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.

Registration Name

Curr Issues Health Policy, Eco

Lecture Hours

3

Lab Hours

0

Credits

3

Prerequisite

ATRG or HLHP Program Admission

Offered

Online: Summer

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.
• (65) 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.
• (68) 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.
• (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.
• (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 1.2.4) Students will procure secondary data sources related to health education/promotion.
• (CHES 1.2.5) Students will determine the validity and reliability of secondary data related to health education/promotion.
• (CHES 1.2.6) Students will identify potential gaps in secondary data 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 2.3.4) 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 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 5.1.5) 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 5.3.1) Students will use media to conduct advocacy (e.g., social media, press releases, public service announcements, and op-eds).
• (CHES 5.3.2) Students will use traditional, social, and emerging technologies and methods to mobilize support for policy, system, or environmental change.
• (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 6.3.2; 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 6.4.2) 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 6.5.1) 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 6.5.5) 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 7.1.1; 7.1.2) Students will identify potential partners and stakeholders and assess their capacity for health education/promotion interventions.
• (CHES 7.1.2) Students will identify potential partners and stakeholders and assess their capacity for health education/promotion interventions.
• (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.