health promotion

health promotion
Explore the planning and organization of health promotion programs for underserved, economically disadvantaged, and underrepresented populations. Students learn to design health promotion programs that consider the social, economic, and medical conditions influencing the health status of diverse populations. Throughout the course, students develop a health promotion project for a specific population, based on the intervention mapping process. Through this project, students analyze and integrate principles of social change and empowerment, summarize research that supports the decision-making process, and critique institutional and social systems. Students also have the opportunity to assess and discuss the future of health promotion, considering projections of needs over the next two decades. (Prerequisite(s): Foundational and core curricula.)
Course Prerequisites:
Foundation and Core courses
Learning Objectives Stated in Terms of Learning Outcomes:
At the completion of the course the student will be able to:
1. Relate leadership principles to planning health promotion programs.
2. Analyze theories and concepts related to health promotion and diverse populations to determine their usefulness in program planning.
3. Critique existing research to determine its value for making health promotion planning decisions.
4. Identify selected features of community social change and empowerment.
5. Compare and contrast the similarities and differences in the health needs of diverse populations.
6. Describe and explain the institutional and social system factors that affect health promotion programs.
7. Enhance leadership skills essential to evaluate health promotion programs.
8. Integrate research, theories, concepts, and models into health promotion planning for diverse populations.

Discussion topics are listed in the weekly Assignments and are also posted in the weekly Discussion Forum as Threads.
In addition, students are expected to comment on materials posted by fellow students. To be counted as participation, your postings need to be thoughtful; that is, they refer to the week’s readings, relevant issues in the news, information obtained from other sources, or ideas expressed in the postings of other class members. Where appropriate, use references to support your position. Your postings must demonstrate that you have reflected on the assigned readings, and synthesized the material with your previous knowledge and experience. Adhere to the weekly time frame to allow others time to comment on your work.
Weekly discussions follow a 4 phase cycle in which you: 1) write about the assigned topic and provide support from the literature and other sources; 2) comment on what other students have written about the topics; 3) read the comments others have made on your posting; and 4) respond by stating what you have gained from their insights/commentary. Respect the weekly deadline.
Within the first two days of the class, post a self-introduction on the Discussion Board. Go to the Class Café and add to the self-introduction thread. Briefly, share information about your previous education, professional experience, and goals after completing the program. Also, identify where you live.
General Guidelines for Written Assignments

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