Course Description

Exploring techniques and strategies used for designing, implementing, and managing health promotion intervention. Trainings are provided in specifying change of objectives, assessing determinants, selecting methods and strategies, pre-testing program materials, specifying adoption and implementation plans, evaluation indicators, etc. Problem-based and community-based learning are emphasized and practiced throughout the learning process.

Course Learning Objectives

At the end of the course, students will be able to:

1. Use empirical literature, theory of behavior and social change, and new data (when needed) to inform and analyze health determination in developing health interventions.
2. Apply a step-by-step approach for planning and developing a sound health promotion intervention program using the Intervention Mapping (IM) framework.
3. Compare and contrast delivery strategies and educational mechanisms in health promotion.
4. Identify resources and effective HP methods and strategies for special population groups.
5. Design and pretest program materials developed with relevant community partners.
6. Developing skills for establishing partnerships with community organizations to address health needs of the community.
7. Adapt approaches to develop sound health promotion intervention programs that take into account cultural issues relevant to the target group or community.
8. Use theory and evidence to critique existing health promotions programs.
9. Present health promotions and health education programs to a variety of audiences utilizing a variety of resources and strategies.
10. Apply problem based learning (PBL) inquiry process to chair and facilitate meeting discussions.

These course learning objectives ties to the core competencies outlined for health promotion and behavior track of the MPH program:

1. Use theory of behavior and social change to inform the planning and evaluation of health intervention (Theory).
2. Apply evidence-based approaches to identify effective individual, community, and policy level health promotion programs (Health Behavioral Promotion Programs).
3. Design and implement effective individual, community, and policy level health promotion programs (Health Behavioral Promotion Programs).
4. Develop and adapt approaches to health promotion issues that take into account cultural differences (Cultural Competency).

Textbooks and Other Required Course Material

Required Textbook:
Bartholomew, Parcel, Kok, and Gottlieb (2006). Health Promotion Planning: An Intervention Mapping Approach. 2nd Ed. San Francisco, CA: Jossey-Bass, 2006.

Additional Resource:
Bensley, R. & Brookins-Fisher, J. (Eds). (2003). Community Health Education Methods- A Practical Guide. (2nd Ed). Boston, MA: Jones and Bartlett Publishers, Inc.

Internet Resources:
Health, United States, 2007 – with Chartbook on Trends in the Health of Americans

http://www.cdc.gov/nchs/hus.htm

Making Health Communication Programs Work

http://www.cancer.gov/pinkbook

Community Toolbox

http://ctb.ku.edu

Theory at a Glance: A Guide for Public Health Promotion Practice

http://www.cancer.gov/theory/pdf

Clear and Simple: Developing Effective Materials for Low Literate Readers
www.cancer.gov/cancerinformation/clearandsimple

Instruction details on specific assignments will be given in class. Each pair of students will lead the discussion of an assigned article which addresses a particular area or process of program intervention development and/or implementation related issues. Students will work in small groups (3-4 students per group) with community partner(s) on their IM service-learning program development projects throughout the semester.

Chair a meeting (group discussion) & take a meeting minute
Group management and leadership skills are essential for health professionals in the process of resource development and program implementation. In this class, each team of students will have an opportunity to organize and chair a meeting (group discussion). With guidance and facilitation from the instructor, you set the agenda, you organize the room, you establish the problem to be solved or issue to be discussed, and you lead discussion. Take advantage of this opportunity to discuss issues in the process of IM service-learning program development! Specific guidelines related to setting agenda, meeting facilitation, time allocation, and meeting minute preparation, etc. will be handed out by the instructor as well as discussed in class. Grading will be based on agenda, facilitation of the activities, proper use of meeting management techniques, creativity, and time management (e.g. time allocation for agenda items).

Intervention Mapping (IM) SL Program Development Paper
Guidelines on preparing the (written) IM program paper will be handed out in class. A brief description on the process of developing and pre-testing program material is described below. Additional details will be discussed in class.

Developing and pre-testing program material
You will work with community partners to develop & pilot prototype of your intervention materials. You will have opportunities to pretest your material and obtain peer feedbacks in class. You will also seek feedbacks from your community partner(s) and/or a mall sample of your target group during the process.

Step(0) Gather sufficient evidence and information from literature, theory, and inputs from your target group and community partners (stakeholders).

Step(1) You may select any part of the program component and develop a prototype of your program material. These can be role model stories, health education newsletters, creative video clips, web pages for the program, story boards, a coordinated health promotion event, or user training sessions, etc. Instructions, suggestions and background material for the activities can be found in the course textbook, supplemental readings, the Community Toolbox, and other (Internet) resources. You are responsible for getting yourself familiar with these or other relevant resources. The application must be original and created by the students for the purpose of this class.

The goal is to develop a theory-based intervention program which can be readily used or adopted by potential adopters or implementers. The IM process should be applied in the producing of your program material. Specify in each program material how it addresses the intended (1) change of objectives, (2) underpinning theoretical methods and parameters, and (3) strategies appropriate with the target group culture and setting.

Step (2) Prepare your own pretest evaluation form and make necessary copies for classmates to assess your program material and/or strategies. Gather inputs from both your peers and community partners on the program materials you developed. You may also choose to pilot test a small scale of any or all components of your designed program and test implementation feasibility or identify potential barriers. The evaluation form may need to be modified for different audiences or purposes.

Turn in (1) your original and revised program material, (2) completed evaluation forms from your classmates, and (3) completed evaluation forms from stakeholders and/or small group of your target population. Grading will be based on appropriateness of literacy demand, pretest evaluation form(s), and a description on how the feedback from (2) & (3) were addressed with your final IM written paper.

(IM Service-Learning Project Oral Presentation) Each team will present their IM service-learning project at the end of the semester. You are encouraged to share photos, stories, brochures, handouts, program materials, pretest results, reflections, or other artifacts that provide participants with a better idea of your project and potential benefits it may have for your community stakeholders and target group. A variety of visual aids are required. Grading will be based on content, IM processes applied, organization of materials of the SL project, presentation style, creativity, time management, etc. Use of multimedia technology or presentation is encouraged. Please submit related document files of your presentation via WebCT before class.