WELCOME TO HS 390 - PROGRAM PLANNING/IMPLEMENTATION
We are excited to have you here and hope you enjoy your time as you learn to design and implement health promotion programs!
This course provides the framework for and skill development in organizing, planning, and implementing comprehensive health promotion programs. Key topics include: planning models, needs assessment, intervention theories/models, budgeting, marketing, and implementation practices. Meets some requirements for taking the Certified Health Education Specialist (CHES) exam.
Area I: Assess Needs, Assets, and Capacity for Health Education
- Competency 1.1: Plan Assessment Process
- Competency 1.2: Access Existing Information and Data Related to Health
- Competency 1.4: Examine Relationships Among Behavioral, Environmental and Genetic Factor That Enhance or Compromise Health
- Competency 1.5: Examine Factors That Influence the Learning Process
- Competency 1.6: Examine Factors That Enhance or Compromise the Process of Health Education
- Competency 1.7: Infer Needs for Health Education Based on Assessment Findings
Area II: Plan Health Education
- Competency 2.1: Involve Priority Populations and Other Stakeholders in the Planning Process
- Competency 2.2: Develop Goals and Objectives
- Competency 2.3: Select or Design Strategies and Interventions
- Competency 2.4: Develop a Scope and Sequence for the Delivery of Health Education
- Competency 2.5: Assess Factors that Affect Implementation
Area III: Implement Health Education
- Competency 3.1: Implement a Plan of Action
Area IV: Conduct Evaluation and Research Related to Health Education
- Competency 4.1: Develop Evaluation/Research Plan
Area V: Administer and Manage Health Education
- Competency 5.1: Manage Fiscal Resources
Area VII: Communicate and Advocate for Health and Health Education
- Competency 7.1: Assess and Prioritize Health Information and Advocacy Needs
- Competency 7.2: Identify and Develop a Variety of Communication Strategies, Methods, and Techniques
- Competency: 7.6: Promote the Health Education Profession
This course will also help Health Care Administration and Industrial/Organizational Psychology majors understand how health programs are developed, implemented, and evaluated. The skills you learn in this course will prepare you to assess the efficacy of previously implemented programs within your organization as well as develop new promotion programs.
Note: This course is also a qualitative reasoning and writing course. Therefore, it is important to employ high-level writing skills, including spelling and grammar, as you complete course
assignments. Proofreading and reading your work aloud before submitting assignments to your instructor is one way to improve the quality of your work.
Working as a group is vital to your success in this course. A large portion of your course project requires regular group meetings, bouncing ideas off of each other and coming to understand the benefits of working collectively. If this won’t work for you this semester, please consider taking this course in a later semester.
After successful completion of this course you will be able to:
- Conduct a needs assessment using credible sources
- Identify predisposing reinforcing and enabling factors of health problems or health status
- Articulate programmatic goals, objectives, and mission statement for a health program
- Plan health related programs based on sound models
- Develop appropriate behavioral interventions based on behavioral change theories
- Develop an implementation protocol for behavior change programs
- Create a realistic budget and marketing plan to implement a health program
- Research available grants and qualifications to identify potential grants for a health program
Learning Model Architecture
As you complete preparation activities, you will prime your mind to learn and to teach others. Your weekly preparation begins by reading the overview and notes from Instructor pages. You will then read and ponder the foundation material, which sets the correct paradigm for the lesson. After studying the foundation material, you will then be ready to study the readings from the textbook. The relevance information will help you make meaningful connections to the lesson content.
Teach One Another
Teaching your classmates gives you, a prepared student, the opportunity to act for yourself and to develop a deeper understanding of the course materials. You will have many opportunities to work with others as you complete the group assignments throughout the semester. Along with teaching your classmates in formal group activities, look for informal means of teaching and helping one another as you interact with your classmates.
You will extend and solidify your learning by pondering and proving new knowledge. Your ponder and prove activities are the application activities in which you will combine lesson principles with application to your own health program design. You will generally complete one application
activity in each lesson.
Compare prices for your textbooks through the University Store Price Comparison site. They will show you all of the options from the University Store plus several online options to help you find the best price.Textbook: Planning, Implementing & Evaluating Health Promotion Programs; by McKensie, Beiger, and Thackeray; Pearson, 7th Edition. ISBN 10: 0134219929; ISBN 13: 978-0134219929.
- Important: The 7th edition is different than earlier editions of the text; it is important to purchase the 7th edition. Also, since this text is one of the most useful references books in the field of Health Education/Health Promotion, it is strongly recommended that you purchase this text instead of renting it. This text is also a great study guide for taking the Certified Health Education Specialist (CHES) exam. Be aware that the e-book version expires after 180 days, so you will want to purchase a physical copy of the text in order to use it as a reference once the semester concludes.
- Note: International students should purchase the e-book to alleviate shipping restrictions and/or access issues.
- You will be provided with a pdf file of the reading for the first week of the semester. Purchase your textbook right away so that you will receive it no later than the 2nd week of the semester. It is your responsibility to purchase the correct version of the text in a timely manner.
- Digital Camera: stand-alone camera or good cell phone camera (not a flip phone)
- You will use Microsoft Office products in this course. If you do not yet have the Microsoft Office Suite (Word, Excel, Publisher, PowerPoint, etc.) on your computer, you may use this free download for BYU-Idaho students to obtain the software.
Microsoft OneDrive is a free online document storage application which allows you to share your work with other people. This tool will be helpful as you share documents with your group members and as you submit your work to your instructor. You will upload many of your assignments for this course to your Microsoft OneDrive account and then submit a link to your document here in I-Learn. You will use OneDrive for the first time in Lesson 2 and will be taught how to use OneDrive in Lesson 1 using the “OneDrive-Sign In” and “OneDrive-Upload and Share a File” tutorials located in the Course>Resources folder. (If you need further assistance beyond the provided tutorials, refer to the OneDrive help features.)
Mozilla Firefox is the recommended internet browser for any I-Learn course. Videos, readings, and course functionality will work best when you use Firefox.
Note: If you ever have problems viewing course videos while using Firefox, switch to Chrome to see if this remedies the problem before contacting the OSC for assistance.
OSC Contact Information
Live Chat: To access the chat feature, please visit the OSC website
It is assumed that you either have your own computer or you have regular, consistent access to a computer. You need to have the appropriate permissions on your computer to download lesson content, access websites, and update and/or download software as needed. You must also have consistent, reliable access to an internet connection. Your computer should be equipped with at least the standard System Requirements. You should also have a webcam and microphone in order to participate in your instructor's Office Hour and to successfully meet with your group throughout the semester.
How to Navigate this Course
Begin each lesson at the beginning—with the overview and the notes from instructor documents, and then proceed through the lesson. It is highly recommended that you begin each lesson early in the week so that you have enough time to complete your study and work to successfully meet your deadlines.
The introduction lesson and conclusion lesson have unique assignments. In lessons 1-12 you will encounter the following types of assignments:
Complete by MidWeek, see Calendar for times
- Overview: Read this document to begin thinking about the lesson material through an interesting “Consider This” section, become aware of the lessons’ learning goals, and see a list of all due dates for the lesson.
- Notes from Instructor: Read this document to touch base with your instructor and learn from their insights and helpful hints.
- Foundation: The foundation material sets the proper context, framework, and paradigm to prepare you for the rest of the lesson material.
- Reading and Quizzes: In each lesson there will be a readings page which lists the textbook reading assignment. It is important to decrease your reading rate to a slower reading rate, conducive to deeper study. Take notes as you read and study. Then review your notes to help you solidify your learning. Many Readings will also have an attached quiz. Complete the quiz after reviewing your reading notes.
- Relevance: The Relevance information will help you make connections between the lesson material and your health promotion program.
Complete by End of Week, see Calendar for times
- Application: Each lesson includes an application activity in which you will extend your learning of the lesson topics. These assignments will help propel you to successful creation of your own, original health promotion program. Most are a component of designing your program and are group assignments.
Note: Each lesson opens prior to the week it is assigned. If you complete the current lesson early and would like to get started on next week's lesson, you are welcome to do so.
It is your responsibility to submit your work on time; therefore, it is imperative that you check the lesson overview page to see when your work is due each week and not rely on the due soon list. All due dates are also listed at the top of each activity within the lessons for your convenience. You are preparing for a career as a health professional. Submitting work after the deadline has passed is not a professional practice; therefore, late work will not be accepted in this course.
You are probably quite familiar with the teach one another process step of the Learning Model, but did you know that one of the five principles behind the Learning Model is to love, serve, and teach one another? To learn more about this aspect of the Learning Model, visit their webpage and explore the available information.
You will design a health promotion program with your group beginning in Lesson 4. You are invited to be True at All Times as you fulfill your group work responsibilities with personal honor and deepen your learning in this course along with your level of discipleship in your life. Each student is responsible to fully participate and contribute to their group in a professional, respectful manner consistent with being a disciple of Christ. You can contact your instructor at any time during the semester for assistance with group work questions or concerns.
Remember, working as a group is vital to your success in this course. A large portion of your health promotion program requires that you work collectively as a group.
Assignment Categories are as follows: Reading Quizzes, Assignments, and Program Projects. The Reading Quizzes comprise about 11% of your semester grade, the Assignments comprise about 15% of your semester grade, and your Program Project comprises about 74% of your semester grade.
If you have questions about an assignment grade during the semester, you may contact your instructor for assistance. Remember to be respectful and professional in your correspondence and include the assignment title, state your question and any pertinent details. Your instructor has the right to reduce your grade if you fail to be respectful or professional.
Your final letter grade will be assigned according to the corresponding percentage you earn; your grade will not be rounded up. You have all semester to earn your grade; therefore, do not email your instructor at the end of the semester asking to round up your grade.
|A 93% and up||C 73% to 76.99%|
|A- 90% to 92.99%||C- 70% to 72.99%|
|B+ 87% to 89.99%||D+ 67% to 69.99%|
|B 83% to 86.99%||D 63% to 66.99%|
|B- 80% to 82.99%||D- 60% to 62.99%|
|C+ 77% to 79.99%||F 59.99% and below|
HS 390 is a 3-credit course and BYU-Idaho recommends scheduling 3-4 hours per week for each credit. This course was designed for an average student to spend about nine hours each week to successfully complete the course work. Based upon this estimate and your own personal needs, arrange your schedule to reserve ample time for your studies. It is also expected that you will complete your work in a timely manner and put forth your best effort.
You can expect that your instructor will respond to your email within 24 hours, excluding Sundays and holidays. You can also expect that your instructor will grade your submitted work within seven calendar days of the assignment due date. If you ever have a question about your grade or would like additional feedback, simply contact your instructor for assistance.
Netiquette is internet etiquette or acceptable social behavior when using the internet. Remember there is a real person on the other side of your computer screen, and therefore you should always treat others courteously. Behavior such as being demanding or rude, calling someone a derogatory name, or making threats is always inappropriate. Treat your classmates and your instructor in a respectful and professional manner just as you would if you were seeing them face to face. This counsel applies to any type of communication including discussion board posts, emails, participating in a video conference, or any other method of communication.
Netiquette guidelines also include the following:
- Use correct spelling and punctuation instead of abbreviations, text language, or slang. Using conventional spelling and punctuation will help ensure that your meaning will be understood by others.
- Don't use all capital letters. When you use all caps, IT IS LIKE YELLING AT SOMEONE AND IS CONSIDERED RUDE BEHAVIOR.
- It is important that you ask questions of your classmates and instructors as questions arise. Remember that in an online course you and your instructor will often be in the course at different times. Therefore, you need to ask your questions well ahead of due dates in order to allow sufficient time for your instructor to respond. When you ask questions, be specific and include a reference to the lesson content or assignment in question.
By using common courtesy and showing respect to your classmates and instructors as you practice the netiquette behavior explained above, you will be a better disciple of the Savior and
have a far better online learning experience as you help establish a safe learning environment
Following the Honor Code is of great importance as you strive to be a disciple of Christ. Academic honesty and integrity is expected of all BYU-I students. To copy someone else’s work from the Internet, a book, or from any other source, and claiming it to be your own work, is plagiarism. Read the official definitions of plagiarism and cheating from the Academic Honesty portion of the Honor Code. Each case of plagiarism or cheating will be dealt with by the instructor. When working on a group project, you have the responsibility to assure that others in the group do not plagiarize. Any academic dishonesty issue will be referred to the BYU-I Dean of Students, if necessary. Even though you are taking this course online, BYU-Idaho's Dress and Grooming standards still apply. By adhering to the Honor Code you will create a learning environment, “consistent with the ideals and principles of The Church of Jesus Christ of Latter-day Saints.” (Honor Code webpage)
In compliance with applicable disability law, qualified students with a disability may be entitled to “reasonable accommodation.” It is your responsibility as a student to disclose to the instructor any special need you may have by the end of the first week of the semester. To access transcriptions of the videos used in the course, visit the Video Transcriptions page located in the Course > Resources folder.
Read the University Policies document which includes Student Honor, Students with Disabilities, Sexual Harassment, and Complaints and Grievances policies. This document is located under Course>University Policies.
This syllabus and the course schedule may be changed at any time prior to or during the semester as the need arises based upon circumstances. Any changes will be available to view immediately from within the course.