• Undergraduate Courses
• Implementation and Evaluation of Health Promotion Programs - BBH 416
• Advanced Applications in Health Promotion - BBH 417
• Graduate Courses
• International/Cross Cultural Health (BBH 551)


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Biobehavioral Health (BBH) 416
Implementation and Evaluation of Health Promotion Programs
Spring Semester 2001

Prerequisite: BB H 415

REQUIRED TEXT: McDermott, R. J. & Sarvela, P.D. (1999). Health Education Evaluation and Measurement: A Practitioner's Perspective. 2nd Ed. WCB Brown & Benchmark Publishers: Dubuque, IA.

SUPPORTING TEXT: Green LW & Kreuter MW (1999) Health Promotion Planning and Educational and Environmental Approach. 3rd Ed. Mayfield Pub. Co. Mountain View.

Course Objectives:

Upon completion of the course students will be able to:

1. Identify models of health behavior, including individual, group, and community (e.g., Health Belief Model, Social Cognitive theory, and Diffusion of Innovation).
2. Understand Cultural contexts as well as socioeconomic factors in program implementation.
3. Develop strategies to recruit and include potential audiences, resources and organizations in program implementation.
4. Organize a scope and sequence plan for implementation and evaluation of health promotion and disease prevention programs.
5. Write a mission statement for a targeted health promotion program.
6. Formulate appropriate attainable goals and measurable objectives.
7. Identify and select from a range of program methods and strategies appropriate to implement health programs.
8. Demonstrate knowledge of how to plan, design, select and carry out program evaluations at all stages of program development and implementation.
9. Interpret results of program evaluation by applying criteria of effectiveness to obtained results of a program, translating evaluation results into usable formats for various audiences, and reporting program effectiveness in achieving objectives.
10. Discuss the application of health promotion and disease prevention programming in community, school, and worksite settings.

Written assignments:

1. Identify three research-based articles describing the results of a health promotion/ prevention program conducted in either a community, a school or worksite setting. Summarize the programs, how they were evaluated and the results, then critique the programs and their evaluation.
2. Write a sample mission statement, goals, and objectives for a proposed program in a specific setting for a targeted audience. Identify the indicators for evaluating the program.

The quizzes will reflect the readings, lectures, speakers, and class discussions. They will NOT be announced in advance, strongly encouraging students to be current in their readings and assignments, as well as being in attendance in class on a regular basis.

Class participation:

Students are expected to participate in class discussions. In addition, there will be unannounced in-class group activities assigned on any given day.

Project:

Students will develop a theory-based health promotion program for a particular audience and a setting. There should be a clearly stated goal, objectives, and evaluation plan including instrumentation, and reporting format. This project on program evaluation should be written and presented in class.

Tentative Class Schedule:
 

DATE	TOPIC	ASSIGNMENT
Jan 13 Jan 15 Jan 20 Jan 22 Jan 27 Jan 29 Feb 3 Feb 5 Feb 10 Feb 12 Feb 17 Feb 19 Feb 24 Feb 26 Mar 3 Mar 5 Mar 10, 12 Mar 17  Mar 19 Mar 23 Mar 26  Mar 31  Apr 2 Apr 7  Apr 9 Apr 14** Apr 16** Apr 21** Apr 23** Apr 28** Apr 30** April 13	Introduction to Course Review of program planning Purposes of Program Evaluation Theories and Models in Health Promotion: Individual and Interpersonal Community based and Diffusion models Cultural and Socioeconomic Domains Conducting Program Evaluation Measurement and Implementation Effectiveness and Efficacy Principles of Evaluation (quantitative) Principles of Evaluation (qualitative) Principles of Evaluation Designing and Constructing Questionnaires Logistics of Evaluation  Evaluating International Project Small Group Selection Process  Final Project Discussion Evaluation of Community programs SPRING BREAK Evaluation of School Health programs Evaluation of worksite programs Project Work Resources and Materials for Implementation and Evaluation Project Work Review and Critiquing Health-Related Research Project Work Project Work Class Presentation Class Presentation Class Presentation Class Presentation Class Presentation Class Presentation FINAL PROJECT DUE IN ROOM 315 BY 4:00 P.M.	Green et al. Chapter 1   ASSIGNMENT # 1 DUE Chapter 2, Green et al.  Chapter 3,5 Chapter 6 Chapter 7 Chapter 3 Chapter 12     Green, Chapter 8  Green, Chapter 10 Green, Chapter 9 ASSIGNMENT # 11 DUE

*Religious absences are excused.
** Those absent on these days will lose 2 points per absence.

GRADING SCALE:
 

95 - 100 = A 90 - 94 = A- 87 - 89 = B+ 83 - 86 = B 80 - 82 = B-

75 - 79 = C+ 70 - 74 = C 60 - 69 = D 0 - 59 = F

STATEMENT ON DISABILITY

The Pennsylvania State University encourages persons with disabilities to participate in its programs and activities. If you anticipate needing any type of accommodation or have questions about the physical access provided, please contact the office of Disability Services at (814) 863- 1807 in advance of your participation or visit.

STATEMENT ON ACADEMIC INTEGRITY

Academic integrity is the pursuit of scholarly activity free from fraud and deception. Academic dishonesty includes, but is not limited to, cheating, plagiarizing, fabricating of information or citations, facilitating acts of academic dishonesty by others, having unauthorized possession of examinations, submitting work of another person or work previously used or concurrently used in another class without informing the instructor, or tampering with the academic work of other students. The usual punishment for academic dishonesty is an "F" for the course or a lesser penalty if the alleged infraction is of a more minor nature.

Course Description: This course provides an advanced learning experience in health promotion applications. The course will include an examination of various theories and models that can be applied to health promotion/education interventions. Various types of intervention strategies will be explored. Students will actively participate in implementing health interventions in conjunction with campus and community organizations.

Course Objectives:

At the end of this course, students will be able to:

1. Explain various theories that can be applied to health promotion interventions.
2. Describe various types of health promotion intervention strategies and how they can be implemented most effectively.
3. Facilitate various intervention strategies.
4. Identify issues in the implementation of health promotion interventions and ways to deal with these.
5. Assist in implementing a health promotion intervention in conjunction with a campus or community organization.

Glantz, K., Lewis, F. M., & Rimer, B. K. (1997). Health behavior and health education: Theory, research & practice. San Francisco: Jossey-Bass.

Additional readings will be made available.

Tentative Course Schedule:

This course is designed on a mentoring principle so that students can receive guidance on implementing health promotion from both the faculty and community supervisors. Therefore, active participation, initiative, and independent work on the part of each student is a must. Students will meet in the classroom setting with the faculty during the first seven weeks of the semester. Attendance and active participation during each classroom session is required and will be noted. For the next six weeks, students will be working independently on their community projects with their supervisors. At this time, the class will not be meeting together. However, it is required that students complete at least 10 hours working on their project each week. The structure of this time will be determined by the specific needs of each unique project and will be documented in the student's project log. During the last two weeks of the semester, the class will resume meeting as a group as students make presentations about their projects.

Following is a more detailed course schedule:

Jan. 13 - Introduction - exploration of the philosophy and goals of health promotion
Jan. 15 - Discussion of prospective health promotion projects with guest speakers from campus and community organizations
Jan. 20 - Examination of Theoretical Models
Jan. 22 - Individual-Based Models
Jan. 27 - Community-Based Models
Jan. 29 - Models of Culture & SES
Feb. 3 - International Perspective
Feb. 5 - Exploration of Intervention Strategies - Values Clarification
Feb. 10 - Cognitive Behavioral Skills Training
Feb. 12 - Student facilitation of above strategies
Feb. 17 - Health Communications
Feb. 19 - Marketing
Feb. 24 - Implementation Processes - Community Building, Empowerment, & Advocacy
Feb. 26 - Implementation Processes (con't)
Mar. 2 - Apr. 17th - Independent Work on Health Promotion Projects with Campus/ Community Organizations
Apr. 21, 23, 28, 30 - Class Presentations of Health Promotion Projects

Requirements:

Participation: Active participation in both the classroom setting and in working with health organizations is a must for success with this learning experience. Therefore, 20% of the student's total grade will be based on attendance and participation in class, as evaluated by the faculty (5%), and the work completed with the health organization, as evaluated by the contact person (10%). The student will also keep a log documenting the work performed in implementation of the health promotion intervention (5%).

Assignments:

Throughout the first 7 weeks of class, various assignments will be given regarding intervention theories and strategies. Completion and evaluation of these assignments constitute 20% of the student's total grade.

Written Project:

Each student is required to complete a major health promotion intervention project in conjunction with a campus or community organization. Each project will be unique depending upon the specific needs and goals of the health organization. However, specific guidelines for organizing the final written project will be given. This written project constitutes 40% of the student's total grade. It should be professionally done so that it might be shown to a prospective employer as an example of the student's health promotion work and experience.

Class Presentation:

During the last two weeks of the semester, each student will make a presentation regarding his or her unique health promotion intervention. This presentation will constitute 20% of the student's total grade.

Grading:

Based on the points earned as compared to the total possible points for the requirements in the course, grades will be assigned using the following scale:
 

A = 95 - 100% A- = 90 - 94% B+ = 87 - 89% B = 83 - 86% B- = 80 - 82%

C+ = 75 - 79% C = 70 - 74% D = 60 - 69% F = 59% and below

University Policies:

Academic Integrity & Dishonesty: Academic integrity is the pursuit of scholarly activities free from fraud and deception. Academic dishonest includes, but is not limited to, cheating, plagiarizing, factricating of information or citations, facilitating acts of academic dishonesty by others, having unauthorized possession of tests, submitting work of another person or work previously used or concurrently used in another class without informing the instructor or tampering with academic work of other students. Engaging in academic dishonesty can result in failure of the course.

Students with Disabilities:

The Pennsylvania State University encourages persons with disabilities to participate in its programs and activities. If you anticipate needing any type of accommodation or have questions about the physical access provided, please contact the Office for Disability Services at (814) 863-1807 in advance of your participation or visit.

Following are the sections to be included in your project. You should include all relevant, accompanying material either within the body of your project, or in appendices.

1. Need for the intervention, including the extent of the problem to be addressed.
2. Goals and objectives of the health promotion intervention.
3. Description of the targeted population, including unique characteristics, needs, interests, skills, etc.
4. Information on previous interventions that have been implemented with this population or similar populations and the effectiveness of these interventions.
5. Theoretical framework for the intervention and rationale for its appropriateness.
6. Detailed description of intervention strategies and rationale for their appropriateness.
7. Detailed description of implementation process.
8. Detailed description of the resources and materials used.
9. Evaluation of the effectiveness of the intervention, to date, including strengths and weaknesses. Where no formal evaluation has been conducted, you should develop and evaluation strategy.
10. Recommendations for future steps, including suggested changes, additions, etc. to the intervention.

Instructor: Collins O. Airhihenbuwa, Ph.D., MPH and Gary King, PhD
Office: E-304A HHD Building
Phone: (814) 865-1382
E-mail: aou@psu.edu

A. Brief Outline

This course is designed to explore the relationships between culture and health promotion/disease prevention issues globally. Students will analyze the cultural, educational, social, economic, political and environmental impact of health and development in Southern countries.

B. The objectives are to prepare students to do the following:

1. Discuss the role of culture in diseases etiology and nosology in Southern countries.
2. Analyze preventive and curative health decisions/ behaviors of people in Southern countries.
3. Critique health and development approaches of selected nations with regards to health promotion emphasis for women and children.
4. Specify the health education/service components of community health promotion projects.
5. Discuss issues related to population, hunger, and disease in the world and explain their impact on personal health.

1. Basch, Paul. Textbook of International Health, 2nd Edition, 1990. Oxford University Press.
2. Airhihenbuwa, C. Health and Culture: Beyond The Western Paradigm, 1995, Sage Publications. Thousand Oaks, CA
3. Sachs, Wolfgang. The Development Dictionary. 1992, Zed Books Ltd., London, New Jersey.
4. Freire, Paulo & Faundez Antonio. Learning to Question. 1989. Continuum. N.Y. 6. HlED 501 Package - (see attached list).

Students will be evaluated on:

1. Two take home tests on the content, concepts and synthesis of the information related to world health promotion (20%).
2. Demonstration of completed reading assignment through class discussions (20%).
3. A research paper on a topic on world health issues and/or problems (20%). Twelve to Fifteen (12-15) pages typed and double spaced (not including references).
4. Ten-fifteen (10-15) minute presentation of research paper (10%).
5. Group presentation. A 2-3 page team report on assigned book with enough copy for everyone in class. (20%).
6. Critique of two articles on international health (10%). Critique should be limited to 3 pages and should include (a) article's reference on top of paper, (b) discussion of theme of article, c) strengths and weaknesses, and (d) implications for health education.

Final Grade Distribution
 

90-100 = A  80-89 = B 70-79 = C

60-69 = D Below 60 = F

SUGGESTED READINGS:

Giroux, Henry. Border Crossings: Cultural workers and the Politics of education. 1992. Routledge.

Freire, Paulo. Education for Critical Consciousness. 1973. Continuum. N.Y.

Illich, Ivan (1976) Medical Nemesis: The Expropriation of Health. Pantheon Books, New York.

Fuglesang, Andreas (1974) Applied Communication in developing countries. Ideas and Observations. Uppsala, The Dag Hammarskjold Foundation.

Mudimbe, V.Y. (1988) The Invention of Africa: Gnosis, Philosophy, and the Order of Knowledge. Indiana University Press. Bloomingtion. HlED 501 READING PACKAGE

A. BACKGROUND PAPERS ON INTERNATIONAL HEALTH AND EDUCATION

Hahn, Robert, A. The Universe of Sickness. In Sickness and Healing: An Anthopological Perspective. Yale University Press. New Haven. 1995, 13-40.

Meeting Global Health Challenges: A Position Paper on Health Education. Paper prepared jointly by IUHEP, WHO, and CDC.

Executive Summary. Global Strategy for Health for All by the Year 2000.

Declaration of Alma-Ata.

Monekosso, G.L. An Organizational Framework for Achieving Health for All in Developing Countries. International Journal of Health Planning and Management, 7, 3-22, 1992

B. THE POLITICS OF REPRESENTATION

Abdullahi Ahmed An-Na Im. Problems of Universal Cultural Legitimacy of Human Rights. In Human Rights in Africa: Cross-Cultural Perspectives. The Brookings Institute, Wahshington, DC.

Alcoff, Linda. The Problem of Speaking for Others. Cultural Critique, Winter 1991/1992. 5-32.

Amos, Valerie and Parmar, Pratibha. Challenging Imperial Feminism. Feminist Review, 1984, 17, 3-19.

Lorde, Audre. Age, Race, Class, and Sex: Women Redefining Difference. In Out There, Eds. Russell Ferguson et al. Cambridge: MIT Press, 1990.

Giroux, Henry A. Paulo Freire and the Politics of Postcolonialism. Journal of Advance composition, 12(1), winter 1992. 15-26.

Mohanty, Chandra T. Under Western Eyes: Feminist Scholarship and Colonial Discourses. In Third World Women and the Politics of Feminism. Indiana University Press, 1991, 51-80.

Werner, David Health for No One By the Year 2000: The high cost of placing `national security' before global justice. Presentation at the 16th Annual International health conference. National Council for International Health. Arlington, Virginia 18-21 June 1989. 1-39.

Justice, Judith. The Bureaucratic Context of International Health: A social Scientist's view. Social Science and Medicine, 25(12), 1301-1306. 1987.

C. HEALTH PROMOTION AND THE DISCOURSE ON CULTURE

Kegley, C. F., & Saviers, A. N. Working With Others Who Are Not Like Me. The Journal of School Health, February 1983, 81-85.

Jordan, B. Cosmopolitan Obstetrics: Some Insights From the Training of Traditional Midwives. Social Science and Medicine, 28(9):925-944, 1989.

Odebiyi, A. I. Food Taboos in Maternal and Child Health: The Views of Traditional Healers in Ile-Ife, Nigeria. Social Science and Medicine, 28(9):985-996, 1989.

Simons, M. Poor Nations Seeking Rewards for Contributions to Plant Species. The New York Times, May 16, 1989.

D. DECONSTRUCTING TRADITIONAL PARADIGMS IN DEVELOPMENT

Crawford, Robert. The Boundaries of The Self and The Unhealthy Other: Reflections on Health, Culture and AIDS. Soc. Sci. Med 38(10), 1347-1365. 1994.

Leslie, J. Women's time: a factor in the use of child survival technologies? Health Policy and Planning, 4(1): 1-16, 1989.

Lupton, Deborah. The Body in Medicine. In Medicine as Culture: Illness, Disease and The Body in Western Societies. Sage, London. 1994. 20-49.

Seidel, Gill The Competing Discourses of HIV/AIDS in Sub-Sahara Africa: Discourses of Rights and Empowerment vs Discourses of Control and Exclusion. Social Science and Medicine, 36(3), 175-194, 1993.

King, M. Health is a sustainable state. Viewpoint, The Lancet, 336, 664-667, 1990.

REFERENCES IN INTERNATIONAL HEALTH AND DEVELOPMENT

1. AIDS Education and Prevention: An Interdisciplinary Journal. Guilford Pub., Inc., 72 Spring Street, New York, NY 10012.

2. AIDS HIGHLIGHTS - (Published by the United States Agency for International Development, this newsletter describes development programs - complimentary), Agency for International Development, Bureau for External Affairs, Washington, D.C., 20523.

3. APHA INTERNATIONAL HEALTH SECTION NEWS (Published by the American Public Health Association, 1015 Fifteenth Street, NW, Washington, D.C. 10005 - Political, social, economic issues related to world health).

4. BULLETIN OF THE PAN AMERICAN HEALTH ORGANIZATION - Pan American Health Organization, 525 23rd St., NW, Washington, D.C. 20037 (Published in English, Spanish, French and Portuguese. Covers North, South and Central American health issues, including the Caribbean).

5. CONTACT - Christian Medical Commission, World Council of Churches, 150 Ferney 1211 Geneva 20 Switzerland (This bulletin is published six times yearly in English, French, Spanish and Portuguese. It presents articles on health and development related issues in the third world. $7.50 per year).

6. DEVELOPMENT FORUM - United Nations Division for Economic and Social Information/DPI and the United Nations University, DESI/DPI, United Nations, Room DC1-559, New York, New York 10017, USA (Published ten times a year, complimentary).

7. EDUCATION FOR HEALTH - Health Education, Division of Public Information and Education for Health, World Health Organization, Av. Appia, 1211 Geneva, Switzerland (A newsletter issues bi-yearly in English, French and Spanish).

8. HYGIE, INTERNATIONAL JOURNAL OF HEALTH PROMOTION AND EDUCATION - International Union for Health Education - 9 Rue Newton F - 75116 Paris (France). (For subscription information in the North American Region, write to IUHPE/NARO, C/C CHES P. O. Box 2305 Stn D CDN OTTAWA, Ont. K1P5K0 -- $22.00 per year).

9. IDEAS AND INFORMATION ABOUT DEVELOPMENT EDUCATION - A Publication of the InterAction Development Education Committee and the International Development Conference. InterAction, 200 Park Avenue, South, New York, New York 10003 (An occasional newsletter, a $5 voluntary contribution is appreciated).

10. INTERNATIONAL HEALTH NEWS - National Council for International Health, Suite 605, 1101 Connecticut Ave., NW., Washington, D.C. 20036 (202) 833-5900 (Published seven times a year. Regular member dues are $50.00 per year).

11. INTERNATIONAL QUARTERLY OF COMMUNITY HEALTH EDUCATION - Baywood Publishing Company, Inc.

12. THE NEW INTERNATIONALIST - ("... exists to report on the issues of world poverty and focus attention on the unjust relationship between rich and poor worlds; to debate and campaign for the radical changes necessary within and between nations if the basic needs of all are to be met ..." - $25 per year) - P. O. Box 1143, Lewiston, N.Y. 14092 (416) 591-1381.

13. PANOSCOPE - The Panos Institute, 8 Alfred Place, London WC1E 7EB, U.K. or 1405 King Street, Alexandria, Virginia, USA (703) 960-2791 (Produced six times a year by the Panos Institute with funding from the Institute for Foreign Affairs of The Netherlands, Subscription - US $18).

14. SOCIAL SCIENCE AND MEDICINE. Pergamon Press, Gungarden, Ballater, Aberdeenshire, AB3 5UB, Scotland.

15. STATE OF THE WORLD - (An annual report published for the Worldwatch Institute by W. W. Norton & Company, 500 Fifth Avenue, New York, New York 10110).

16. THE STATE OF THE WORLD'S CHILDREN - (An annual report published by UNICEF, UNICEF House, 3 UN Plaza, New York, New York 10017).

17. UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO) - ED/84/WS/7 Paris (France) - (A variety of materials is available.).

18. VITA NEWS - Volunteers in/technical Assistance, 1815 North Lynn Street, Suite 200, Arlington, Virginia 22209 - 2079, USA (Published 4 times a year, a $15.00 per year donation covers printing and distribution costs. One may inquire about becoming a volunteer as well).

19. WHO BULLETIN - An International Health Journal published by WHO, 1211 Geneva 27, Switzerland.

20. WHO FORUM - World Health Organization, Av. Appia, 1211 Geneva 27, Switzerland (Professional Journal of Health Development of the WHO, highlighting data based research significant to world health issues).

21. WORLD BANK PUBLICATIONS UPDATE - World Bank Publications, 1818 H Street, NW, Washington, D.C. 20433, USA.

22. WORLD DEVELOPMENT FORUM - The Hunger Project, P. O. Box 789, San Francisco, California 94101 (Twice monthly as a public service).

23. WORLD DEVELOPMENT REPORT (A yearly report filled with tables, graphs, etc.). Published for the World Bank by the Oxford University Press. The World Bank, 1818 H Street, NW, Washington, D.C. 20433, USA.

24. WORLD HEALTH - World Health Organization, Av. Appia, 1211 Geneva 27, Switzerland - (Published ten times a year in English, French, German, Portuguese, Russian and Spanish and four times a year in Arabic and Farsi - complimentary).

25. INTERCULTURAL INTERACTIONS: A PRACTICAL GUIDE, Richard W. Brislin, K. Cushner, C. Cherrie, M. Young, Sages Publications, Beverly Hills, California, 1986.

26. HUMAN DEVELOPMENT REPORT, published for the United Nations Development Program (UNDP) by the Oxford University Press.