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HEDU 6540:
Health Communication Research
Fall 2015
Location: Marriot Library 1715
Time: Thursday 4:35 – 7:00 PM
Professor:
Jakob (Jake) Jensen, Ph.D.
Associate Professor
Department of Communication
Department of Health Promotion & Education
Email:
Office: LNCO 2618
Office Hours (by appointment only): Monday, 2:45 – 4:35 pm
Prerequisites:
There are no prerequisites for this course.
Course description:
Health communication is the study of communication strategies to inform and influence individual and community decisions that improve health. It links the fields of communication and health and is increasingly recognized as a necessary element of efforts to improve personal and public health.Academic programs across the country have added undergraduate specializations, minors, and majors in health communication, while graduate programs have defined tracks to train future health communication scholars. Health communication scholars are participating in the creation of the Healthy People 2020 goals, of which an entire section is devoted to the role of health communication. Health Communication will continue to grow due to the need for translational research that moves research from the bench and into practice, the impacts of technology on health, the changing needs of United States and Global populations, and the prominence placed on multi-disciplinary teams for conducting funded research. The future of health communication is promising and as an area of study, it is poised for multiple pursuits over the next few decades.
Student Learning Outcomes:
By the end of this course, you will be able to:
- Understand how health communication differs/intersects with other disciplines
- Understand basic principles of health communication practice
- Learn how to structure a health communication research article
- Identify conferences and journals central to health communication research
- Understand health communication research published in premier journals
- Identify low risk/high yield health communication research projects
Required Texts:
There is no required text for the course. All readings are posted to the course CANVAS page under “Files>Readings”
Professor Jensen does not expect students to have completed the readings for first day of class.
Requirements and Grading:
Assignment % of final grade
3 Sentences for 3 Ideas / 25%Final Paper / 75%
3 Sentences for 3 Ideas:
A graduate seminar should encourage students to explore various research programs. For this assignment, students will identify three promising research programs they would like to explore further. Students will describe each program via 3 sentences (no more, no less). Not only does this cultivate higher level thinking, but it also will allow Professor Jensen to direct students toward a research program that would make for a fruitful final paper.
Final Paper:
Students will write a 10 page final paper that explicates a promising area for future health communication research. Students also have the option to write a 10 page review article.
Plus/Minus System:
HEDU 6540 uses a plus/minus system with one twist: there is no A+ or A- because the U does not recognize an A+ (thus making the A- problematic). More details concerning the grading scheme are included below
Grade Calculation:
One's course grade will be determined by the (weighted) average of the grades on each of the assignments.
Course AverageCourse Grade
90% and upA
87% and upB+
83% and upB
80% and upB-
77% and upC+
73% and upC
70% and upC-
67% and upD+
63% and upD
60% and upD-
59% and belowF
The Americans with Disabilities Act.
The University of Utah seeks to provide equal access to its programs, services, and activities for people with disabilities. If you will need accommodations in this class, reasonable prior notice needs to be given to the Center for Disability Services (CDS; 162 Olpin Union Building; (801)-581-5020). CDS will work with you and the instructor to make arrangements for accommodations. All written information in this course can be made available in an alternative format with prior notification to the CDS.
Addressing Sexual Misconduct.
Title IX makes it clear that violence and harassment based on sex and gender (which Includes sexual orientation and gender identity/expression) is a Civil Rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, color, religion, age, status as a person with a disability, veteran’s status or genetic information. If you or someone you know has been harassed or assaulted, you are encouraged to report it to the Title IX Coordinator in the Office of Equal Opportunity and Affirmative Action, 135 Park Building, 801-581-8365, or the Office of the Dean of Students, 270 Union Building, 801-581-7066. For support and confidential consultation, contact the Center for Student Wellness, 426 SSB, 801-581-7776. To report to the police, contact the Department of Public Safety, 801-585-2677(COPS).
The Code of Student Rights and Responsibilities.
The code, which specifies student rights as well as conduct involving cheating, plagiarism, collusion, fraud, theft, etc., is provided at
Wellness Statement.
Personal concerns such as stress, anxiety, relationship difficulties, depression, cross-cultural differences, etc., can interfere with a student’s ability to succeed and thrive at the University of Utah. For helpful resources contact the Center for Student Wellness, 801-581-7776.
Course Attendance:
Students are expected to be in class. If you need to miss class, then contact Professor Jensen ASAP. Unexcused absences will drop the student’s final letter grade by 1/3rd (for every absence).
Lecture Notes:
Again, students are expected to be in class. Thus, lecture material is not repeated and lecture notes are not available from Professor Jensen.
Note:
Professor Jensen reserves the right to alter this syllabus at any time. He will announce any changes in class. Students are expected to routinely check the online syllabus for changes.
Fall 2015 Calendar
Date / TopicAug. 27 / Introduction:
“On Making Progress in Communication Science” – Boster (2002)
“Are We Moving in the Right Direction?” – Noar& Zimmerman (2005)
“Converting Science into Action” – Sussmanet al. (2006)
Sep. 3 / Example of Robust Health Communication Research Program: The Malawi BRIDGE project:
“The Risk Perception Attitude Framework in HIV Prevention” – Rimal et al. (2009)
“Effects of a mass media intervention on HIV-related Stigma” – Creel et al. (2011)
“Addressing the Slow Uptake of HIV Testing in Malawi” – Berendes & Rimal (2011)
Sep. 10 / NO CLASS
Sep. 17 / Measurement:
“A History and Overview of Psychometrics” – Jones & Thissen (2007)
“Efficiently and Effectively Evaluating PSAs” – Bigsby et al. (2013)
“The Relationship between Message Recall and Persuasion” – Carpenter & Boster (2013)
“Big Five Trait Taxonomy” – John et al. (2008)
“A Multitrait-Multimethod Validity Assessment of VA” – Kotowski et al. (2009)
“Understanding Health Literacy Measurement through Eye Tracking” – Mackert et al. (2013)
“Character Recognition as an Alternative Measure of Exposure” – Rimal et al. (2013a)
Extended Parallel Process Model (EPPM):
“Introduction: Pathways” – Witte (2013)
“The EPPM: Illuminating Gaps in Research” – Popova (2012)
“Examining HPV Threat-to-Efficacy Ratios in the EPPM” – Carcioppolo et al. (2013)
“A Further Extension of the EPPM” – So (2013)
Sep. 24 / Narratives:
“Narrative Communication in Cancer Prevention & Control” – Kreuter et al. (2007)
“Narratives that Address Forecasting Errors” – Dillard et al. (2010)
“The Role of Transportation” – Green & Brock (2000)
“Measuring Narrative Believability” – Yale (2013)
“Narrative Sensemaking and Time Lapse” – Bute & Jensen (2011)
Oct. 1 / Disparities:
“Health Disparities, Communication Inequalities, & e-Health” – Viswanath & Kreuter (2007)
“The Role of Interpersonal Communication in Reducing Disparities” – Rimal et al. (2013)
“The Role of Identification, Transportation, and Emotion” – Murphy et al. (2013)
3 Sentences for 3 Ideas Due by 11 pm. Turn in this assignment via CANVAS.
Oct. 8 / Scanning, Overload, and Reactance:
“Effects of Scanning on Cancer Screening & Prevention” – Hornik et al. (2013)
“The Cancer Information Overload (CIO) Scale” – Jensen et al. (2014a)
“On the Nature of Reactance” – Dillard & Shen (2005)
“PMSV and Psychological Reactance” – Quick (2013)
Oct. 15 / NO CLASS–Fall Break
Oct. 22 / Campaigns & Interventions
“A Meta-analysis of Health Communication Campaigns” – Snyder et al. (2004)
“Worksite Campaigns to Promote Organ Donation” – Morgan et al. (2010)
“1-2-3 Pap Intervention Improves HPV Vaccine Series” – Vanderpool et al. (2013)
“A Multilevel Analysis of Antimarijuana PSA Effectiveness” – Weber et al. (2013)
“AlcoholEdu for College: An ARIMA Time-Series Analysis” – Wyatt et al. (2013)
Oct. 29 / Campaigns, Interventions, & Communication Technology
“Unintended effects of health communication campaigns” – Cho & Salmon (2007)
“Text4Baby More Likely with Higher Health Literacy” – Gazmararian et al. (2013)
“Results from the COMPASS Study” – King et al. (2013)
“Online Social Interconnectedness & Smoking Cessation” – Phua (2013)
“Results from the Diabetes Study in Northern California” – Sarkar et al. (2013)
Nov. 5 / Physiological Approaches to Health Communication:
“Parents’ Communication Skills and Salivary/Cortisol Patterns” Affifi et al. (2011)
“Alexithymia and Impairment of Decoding: An fMRI Study” – Hesse et al. (2013)
“Theorizing Flow” – Weber et al. (2009)
Nov. 12 / Tailoring & Targeting:
“Meta-analytic Review of Tailored Interventions” – Noar et al. (2007)
“The Project SCAPE Family Study” – Glanz et al. (2013)
“Comparing Tailored and Narrative Worksite Interventions” – Jensen et al. (2014)
Nov. 19 / NO CLASS – PROFESSOR JENSEN GONE TO CONFERENCE
Nov. 26 / NO CLASS – Thanksgiving Break
Dec. 3 / Inoculation, Blurting, Avoidance, & Anticipated Regret:
“A Meta-analysis of Research on Inoculation Theory” – Banas & Rains (2010)
“Blurting” – Hample et al. (2013)
“Avoidance During Reintegration following Military Deployment” Knobloch et al. (2013)
“Anticipated Regret & Intention to Consume Folic Acid” – Martinez (2014)
Dec. 10 / Policy & Ethics
Brownell & Frieden (2009)
*Final Papers due 12/14/15 by 11:00 PM. Turn in final papers via CANVAS. Late papers will not be acceptedfor any reason.