Evidence Based Health Program Planning HPA 2322/EDUC 2107 Fall 2014 linked to HPA 2990 Spring 2015
Tuesday 5:30-8:10 p.m.
Trees Hall 129
Dr. Carl I. Fertman, PhD, MBA, MCHES
Associate Professor, School of Education, Department Health and Physical Activity
156 Trees Hall
Office: 412-648-7191
Fax: 412-648-7198
E-mail:
Office hours: By appointment
Course description
Team based course designing real health promotion programs at local large, medium, and small organizations. The course presents students an opportunity to design a real health promotion program that has the potential to impact their career trajectory. Students are encouraged to seize the opportunity with enthusiasm. To maximize the opportunity students need to be flexible and demonstrate initiative to travel to the organizational site to meet according to staff schedules.
• Plan to come to the first class knowing your schedule flexibility as we consider teams and projects. We use a modified executive course format with potential alternative times for team meetings other than class time (Tuesday 5:30 to 8:10 PM).
• Tentatively two team meetings (not class meetings) are scheduled at the sites. Four team meetings (not class meetings) are with Dr. Fertman to work on the design as well as the final presentation.
• Tentatively team meetings are the 3rd week of September and 2st week of October (at sites with organization staff). Team meetings with Dr. Fertman are during October and November.
• HPA 2322 Fall 2014 is linked to HPA 2990 Spring 2015. Students continue with Dr. Fertman in the spring term (HPA 2990) to refine and disseminate the projects.
Health promotion programs proposed in the 1980s to address many of the health-related problems of children and young people were designed to take advantage of the pivotal position of schools in reaching children and families by combining - in an integrated, systemic manner - health education, health promotion and disease prevention, access to health-related services at the school site and advocacy to change local and national policy. Today health promotion programs are used in schools, community health organizations, businesses, colleges, universities, hospitals, and government settings. The programs focus on nutrition, physical health services, physical education and activity, health education, environment, and behavioral health to improve health, educational, and work outcomes for individuals and reduce overall health care costs by emphasizing health promotion, problem prevention, easy access to programs, services and care, advocacy to change local and national policy, and health equity.
In this course, students will learn:
1. / Working as a team member how to write and present a health promotion program plan, implementation and evaluation.2. / Application of health theories and health promotion program models to create evidence-based health promotion programs.
3. / Program strategies to promote health equity.
Methods of Instruction
Working with the professor, as a team member you will prepare a health promotion program plan to guide how an organization can promote the health of a priority population. You will work directly with an organizational resource person and be required to meet face to face to with the resource person throughout the term. The developed product will be potentially implemented in the spring of 2014 with a budget of $5000.00
A team based writing intense course with students producing multiple drafts of a document through a process of writing, review, and redrafting as sections are added as the course progresses. The instructor utilizes a variety of teaching strategies: lectures, discussions, small group interaction, email, and presentations. Each class session reviews previous plan drafts and presents next plan section. The course concludes with a stakeholder presentation. A course goal is implementation of selected plans in the subsequent school semesters (e.g. winter, summer, fall).
Required reading:
Fertman, C. I., & Allensworth, D.D. (2010). Health promotion programs: From theory to practice. San Francisco, CA: Jossey-Bass.
Resource book
Glanz, K. (2008). Health behavior and health education: Theory, research, and practice. Hoboken, NJ. : Jossey-Bass. .
Team membership expectations
The course is product-driven requiring team member participation. You are working with the professor to develop and deliver a program for potential implementation. Team meetings with the professor and independent of the professor occur throughout the semester. Weekly team meetings outside of class are expected. In-person or web-based (e.g. Google Docs chat, web conferencing, Skype, Facebook chat, FaceTime) meetings are at the teams’ discretion and based on teams’ technical skills. At least twice during the semester, team members will schedule and meet with their resource person. Scheduling and meeting require assertion and flexibility by team members. Team members will rotate in-class discussion as team leaders (i.e. reporting, receiving and giving feedback, sharing learnings with other teams, creative problem solving). All team members are expected to prepare and present as part of the stakeholder presentations.
Course requirements and evaluation:
· Health Promotion Program Plan (90%): The plan is written and revised throughout the course with a final presentation. Working as a member of a team, you will work on this plan throughout the entire semester and will receive feedback on your work at each stage of the plan. The plan is developed for a specific priority population and organization (i.e. worksite, school, community agency). All plan drafts are emailed to the professor, read and returned in class with suggested revisions. The course culminates with a presentation of plans to the university, community and school stakeholders and a supporting stakeholder resource document.
· Chapter literature review 2010 – 2014 and discussion (10%): Each student is assigned a book chapter to prepare a chapter literature review and lead a discussion on the review. The review consists of an annotated bibliography for the period 2010 – 2013 drawn from a course journal list provided by the professor. An annotated bibliography is a bibliography that gives a summary of each of the entries (150 words). The purpose of annotations is to provide the reader with a summary and an evaluation of the source. Each summary is a concise exposition of the source's central idea(s) and give the reader a general idea of the source's content. The minimum required number of unique entries is 12. As part of the discussion, students provide an assessment of the chapter’s content relevance in light of the research and publications for the period 2010 to 2014, emerging trends, and current practice. The students are asked to identify potential content revisions (i.e. delete, revise) and new content that needs to be added. Key terms and For Practice and Discussion questions are reviewed for potential revision and additions.
Disability resources and services
If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and Disability Resources and Services (DRS), 140 William Pitt Union (412) 648-7890, , (412) 228-5347 for P3 ALS users, as early as possible in the term. DRS will verify your disability and determine reasonable accommodations for this course.
Academic integrity
A student has the obligation to exhibit honesty and to respect the ethical standards of the profession in carrying out his or her academic assignments consistent with the Student Code of Conduct. These guidelines are available for download at the school site. Please see the Associate Dean for Student Affairs regarding any issues that you may have related to these guidelines. For more information please call 412-648-1006.
Evidence Based Health Program Planning Tasks -Fall 2014
TEAM TASKSTask 1 / Site introduction and overview
· Site history, location, mission, services, products, organizational structure with demographics (e.g. number of employees, students, participants, individuals)
Task 2 / Health area review – What is the concern
· Health concern area definition, and health consequences
Task 3 / Priority population (Charts)
· Demographics, characteristics
· Developmental health stresses and challenges
Task 4 / Health theories
· Constructs and variables
· Health program examples that have used the particular health theories (Constructs and variables)
Task 5 / Needs assessment primary data source
· Methods - Qualitative – Standardize, validity, reliability, scoring, interpretation
· Methods Quantitative – Questions, script, scoring
· Selection justification linked to prior research and population
Task 6 / Needs assessment secondary data source
For example - Healthy People 2020 Objective background fitted and tailored to site and priority population
· Healthy People 2020 Objective title with web link
· Objective table with baseline and target baseline and target labeled columns including unit of measurement tailored and fitted and linked to priority population and site (6 row limit including total)
Task 7 / Needs assessment capacity assessment (Climate, Resources and Staff )
· Methods - Qualitative – Standardize, validity, reliability, scoring, interpretation
· Methods Quantitative – Questions, script, scoring
· Selection justification linked to prior research and population
Task 8 / Needs assessment finding dissemination
· Formative, succinct statement and format
· Priority distribution list
Task 9 / Mission, goals, and objectives
· Priority population and stakeholder organization link
· SMART approach
Task 10 / Intervention continuum
· Range of effective health interventions (e.g. Dr. Fertman’s example - Five major school and family involvement approaches are used in schools to partner and collaborate with families)
· Big picture – social ecological model
Task 11 / Evidence-based health intervention (Source - NREPP or RTIPs + other sources – what is the evidence?) with specific activity example slides
· Description with outcomes
· Materials including manuals, training and support
· Balancing fidelity and adaptation
· Intervention webpage link (NREPP or RTIPs)
· Clear identification of the intervention’s alignment with the Task 10 continuum / range and theoretical foundation
Task 13 / Logic Model
· Inputs
· Activities – linked to organizational policy and process evaluation
· Short term, intermediate, long term outcomes that identify health intervention knowledge gains, attitude change, behavior change, skill acquisition – linked to evaluation section (short term outcomes)
· Goals linked to quality of life improvement at site – organization / environmental focus
Task 12 / Policy – Implementation at site
· Describe organization support structure (infrastructure)
· Staff procedures to recruit, retain and recognize program participants - Not about program content or outcomes.
Task 15 / Staffing
· Key position descriptions
· Recruitment plan – advertisement
· Staff development and training plan
Task 16 / Social Media (Smart phone, tablet) & health communication
· Product - health behavior
· Promote equity / priority population fit
Task 17 / Social network site / Google site
· Screen shot of proposed social network site (i.e. Facebook page aligned with Task 16)
Task 18 / Advocacy – public policy
· Advocacy organization with web link, mission, advocacy agenda- specific legislation and laws currently advocating linked to health area, priority population and site
Task 19 / Budget and sustainability
· Budget narrative
· Key budget lines
· In-kind contribution
· Collaborations and partnerships
· Fiscal due diligence – sustainability, potential funding streams
Task 20 / Funding option mix and patchwork design
· Brief description with Web link and contact information
· Recent funding highlights with details linked to health intervention, health area, priority population, Western Pennsylvania
Task 14 / Gantt Chart
· Schedule and tasks for 12 month start-up period
· Start date options – January 2014 May 2014 or September 2014
Task 21 / Short term outcomes (6 months) –
· Health intervention knowledge / information gains, attitude change, behavior change, skill acquisition AND what instrument(s) you would use to measure and report short term outcomes.
Task 22 / Process evaluation –
· How will you track individuals’ participation in the program? For example attendance, tardiness, engagement, retention (dropouts), completion, satisfaction and progress. Include examples of potential measure items.
Task 23 / Impact evaluation – Quality of life measure
· Written from the point of view of the site / organization (not program participant), what site (i.e. school, workplace, hospital community organization) change do you expect within 24 months to impact the quality of the organizational climate thereby improving the participants’ quality of life?
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