HSCS 5340 Coaching Behavior Change

An examination of current health promotion techniques in order to design programs to facilitate individual health behavior change. The course will emphasize review of existing scientific literature concerning the development and design of behavior change programs in various settings including communities, schools and worksites. Students will apply course concepts through various assessments that will allow them to address both their own behaviors and the behaviors of a target population.

Registration Name

Coaching Behavior Change

Lecture Hours

3

Lab Hours

0

Credits

3

Prerequisite

ATRG or HLHP Program Admission

Offered

Restricted Elective

Notes

Only offered when student interest is sufficient as a restricted elective.

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 1.1.1) Students will define the purpose and scope of an assessment process for health education/promotion.
• (CHES 1.1.2) Students will identify priority population(s) for interventions.
• (CHES 1.1.3) Students will identify existing and available resources, policies, programs, practices, and interventions relevant to health education/promotion.
• (CHES 1.1.4) Students will examine the factors and determinants that influence the health education/promotion assessment process.
• (CHES 1.1.5) Students will recruit and/or engage priority population(s), partners, and stakeholders to participate throughout all steps in the assessment, planning, implementation, and evaluation processes.
• (CHES 1.2.1) Students will identify primary data, secondary data, and evidence-informed resources 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 2.1.1; 2.1.2) Students will convene priority populations, partners, and other stakeholders to facilitate collaboration on health education/promotion efforts.
• (CHES 2.1.2) Students will convene priority populations, partners, and other stakeholders to facilitate collaboration on health education/promotion efforts.
• (CHES 2.1.3) Students will establish the rationale for the health education/promotion intervention.
• (CHES 2.2.1) Students will identify desired health outcomes using the needs and capacity assessment.
• (CHES 2.2.2) Students will elicit input from priority populations, partners, and stakeholders regarding desired outcomes.
• (CHES 2.2.3) Students will develop vision, mission, and goal statements for the health education/promotion intervention(s).
• (CHES 2.2.4) Students will develop specific, measurable, achievable, realistic, and time-bound (SMART) health objectives.
• (CHES 2.3.1) Students will select planning model(s) for health education and promotion.
• (CHES 2.3.4) Students will adopt, adapt, and/or develop tailored intervention(s) for priority population(s) to achieve desired health outcomes
• (CHES 2.4.2) Students will develop materials needed for implementation.
• (CHES 2.4.3) Students will address factors that influence implementation.
• (CHES 3.1.1; 3.1.2) Students will secure and arrange implementation resources and services.
• (CHES 3.1.2) 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.
• (CHES 3.1.3) Students will comply with contractual obligations in an ethical and legal manner.
• (CHES 3.1.5) Students will train staff and volunteers needed for implementation to ensure fidelity.
• (CHES 3.2.2) Students will use available technology to collect baseline data in compliance with all laws and regulations protecting participants' rights.
• (CHES 3.2.3) Students will implement a marketing plan for health education programming/interventions.
• (CHES 3.2.4) Students will deliver health education and promotion as designed.
• (CHES 3.2.5) Students will use employ an appropriate variety of instructional methodologies to implement health education/promotion programming/intervention.
• (CHES 3.3.1; 3.3.4) Students will monitor implementation progress to ensure it is delivered with fidelity and in accordance with the timeline.
• (CHES 3.3.2) Students will assess progress in achieving objectives.
• (CHES 3.3.3) Students will assess a health education/promotion intervention to make modifications when needed to meet individual needs.
• (CHES 3.3.4) Students will monitor implementation progress to ensure it is delivered with fidelity and in accordance with the timeline.
• (CHES 3.3.5; 3.3.6) Students will monitor use of resources when implementing a health education/promotion plan to evaluate its sustainability.
• (CHES 3.3.6) Students will monitor use of resources when implementing a health education/promotion plan to evaluate its sustainability.
• (CHES 4.1.2) Students will comply with institutional requirements for evaluation.
• (CHES 5.1.1) Students will examine the determinants of health and their underlying causes (e.g., poverty, trauma, and population-based discrimination) related to identified health issues.
• (CHES 5.1.2) Students will examine evidence-informed findings related to identified health issues and desired changes.
• (CHES 5.1.3) Students will identify factors that facilitate and/or hinder advocacy efforts (e.g., amount of evidence to prove the issue, potential for partnerships, political readiness, organizational experience or risk, and feasibility of success).
• (CHES 5.1.4) Students will write specific, measurable, achievable, realistic, and time-bound (SMART) advocacy objective(s).
• (CHES 5.1.5) Students will identify existing coalition(s) or stakeholders that can be engaged in advocacy efforts.
• (CHES 5.2.1) Students will identify existing coalitions and stakeholders that favor and oppose the proposed policy, system, or environmental change and their reasons.
• (CHES 5.2.2) Students will identify factors that influence decision-makers (e.g., societal and cultural norms, financial considerations, upcoming elections, and voting record).
• (CHES 5.2.4) Students will Educate stakeholders on the health issue and the proposed policy, system, or environmental change.
• (CHES 5.2.5) Students will identify available resources and gaps (e.g., financial, personnel, information, and data).
• (CHES 5.2.6) Students will identify organizational policies and procedures and federal, state, and local laws that pertain to the advocacy efforts.
• (CHES 5.2.7) Students will develop persuasive messages and materials (e.g., briefs, resolutions, and fact sheets) to communicate the policy, system, or environmental change.
• (CHES 5.2.8) Students will specify strategies, a timeline, and roles and responsibilities to address the proposed policy, system, or environmental change (e.g., develop ongoing relationships with decision makers and stakeholders, use social media, register others to vote, and seek political appointment).
• (CHES 5.4.1) Students will conduct process, impact, and outcome evaluation of advocacy efforts.
• (CHES 6.1.1) Students will segment the target audience(s), as needed, to adapt the information to fit the consumer.
• (CHES 6.1.2) Students will identify the assets, needs, and characteristics of the audience(s) that affect communication and message design (e.g., literacy levels, language, culture, and cognitive and perceptual abilities).
• (CHES 6.1.3) Students will identify health communication channels (e.g., social media and mass media) available to and used by the audience(s).
• (CHES 6.1.4) Students will identify environmental and other factors that affect health communication (e.g., resources and the availability of Internet access).
• (CHES 6.2.1) Students will describe the intended health outcome of the communication (e.g., raise awareness, advocacy, behavioral change, and risk communication).
• (CHES 6.2.2) Students will write specific, measurable, achievable, realistic, and time-bound (SMART) health education/promotion communication objective(s).
• (CHES 6.2.3) Students will identify factors that facilitate and/or hinder the intended outcome of the health communication.
• (CHES 6.3.1) Students will use communications theory to develop or select communication message(s).
• (CHES 6.3.2; 6.3.3) Students will develop persuasive health communications (e.g., storytelling and program rationale) and tailor message(s) for the audience(s).
• (CHES 6.3.3) Students will develop persuasive health communications (e.g., storytelling and program rationale) and tailor message(s) for the audience(s).
• (CHES 6.3.4; 6.4.1) Students will employ media literacy skills (e.g., identifying credible sources and balancing multiple viewpoints) to differentiate the strengths and weaknesses of various communication channels and technologies (e.g., mass media, community mobilization, counseling, peer communication, information/digital technology, and apps).
• (CHES 6.4.1) Students will employ media literacy skills (e.g., identifying credible sources and balancing multiple viewpoints) to differentiate the strengths and weaknesses of various communication channels and technologies (e.g., mass media, community mobilization, counseling, peer communication, information/digital technology, and apps).
• (CHES 6.4.2) Students will select communication channels and current and emerging technologies that are most appropriate for the audience(s) and message(s).
• (CHES 6.4.3) Students will develop communication aids, materials, or tools using appropriate multimedia (e.g., infographics, presentation software, brochures, and posters).
• (CHES 6.4.4) Students will assess the suitability of new and/or existing communication aids, materials, or tools for audience(s) (e.g., the CDC Clear Communication Index and the Suitability Assessment Materials (SAM).
• (CHES 6.4.5; 6.4.6) Students will pilot test message(s) and communication aids, materials, or tools and revise them based on the results.
• (CHES 6.4.6) Students will pilot test message(s) and communication aids, materials, or tools and revise them based on the results.
• (CHES 6.5.1) Students will deliver health education/promotion presentation(s) tailored to the audience(s).
• (CHES 6.5.2; 6.5.3) Students will use public speaking and facilitation skills with large and/or small groups.
• (CHES 6.5.3) Students will use public speaking and facilitation skills with large and/or small groups.
• (CHES 6.5.4) Students will use current and emerging tools and trends (e.g., social media) to communicate health information.
• (CHES 6.5.5) Students will deliver oral and written health communication that aligns with professional standards of grammar, punctuation, and style.
• (CHES 6.5.6) Students will use digital media to engage audience(s) (e.g., social media management tools and platforms) with health information.
• (CHES 7.2.1) Students will develop culturally responsive content.
• (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 8.1.6) Students will apply principles of cultural humility, inclusion, and diversity in all aspects of practice (e.g., Culturally and Linguistically Appropriate Services (CLAS) standards and culturally responsive pedagogy).
• (CHES 5.4.2) Students will use the results of the evaluation to inform next steps.