HSCS 5301 Implementation and Evaluation of Health Programming

An examination of best practices for implementing and evaluating health programming to effectively change the behavior of small and large groups. The course will emphasize review of existing scientific literature concerning the development and design of health programs in various settings including communities, schools and worksites. Students will apply implementation and evaluation concepts through various assessments that will allow them to address the overall health a target population.

Credits

3

Prerequisite

ATRG or HLHP Program Admission

Offered

Demorest Campus: spring

Student Learning Outcomes

Outcome (CAATE/CHES/NSCA)

1. Students will plan an assessment process for health education/promotion. (1.1.0)
2. Students will use ethical principles to identify existing and necessary resources to conduct assessments, and determine the extent of available health education/promotion programming and interventions. (1.1.2; 1.1.5)
3. Students will use contemporary theories/models to plan and apply the assessment process for health education/promotion, to define the prioiry population to be assessed, and to engage those populations, partners, and stakeholders. (1.1.4; 1.1.3)
4. Students will review literature to identify primary and secondary data sources related to health and extract data from existing databases. (1.2.1; 1.2.3)
5. Students will identify potential data sources and instruments related to health, select appropriate qualitative and/or quantitative collection methods, and collect data for use in an assessment. (1.3.2)
6. Students will develop data collection procedures and train personnel to assist in data collection. (1.3.3)
7. Students will identify potential data sources and instruments related to health, select appropriate qualitative and/or quantitative collection methods, and collect data for use in an assessment. (1.3.5; 1.3.1)
8. 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. (1.4.0; 1.4.2)
9. 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. (1.6.1)
10. 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; 1.6.4)
11. Students will identify current needs, available resources, and known capacity for health education programming/interventions, synthesize those assessment findings to prioritize needs, and develop and report recommendations. (1.7.4; 1.7.2)
12. Students will identify priority populations, partners, and other stakeholders, and use strategies to bring them together to collaborate and obtain participation commitment as part of the planning process. (2.1.1)
13. Students will develop vision, mission, and goal statements, including the specific, measurable, attainable, realistic, and time-sensitive objectives to meet them. (2.2.0)
14. Students will use evidence-based practice when choosing desired outcomes, planning which programming/intervention models to use, assessing outcome efficacy to ensure consistency with objectives, and adapting existing strategies/interventions as needed. (2.3.1; 2.3.3)
15. Students will apply ethical principles when selecting strategies and designing interventions, including active compliance with all applicable legal standards. (2.3.11)
16. Students will organize a health education/promotion plan into a logical sequence, built upon accepted theories or models, and conduct pilot testing when feasible. (2.4.1)
17. Students will identify known and needed resources involved in health education/promotion delivery, analyze how to integrate programming/intervention strategies into other and/or existing programs, and develop a process by which shared resources/processes can be sustainable. (2.4.2)
18. Students will develop a plan to deliver health education programming/interventions which includes: a timeline, marketing plan, and methods for reaching priority populations. (2.4.4; 2.4.5)
19. Students will Identify and analyze factors that foster or hinder implementation of programming and develop plans and processes to overcome potential barriers to implementation. (2.5.2; 2.5.0)
20. 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. (3.1.2; 3.1.0; 3.1.5)
21. Students will use contemporary theories/models to implement health education/promotion programming/interventions, assess readiness for implementation, and deliver strategies as designed. (3.3.0; 3.3.2)
22. 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)
23. Students will implement a plan to deliver health education programming/interventions which includes: a timeline, marketing plan, and methods for reaching priority populations. (3.3.5)
24. 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. (3.4.2; 3.4.7)
25. Students will assess implementation of a health eduction/promotion plan to make modifications when needed, monitor resource use, and evaluate the plan's overall sustainability. (3.4.4; 3.4.6)
26. Students will develop an evaluation plan using ethically collectable qualitative and/or quantitative data. (4.1.0; 4.1.10)
27. Students will select an existing or create a new logic model to guide the evaluation process, adapt or modify it when necessary, and develop data collection and analysis procedures. (4.1.3; 4.1.4)
28. Students will advocate for the health needs of clients, patients, communities, and populations. (56)
29. Students will identify health care delivery strategies that account for health literacy and a variety of social determinants of health, including: 1) personal hygiene, sanitation, immunizations, and avoidance of infectious diseases, and will apply them to their daily class/clinical attendance; 2)interpersonal and cross-cultural communication, educational intervention strategies to promote positive behavior change, and impacting emotional well-being while protecting privacy; and 3) the impact of sociocultural issues that influence the nature and quality of healthcare received and formulate and implement strategies to maximize client/patient outcomes. (57)
30. Students will incorporate patient education and self-care programs to engage patients/clients, their families, and their friends to participate incare and recovery, including: 1) personal hygiene, sanitation, immunizations, and avoidance of infectious diseases; 2)interpersonal and cross-cultural communication, intervention strategies to promote positive behavior change and impact emotional well-being; and 3) consider the impact of sociocultural issues that influence the nature and quality of healthcare received and formulate and implement strategies to maximize client/patient outcomes. (58a)
31. Students will incorporate patient education and self-care programs to engage patients/clients, their families, and their friends to participate in the care and recovery process, including: 1) assess and interpret physical examination findings (including gait, posture, and ergonomics) to identify participation restrictions (disabilities), activity limitations (functional limitations), and the overall impact of the condition on the patient's life and goals; 2) identify indications, contraindications, and precautions applicable to the intended therapeutic intervention and design and implement a treatment program to meet specific goals; and 3) the use of multimedia tools to create a professional product. (58b)
32. Students will use effective communication and documentation strategies to work appropriately with clients/patients, family members, coaches, administrators, other health care professionals, consumers, payors, policy makers, and others, including: 1) use of correct terminology and complying with legal statutes regulating privacy and medical records; 2) using a comprehensive patient file management system (including diagnostic and procedural codes) for documentation, risk management, outcome assessment, and billing purposes; and 3) use culturally-appropriate communication techniques and intervention strategies to promote positive behavior change and impact emotional well-being. (59a)
33. Students will apply contemporary principles and practices of health informatics to patient care delivery and administration, including: 3) maintain data privacy, protection, and security; 4) use medical classification systems (ICD-10, CPT) and terminology; 5) use an electronic health record to document, communicate, and manage health-related information, mitigate error, and support decision making. (64e)
34. Students will develop patient-centered care plans that includecollection, analysis, and use of psychometrically sound outcome measure data to determine patient status and progress toward goals, intervention efficacy and necessary modifications, participation restrictions and functional limitations, and return to play, discharge, and/or referral criteria. (69)
35. 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. (7.2.2; 7.2.0)
36. Students will select and incorporateefficacious treatment and rehabilitative interventions (for pre-op patients, post-op patients, and patients with nonsurgical conditions) that align with the care plan, consider the influence of pathomechanics, the state of tissue inflammation and healing, desired outcomes, and the patient's psychosocial response. (73)
37. Students will select and incorporatetherapeutic and corrective exercise interventions (for pre-op patients, post-op patients, and patients with nonsurgical conditions) that align with the care plan, consider the influence of pathomechanics, the state of tissue inflammation and healing, desired outcomes, and the patient's psychosocial response. (73a)
38. Students will select and incorporatetherapeutic modality interventions (for pre-op patients, post-op patients, and patients with nonsurgical conditions) that align with the care plan, consider the influence of pathomechanics, the state of tissue inflammation and healing, desired outcomes, the patient's psychosocial response, and manufacturer, institutional, state, and/or federal standards that influence their safe operation. (73g)
39. Students will select and incorporate home care management interventions (for pre-op patients, post-op patients, and patients with nonsurgical conditions) that align with the care plan, consider the influence of pathomechanics, the state of tissue inflammation and healing, desired outcomes, and the patient's psychosocial response. (73h)
40. Students will select and incorporatecardiovascular training interventions (for pre-op patients, post-op patients, and patients with nonsurgical conditions) that align with the care plan, consider the influence of pathomechanics, the state of tissue inflammation and healing, desired outcomes, the patient's psychosocial response, and manufacturer, institutional, state, and/or federal standards that influence their safe operation. (73i)
41. Students will obtain a thorough medical history that includes the pertinent past medical history, underlying systemic disease, use of medications, the patient’s perceived pain, and the history and course of the present condition appropriate for the patient's ability to respond. (74d)
42. Students will demonstrate effective interpersonal and cross-cultural communication and educational intervention strategies when identifying, referring, and supporting patients and others involved in their healthcare to effect positive behavioral change and monitor their treatment compliance, progress, and readiness to participate. (77a)
43. Students will describe the basic principles of personality traits, trait anxiety, locus of control, intrinsic and extrinsic motivation, stress response, confidence, and patient and social environment interactions as they affect patient interactions, clinical referral decisions, and eventual return to activity/participation for injuries or forced inactivity. (77b)
44. Students will describe the psychological and sociocultural factors, signs, symptoms, and physiological and psychological responses of patients displaying disordered eating, substance misuse/abuse, suicidal ideation, depression, anxiety disorder, psychosis, mania, and attention deficit disorders, and devise appropriate management and referral strategies that are consistent with current practice guidelines. (77c)
45. Students will identify, refer, and give support to patients with behavioral health conditions and/or emergencies by developing an appropriate management strategy (including recommendations for referral,patient safety, and activity status) that establishes a professional helping relationship with the patient, ensures interactive support and education, and encourages the athletic trainer's role of informed patient advocate in a manner consistent with current practice guidelines. (77d)
46. Students will select and integrate appropriate behavioral health techniques (motivation, goal setting, imagery, anxiety reduction, positive self-talk, and/or relaxation) into a patient's treatment, pain management, or rehabilitation program to enhance compliance, progress, return to play, and overall outcomes. (77e)
47. Students will use epidemiological evidence to develop and implement strategies to mitigate long-term risk for common congenital and acquired health conditions (adrenal disease, cardiovascular disease, diabetes, neurocognitive disease, obesity, and osteoarthritis) across the life span associated with physical activity participation. (79a)
48. Students will use physical fitness concepts (cardiovascular endurance, muscle strength, muscle endurance, flexibility, and body composition), testing procedures, and programming to mitigate long-term health risks, encourage a healthy lifestyle, and assess clients' physical status and readiness for activity across the lifespan. (79b)
49. Students will use injury surveillance, epidemiological, and other evidence provided by accepted outcome measures to develop, implement, and assess risk reduction programming effectiveness. (80)
50. Students will use osteokinematic and arthrokinematic principles to develop, implement, and supervise comprehensive programs to maximize sport performance and reduce the influence of pathomechanics that are safe and client-specific. (82a)
51. Students will use physical fitness principles and assessments (cardiovascular endurance, muscle strength, muscle endurance, flexibility, and body composition) to develop, implement, and supervise comprehensive programs to maximize sport performance and general wellness that are safe and client-specific. (82b)
52. Students will select and use biometric and physiological monitoring systems and translate the data into effective preventive measures, clinical interventions, and performance enhancements. (87)
53. Students will develop and implement specific policies and procedures to identify, refer, and give support to patients with behavioral health conditions and/or emergencies by developing an appropriate management strategy (including recommendations for referral,patient safety, and activity status) that establishes a professional helping relationship with the patient, ensures interactive support and education, and encourages the athletic trainer's role of informed patient advocate in a manner consistent with current practice guidelines. (94)