HSCS 5411 Current and Emerging Issues in Health Policy, Economics, and Advocacy

An examination of the political and economic issues that influence delivery of health care in the U.S. The course will analyze the structure of health care organization, the role of government in medical care and national health insurance, the role of private industries in the delivery of health care and insurance, the influence of various interest groups, and the complexity of financing the health care system. In addition, students will learn how advocacy can affect these issues and change outcomes to improve access and quality of health care. Students will complete various assessments that will allow them to apply course concepts to various professions and work settings.

Credits

3

Prerequisite

ATRG or HLHP Program Admission

Typically Offered

Online: summer

Student Learning Outcomes

Outcome (CAATE/CHES/NSCA)

1. Students will identify and analyze behavioral, environmental, and/or other factors that influence health behaviors, including those which foster or inhibit skill acquisition and impact health. (1.4.2; 1.4.1; 1.4.0)
2. Students will identify factors that enhance or impede health education/promotion programming and interventions, including determining the extent of available resources, related policies, and existing program effectiveness. (1.6.2)
3. Students will assess social, environmental, political, and other factors that may impact health education/promotion and the known capacity for providing necessary programming/interventions. (1.6.5)
4. Students will apply ethical principles when selecting strategies and designing interventions, including active compliance with all applicable legal standards. (2.3.12)
5. Students will create an environment conducive to learning and develop/secure logistical resources to implement the planned programming/intervention, and will do so in an ethical and legal manner. (3.1.6; 3.1.5)
6. Students will address diversity and demonstrate cultural competence within priority populations when selecting and/or designing strategies/interventions to fit their needs. (3.3.4; 2.3.5)
7. Students will monitor implementation of a health eduction/promotion plan to ensure it is delivered consistently in accordance with the timeline, is making progress toward achieving objectives, and is compliant with all legal and ethical standards and principles. (3.4.8)
8. Students will use evidence-based findings to assess the impact of existing and proposed systems and policies on health and health education, project future impact on both, and engage in legislative and media advocacy to influence decision-makers. (7.3.1; 7.3.2; 7.3.4)
9. Students will develop policies to promote health using evidence-based findings, identify factors that influence decision-makers, and use policy advocacy to influence them. (7.3.6; 7.3.8)
10. Students will identify current and emerging issues requiring advocacy, engage stakeholders in advocacy initiatives, comply with organizational policies related to participating in advocacy, and lead initiatives when appropriate. (7.2.8; 7.2.9)
11. Students will advocate for the health needs of clients, patients, communities, and populations. (56)
12. Students will practice in a manner that is congruent with ethical standards of the profession as defined by, 1) the legal parameters that define an athletic trainer's scope of care and differentiated their role, responsibilities, preparation, and scope of practice from other providers; and 2) the essential documents of the national governing, credentialing, and regulatory bodies. (65)
13. Students will advocate for the profession by, 1) understanding the history and functions of the NATA, BOC, and CAATE; 2) identifying mechanisms by which ATs influence state and federal healthcare regulation; 3) identifying key regulatory agencies that govern healthcare facilities and service delivery; and 4) implementing strategies to educate colleagues, students, clients, the public, and other healthcare professionals about athletic training responsibilities, scope of practice, and educational preparation. (68)
14. Students will use injury surveillance, epidemiological, and other evidence provided by accepted outcome measures to develop, implement, and assess risk reduction programming effectiveness for healthy and at-risk individuals across the lifespan. (80)