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.

Registration Name

Implem & Eval of Health Prog

Lecture Hours

Lab Hours

Credits

Prerequisite

ATRG or HLHP Program Admission

Offered

Demorest: Spring

Student Learning Outcomes

Upon the completion of this course, students will be able to demonstrate the following outcome-based learning skills:

• (56) Students will advocate for the health needs of clients, patients, communities, and populations.
• (57) 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.
• (58a) Students will incorporate patient education and self-care programs to engage patients/clients, their families, and their friends to participate in care 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.
• (58b) 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.
• (59a-2) 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.
• (64c) 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.
• (69) Students will develop patient-centered care plans that include collection, 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.
• (73) Students will select and incorporate efficacious 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.
• (73a) Students will select and incorporate therapeutic 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.
• (73g) Students will select and incorporate therapeutic 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.
• (73h) 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.
• (73i) Students will select and incorporate cardiovascular 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.
• (77a) 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.
• (77b) 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.
• (77c) 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.
• (77d) 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.
• (77e) 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.
• (79a) 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.
• (79b) 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.
• (80) 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.
• (82a) 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.
• (82b) 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.
• (87) Students will select and use biometric and physiological monitoring systems and translate the data into effective preventive measures, clinical interventions, and performance enhancements.
• (CHES 1.2.7) Students will determine primary data collection needs, instruments, methods, and procedures related to health education/promotion.
• (CHES 1.3.1) Students will determine the health status of the priority population(s) for interventions.
• (CHES 1.3.2) Students will determine the knowledge, attitudes, beliefs, skills, and behaviors that impact the health and health literacy of the priority population(s).
• (CHES 1.3.3) Students will the social, cultural, economic, political, and environmental factors that impact the health and/or learning processes of the priority population(s).
• (CHES 1.3.4) Students will assess the effectiveness of existing and available resources, policies, programs, practices, and interventions related to health education/promotion.
• (CHES 1.3.5) Students will determine the capacity (available resources, policies, programs, practices, and interventions) to improve and/or maintain health.
• (CHES 1.3.6) Students will identify the health education/promotion needs of the priority population(s).
• (CHES 1.4.2) Students will prioritize health education and promotion needs.
• (CHES 1.4.3) Students will summarize the capacity of priority population(s) to meet the health needs of the priority population(s).
• (CHES 1.4.4) Students will develop health education/promotion recommendations based on findings.
• (CHES 1.4.5) Students will report health education/promotion assessment findings.
• (CHES 8.1.1) Students will apply professional codes of ethics and ethical principles throughout assessment, planning, implementation, evaluation and research, communication, consulting, and advocacy processes.
• (CHES 8.1.3) Students will comply with legal standards and regulatory guidelines in assessment, planning, implementation, evaluation and research, advocacy, management, communication, and reporting processes.
• (CHES 8.1.4) Students will promote equity by addressing diversity and demonstrating cultural competence.
• (CHES 8.1.5) Students will use evidence-informed theories, models, and strategies.
• (CHES 8.4.1) Students will promote the health education profession by explaining the major responsibilities, contributions, and value of the health education specialist.
• (CHES 8.4.2; 8.4.3) Students will advocate for health education professional development by explaining the role of professional organizations and the benefits of participating in them.
• (CHES 8.4.3) Students will advocate for health education professional development by explaining the role of professional organizations and the benefits of participating in them.
• (CHES 8.4.4) Students will educate others about the history of the health education/promotion profession, its current status, and its implications for professional practice.
• (CHES 8.4.5) Students will explain the role and benefits of credentialing (e.g., individual and program) in health education/promotion.
• (CHES 5.4.2) Students will use the results of the evaluation to inform next steps.