Health Education Design

Certificate


GPH 729: Health Education Design

Description:

The interconnectivity of one’s environment and the choices made by individuals are undeniable. As we work on addressing socio-ecological factors that hinder health, we must also address personal choices and behaviors. Health education is an essential tool used to target behaviors that are directed by knowledge and attitudes held by the individual. Building on the skills learned in GPH 726 and GPH 738, students will learn how to design and evaluate health education interventions using a human-centered approach.

Credits: 3
Tuition: $770/credit

Course Syllabi

GPH 729 – Health Education Design

Credits – 3

Description

The interconnectivity of one’s environment and the choices made by individuals are undeniable. As we work on addressing socio-ecological factors that hinder health, we must also address personal choices and behaviors. Health education is an essential tool used to target behaviors that are directed by knowledge and attitudes held by the individual. Building on the skills learned in GPH 726 and GPH 738, students will learn how to design and evaluate health education interventions using a human-centered approach.

Materials

Primary Text

Bensley RJ, Brookins-Fisher J. Community and Public Health Education Methods: A Practical Guide. 4th ed. Burlington: Jones & Bartlett Learning, LLC; 2019.

Other Resources

Health Resources and Services Administration. RHIhub: Rural Health Information Hub. https://www.ruralhealthinfo.org/.

The University of Kansas. Community Tool Box. https://ctb.ku.edu/en/table-of-contents.

Learning Objectives and Outcomes

Course Outcomes

  • Appreciate and adopt health equity and social justice work as core values as a health education designer and facilitator
  • Apply information from community assessments, stakeholder meetings, literature reviews, and media to inform the focus and purpose of a health education program
  • Build towards completing a health education program that takes into account accessibility considerations such as health literacy, reading levels, numeracy, and special needs
  • While developing key components of a health education program, students will adopt principles of human-centered-design and behavioral theories
  • Assess methods of program delivery and adopt the most appropriate methods for the intended audience
  • By the end of the course, students will have developed a health education outline for a three-part program. Students will create a facilitator guide for one session and record a segment from that session as it would be delivered for an audience

Public Health Competencies

  • FC 7: Assess population needs, assets and capacities that affect communities’ health
  • FC 8: Apply awareness of cultural values and practices to the design or implementation of public health policies or programs
  • FC 9: Design a population-based policy, program, project or intervention
  • FC 19: Communicate audience-appropriate public health content, both in writing and through oral presentation

Assignments

Discussions

In weeks 1, 2, 3, 4, 7, and 8, students will engage in discussion board activities. Because this is an online course, the online discussion portion is an important way to exchange ideas with your classmates. Students will be graded on their participation and effort in their posts. These posts will take time to complete but they are an essential part of this online course and a great way to get to know your colleagues. Please be familiar with the course material (readings/lectures) before posting each week. Full marks will be given to those who ask questions, bring in new data from the literature or other resources, and demonstrate a thorough understanding of the topics for the week.

Foundational Assignments

Weeks 1 and 2 will feature brief writing assignments intended to support foundational learning and prepare you to better engage with the later “major assignments.”

Week 1 Assignment: Health Equity Reflection

In no more than 200 words, you will reflect on Health Equity as it is addressed in the course textbook.

Week 2 Assignment: Apply Human-Centered Design Principles

In no more than 4 paragraphs, you will respond to two prompts:

  • How can we apply Human-Centered Design principles in our attempt to meet people where they are AND build an educational program that considers influential constraints?
  • When Human-Centered Design principles are applied well, what can we expect from our program and the people we choose to engage?

Week 5: Live Brainstorming Session

In week five, instead of participating in a written discussion board, you will attend one of three live sessions being offered by your instructor. During the live session, you will have the chance to discuss your work on your major projects and share feedback and input with peers.

Major Assignments

By the end of this course, you will outline a three-session Health Education Program and develop several key components of that three-session (three-hour) program. To help you do so, we will break down the process into 5 Major Assignments. Links to detailed instructions for each major assignment can be found in the course menu item titled “Major Assignments.”

Major Assignment 1: Health Education Program Background

Here you will identify a general priority population, a more specific intended audience within that population, and a health issue. You will review relevant data for your population. (Due in Week 3)

Major Assignment 2: Refine the Purpose of Your Program

This week, further explain why your program will be important to your audience. What purpose will the program serve for them and their unique needs? How would you gather information to inform your judgments? (Due in Week 4)

Major Assignment 3: Full Program Outline and Program Materials

This assignment will incorporate and greatly expand on the information you gathered for the first and second major assignments. We separate this assignment into Part A and Part B. In Part A you will create an outline detailing the order of topics and activities for each of the three one-hour sessions. In Part B, you will develop one material for supplemental use in your program. (Due in Week 5)

Major Assignment 4: Develop a Facilitator’s Guide and Pre/Post Assessment for One Session

For this assignment, you will fully develop a facilitator’s guide for a single one-hour session. (Due in Week 6)

Major Assignment 5: Record a Section

At this point, you will record a section from your fully developed one-hour session. You will also be tasked with reviewing and assessing the recording of a classmate. (Due in Week 7)

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

AssignmentPoint Value
Discussions (6 Discussions; 5 points each)30
Week 1 Assignment: Health Equity Reflection4
Week 2 Assignment: Apply Human Centered Design Principles4
Participation in Week 5 Live Brainstorming Session4
Major Assignment 1: Health Education Program Background10
Major Assignment 2: Refine the Purpose of Your Program10
Major Assignment 3: Full Program Outline and Program Materials10
Major Assignment 4: Develop a Facilitator’s Guide for One Session10
Major Assignment 5: Record a Section14
Peer Feedback on Peer’s Video4
Total100

Grade Scale

GradePoints GradePoint Average (GPA)
A94 – 100%4.00
A-90 – 93%3.75
B+87 – 89%3.50
B84 – 86%3.00
B-80 – 83%2.75
C+77 – 79%2.50
C74 – 76%2.00
C-70 – 73%1.75
D64 – 69%1.00
F00 – 63%0.00