Graduate Catalog 2021-2022

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HSCS 5499 Internship in Health Sciences

Supervised internship in an approved setting. Students must complete 75 hours on-site per academic credit hour. Internship applications and proof of site agreement, memo of supervisor understanding, and signed internship agreement are require no later than 14 days before the first day of the internship. Some sites may require background and/or drug testing (which will be conducted at the student’s expense through a University-approved vendor). Can be repeated for a total of 6 hours.

Credits

1-6

Prerequisite

ATRG or HLHP Program Admission

Typically Offered

Demorest Campus: fall, spring, summer.

Student Learning Outcomes

Outcome (CAATE/CHES/NSCA)

  1. Students will access existing information and data related to health. (1.2.0)
  2. Students will review literature to identify primary and secondary data sources related to health and extract data from existing databases. (1.2.1; 1.2.5)
  3. 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)
  4. 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; 1.6.3)
  5. 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)
  6. When feasible, students will conduct pilot testing for programming/intervention initiatives, and refine implementation strategies based on this information. (2.3.10)
  7. Students will address diversity and demonstrate cultural competence within priority populations when selecting and/or designing strategies/interventions to fit their needs. (2.3.5)
  8. Students will identify and analyze delivery methods and settings that influence the learning process, including those that foster, hinder, and/or influence attitudes and beliefs, knowledge acquisition, and skill acquisition. (2.3.6)
  9. 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. (2.3.8)
  10. Students will organize a health education/promotion plan into a logical sequence, built upon accepted theories or models, and conduct pilot testing when feasible. (2.4.3)
  11. Students will develop a plan to deliver health education programming/interventions which includes: a timeline, marketing plan, and methods for reaching priority populations. (2.4.6)
  12. 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. (2.4.8)
  13. Students will develop training objectives using best practices, identify, recruit, and train individuals needed for implementation, and implement the training plan. (3.2.3)
  14. Students will use contemporary theories/models to implement health education/promotion programming/interventions, assess readiness for implementation, and deliver strategies as designed. (3.3.6)
  15. Students will determine the purpose and goals of a plan evaluation, the questions to be answered, and the existing data collection instruments and/or other resources that can be used. (4.1.1)
  16. 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; 4.1.8)
  17. Students will develop an evaluation plan using ethically collectable qualitative and/or quantitative data. (4.1.6; 4.1.10)
  18. Students will develop a research plan which includes creating statement of purpose, developing sampling and data collection procedures, planning for non-respondent follow-up, and assessing the overall feasibility of conducting the research. (4.2.1; 4.2.11; 4.2.13; 4.2.10)
  19. Students will apply ethical principles to the research process, including when choosing the research design, determining instrument suitability, identifying participants, and completing data analysis. (4.2.12)
  20. Students will conduct a search for literature related to their research topic and analyze and synthesize information found to develop research questions and/or hypotheses and assess the feasibility of conducting a study. (4.2.2; 4.2.4)
  21. Students will demonstrate ethical leadership principles when analyzing an organization's culture to determine the extent to which it supports health education/promotion and when developing strategies to reinforce or change that culture. (5.5.10)
  22. Students will demonstrate ethical leadership principles and comply with existing laws and regulations when conducting quality assurance/process improvement initiatives. (5.5.9)
  23. Students will assess target population needs for health-related information, identify valid information and evaluate it for accuracy, relevance, and timeliness, adapt the information to fit the consumer, and convey it in an appropriate way. (6.1.1; 6.1.5)
  24. Students will identify, develop, deliver, and assess messages using a variety of communication strategies, methods, and techniques based on contemporary theories and/or models. (7.1.1)
  25. Students will identify the level of literacy of the intended message audience, tailor the messaging to them, pilot test where feasible, revise messaging based on feedback, and evaluate the message impact. (7.1.3)
  26. Students will identify, develop, deliver, and assess messages using a variety of communication strategies, methods, and techniques based on contemporary theories and/or models. (7.1.6)
  27. Students will use advocacy strategies to advance the predetermined goals, access resources related to the identified advocacy needs, and develop, implement, and evaluate advocacy plans in compliance with local, state, and/or federal policies and procedure (7.2.4)
  28. Students will 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. (7.3.4; 7.3.1; 7.3.5; 7.3.2)
  29. Students will promote the health education profession by explaining the major responsibilities of the health education specialist, the role of professional organizations, and the benefits of participating in them. (7.4.1; 7.4.2)
  30. Students will teach and evaluate metabolic conditioning/energy systems development and flexibility techniques. (Practical/applied 1.F.)
  31. Students will teach and evaluate resistance training exercise, spotting procedure, and speed/sprint (e.g., resisted and assisted sprinting, speed strength) techniques. (Practical/applied 1.G.; 1.B.; 1.D.)
  32. Students will design programs based on an athlete’s health status, training age, capabilities, and training goals to maximize performance and minimize injury potential by: Selecting exercises, Determining and assigning exercise intensities (e.g., load, resistance, heart rate), Determining and assigning work/rest periods, recovery and unloading, and training, and Applying the principles of periodization. (Practical/applied 2.; 2.B.; 2.D.; 2.F.; 2.H.)
  33. Students will determine the policies and procedures associated with the safe operation of the strength and conditioning facility (e.g., facility/equipment cleaning and maintenance, rules, scheduling, emergency procedures). (Practical/applied 3.D.)
  34. Students will administer goal-specific test protocols and procedures to ensure reliable data collection, and interpret the results to design a training program for strength, endurance, cardiorespiratory fitness, flexibility, and/or body composition. (Practical/applied 4.C.; 4.; 4.B.)
  35. Students will apply knowledge of the anatomical, physiological, and biomechanical differences of athletes (e.g., age, sex, training status, specific sport or activity) when training clients to improve athletic performance and fitness. (Scientific foundations 1.1.)
  36. Students will apply knowledge of bone and connective tissue (tendons and ligaments) anatomy and physiology. (Scientific foundations 1.D.)
  37. Students will apply knowledge of cardiopulmonary anatomy and physiology. (Scientific foundations 1.G.)
  38. Students will apply knowledge of physiological adaptations to exercise and training. (Scientific foundations 1.H.)
  39. Students will Apply basic knowledge of nutritional factors affecting health and performance when creating strategies for manipulating food choices and training methods to maximize performance. (Scientific foundations 2.A.)
  40. Students will apply basic strategies for manipulating food choices and training methods to maximize performance. (Scientific foundations 2.B.)
  41. Students will apply basic knowledge of the effects, risks, and alternatives of common performance enhancing substances and methods. (Scientific foundations 2.D.)