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.

Registration Name

Internship in Health Sciences

Lecture Hours

1-6

Lab Hours

0

Credits

1-6

Prerequisite

ATRG or HLHP Program Admission

Offered

Demorest: Fall, Spring, and Summer

Student Learning Outcomes

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

• (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 1.1.5) 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 1.2.7) Students will determine primary data collection needs, instruments, methods, and procedures related to health education/promotion.
• (CHES 1.2.8) Students will adhere to established procedures to collect qualitative and/or quantitative data related to health education/promotion.
• (CHES 1.3.1) Students will determine the health status of the priority population(s) for interventions.
• (CHES 1.3.4) 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 2.1.1; 2.1.2) Students will convene priority populations, partners, and other stakeholders to facilitate collaboration on health education/promotion efforts.
• (CHES 2.2.2) Students will elicit input from priority populations, partners, and stakeholders regarding desired outcomes.
• (CHES 2.2.4) Students will develop specific, measurable, achievable, realistic, and time-bound (SMART) health objectives.
• (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 3.1.3) Students will comply with contractual obligations in an ethical and legal manner.
• (CHES 4.1.2) Students will comply with institutional requirements for evaluation.
• (CHES 4.3.2; 4.3.3) Students will implement data collection procedures and use appropriate modalities to collect and manage data.
• (CHES 4.3.5) Students will use technology to prepare data for analysis using qualitative, descriptive, and/or inferential statistical methods.
• (CHES 4.4.3) Students will analyze data to interpret results and identify limitations and delimitations.
• (CHES 6.5.2; 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 7.1.1; 7.1.2) Students will identify potential partners and stakeholders and assess their capacity for health education/promotion interventions.
• (CHES 7.1.3) Students will involve partners and stakeholders throughout the health education and promotion process in meaningful and sustainable ways.
• (CHES 7.2.1) Students will develop culturally responsive content.
• (CHES 7.3.8) Students will apply team building and conflict resolution techniques as appropriate.
• (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).
• (NSCA Practical/applied 1.B.) Students will teach and evaluate resistance training exercise, spotting procedure, and speed/sprint (e.g., resisted and assisted sprinting, speed strength) techniques.
• (NSCA Practical/applied 1.D.) Students will teach and evaluate resistance training exercise, spotting procedure, and speed/sprint (e.g., resisted and assisted sprinting, speed strength) techniques.
• (NSCA Practical/applied 1.F.) Students will teach and evaluate metabolic conditioning/energy systems development and flexibility techniques.
• (NSCA Practical/applied 1.G.) Students will teach and evaluate resistance training exercise, spotting procedure, and speed/sprint (e.g., resisted and assisted sprinting, speed strength) techniques.
• (NSCA Practical/applied 2.) 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.
• (NSCA Practical/applied 2.B.) 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.
• (NSCA Practical/applied 2.D.) 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.
• (NSCA Practical/applied 2.F.) 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.
• (NSCA Practical/applied 2.H.) 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.
• (NSCA Practical/applied 3.D.) 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).
• (NSCA Practical/applied 4.) 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.
• (NSCA Practical/applied 4.A.) 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.
• (NSCA Practical/applied 4.B.) 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.
• (NSCA Practical/applied 4.C.) 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.
• (NSCA Scientific foundations 1.1.) 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.
• (NSCA Scientific foundations 1.D.) Students will apply knowledge of bone and connective tissue (tendons and ligaments) anatomy and physiology.
• (NSCA Scientific foundations 1.G.) Students will apply knowledge of cardiopulmonary anatomy and physiology.
• (NSCA Scientific foundations 1.H.) Students will apply knowledge of physiological adaptations to exercise and training.
• (NSCA Scientific foundations 2.A.) 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.
• (NSCA Scientific foundations 2.B.) Students will apply basic strategies for manipulating food choices and training methods to maximize performance.
• (NSCA Scientific foundations 2.D.) Students will apply basic knowledge of the effects, risks, and alternatives of common performance enhancing substances and methods.