts and principles;
List and discuss the essential public health functions and their interrelationships at community and district level;
Describe and discuss adult, children and family health issues;
Discuss and demonstrate an understanding and practice of some generic public health competencies;
Demonstrate proper public health skills for public health practice in the community as a state or local public health officer;
Discuss and demonstrate community and cultural sensitivity in the health care environment;
Describe and discuss the health determinants and problems of adults, children and families;
Demonstrate proper cardio-pulmonary resuscitation (CPR) and first aid techniques;
Demonstrate the ability and discuss how to make a community diagnosis based on the determinants of health;
Identify and demonstrate good public health practice;
Have had work experience at a public health facility at community and district levels.

COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will be able to:

Describe the basics of planning, implementing and evaluating health promotion programs
Apply a range of theoretical and practical skills needed to plan, implement, and evaluate health promotion programs in a variety of settings
Describe and discuss how basic health promotion activities fit into the overall activities of a specific population group or network
Draw up conclusions and lessons learned from the health promotion programs and cases, particularly those that do not fit in easily with a broad approach to health promotion studies

COURSE STUDENT LEARNING OUTCOMES (CSLOs) (Specific): The student will be able to:

CSLO (General) 1: Describe the basics of planning, implementing, and evaluating health promotion programs
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
1.1 Identify and explain each of the social issues and health problems with multiple and interacting determinants	1, 3, 5, 6	3, 6, 7, 9	Individual oral presentation in response to direct questions assessed by a rubric Direct and multiple choice questions as part of examinations and quizzes given during the semester
1.2 Describe the heterogeneous nature of human population each with its unique culture, traditions, politics, demographic composition and socioeconomic conditions	1, 3, 5, 6	3, 6, 7, 9	Individual oral presentation in response to direct questions assessed by a rubric Direct and multiple choice questions as part of examinations and quizzes given during the semester
1.3 Outline the instruments, techniques, and methods used in planning, implementation and evaluating health promotion programs	1, 3, 6, 7	2, 5, 9	Individual oral presentation in response to direct questions assessed by a rubric Direct and multiple choice questions as part of examinations and quizzes given during the semester
CSLO (General) 2: Apply range of theoretical and practical skills needed to plan, implement, and evaluate health promotion programs in a variety of settings
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
2.1 Explain how students perceive the increasingly sophisticated and demanding target audiences for assessments and intervention	1, 3, 4, 6	1, 2, 5	Individual oral presentation in response to direct questions assessed by a rubric Direct and multiple choice questions as part of examinations and quizzes given during the semester
2.2 Explain why there is the need to reconcile and integrate scientific evidence from afar with idiosyncratic data and preferences from the local situation	3, 4, 7	2, 9	Practice sets graded based on an answer key Simulation group work graded by peer assessment rubric Direct and multiple choice questions as part of examinations and quizzes given during the semester
2.3 Demonstrate the skills necessary to plan and implement health promotion intervention effectively and to evaluate their outcome	3, 4, 7	1/4/9	Case Scenario discussions assessed with a rubric Simulation work group graded by peer assessment rubric
CSLO (General) 3: Describe and discuss how basic health promotion activities fit into the overall activities of a specific population group or network
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
3.1 Describe and give examples on how basic health promotion principles and activities fit into the overall activities of a specific population group in a given case study	1, 3, 4	1, 4, 9	Individual oral presentation in response to direct questions assessed by a rubric Problem based learning sets graded based on an answer key Direct and multiple choice questions as part of examinations and quizzes given during the semester
3.2 Explain how comprehensive the health promotion activities are in each of the case study examples	1, 3, 4, 7	1/4/9	Individual oral presentation in response to direct questions assessed by a rubric Problem based learning sets graded based on an answer key Direct and multiple choice questions as part of examinations and quizzes given during the semester
3.3 Comment on the outcomes [both successes and failures] of each given case study	1, 3, 4*, 8	5/9	Individual oral presentation in response to direct questions assessed by a rubric Problem based learning sets graded based on an answer key Direct questions as part of examinations and quizzes given during the semester
CSLO (General) 4: Draw conclusions and lessons from the health promotion programs and cases, particularly those that do not fit in easily with a broad approach to health promotion
Student Learning Outcomes (specific)	ISLO	PSLO	Assessment Strategies
4.1 Identify lessons learnt from each health promotion program/case study within the Pacific context	1, 5, 7, 8	5, 6, 9	Individual oral presentation in response to direct questions assessed by a rubric Problem based learning sets graded based on an answer key Direct and multiple choice questions as part of examinations and quizzes given during the semester
4.2 Identify and explain the different issues in health promotion program and how to overcome such issues and implement them in the local context	1, 5, 7, 8	1, 4, 9	Individual oral presentation in response to direct questions assessed by a rubric Problem based learning sets graded based on an answer key Direct questions as part of examinations and quizzes given during the semester

COURSE CONTENTS

Planning, Implementing and Evaluating Health Promotion Programs

Introduction to and rationale for project monitoring – monitoring instruments
Planning health promotion programs: instruments, techniques and methods
Implementing health promotion programs: instruments, techniques and methods
Evaluating health promotion programs: instruments, techniques and methods

Special Issues Related to Health Promotion and Case Studies

Introduction to the rights of the child
Child health promotion and case study
Introduction to youth studies
Youth health promotion and case study
Introduction to gerontology
Health promotion for the elderly
Women’s issues in health promotion
Case studies in women’s health promotion
Health promotion and poverty

METHODS OF INSTRUCTION

[X] Lecture [ ] Cooperative learning groups

[ ] Laboratory [ ] In-class exercises

[ ] Audio visual [ ] Demonstration

[ ] Other

REQUIRED TEXT(S) AND COURSE MATERIALS:
McKenzie JF. et al. (2016). Planning, implementing and evaluating health promotion programs: A primer (7th ed.). San Francisco, California: Benjamin Cummings.(Or most recent edition

REFERENCE MATERIALS:

Cottrell RR., Girvan JT., McKenzie JF. (2009) Principles and foundations of health promotion and education (4th Ed.). San Francisco, California: Pearson, Benjamin Cummings.(Or most recent edition)
Nutbeam D., Harris E. (2004). Theory in a nutshell (2nd Ed.). McGraw-Hill. (Or most recent edition).
Selected readings on Case Studies - Health Promotion programs targeting different population groups and networks.

9.INSTRUCTIONAL COSTS:
None

10. EVALUATION:
Students must have a grade of 70%[C] or better to pass this course.

11. CREDIT BY EXAMINATION
None

PH 241 Case Studies and Special Issues in Health Promotion

Approved by VPIA: 04/08/22

College of Micronesia - FSM

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PH 241-Case Studies and Special Issues in Health Promotion

Hours per Week

No. of Weeks

Total Hours

Semester Credits