PH7012. Health Program Planning Implementation and Evaluation

Instructor: Madeleine Frey, MPHDivision: Health Management and Policy

Semester: Spring Year: 2015

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Class Day/Time: Face-to-Face class from 6:00pm to 8:30pm on the following Thursdays in 2015 - Jan 15, Feb 12, March 12, April 9, April 30.

Class Location: Web-facilitated course

Prerequisite(s): Introduction to Healthcare Systems (PH 7160) or instructor approval.

Required Course Materials• Text: Green LW and Kreuter MW, Health Program Planning: An Educational and Ecological Approach,

4th Edition, McGraw-Hill, New York, 2005.• Additional readings assigned in course modules.

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ty Instructor(s) of Record: Madeleine Frey

Office Location: Urban Life Building- 140 Decatur Street Suite 848

Phone Number(s): Instructor is available via email

Email: mfrey@gsu.edu

Office Hours/Availability: Student meetings can be scheduled through email.

I. COURSE DESCRIPTION

Health Program Planning Implementation and Evaluation - 3.00 Credit hours

This course introduces the skills and techniques required to research and develop health programs at the community, state, and national levels. Students will be presented with the concepts, processes and techniques used in health program planning, implementation, and evaluation. The students will engage in planning, implementation and evaluation exercises. The course will emphasize the importance of teams and partnerships in successful health promotion programs.

II. Course Objectives / Competency / Assessment of Student Learning:

This course is designed to support students in acquiring competence in the following areas, as indicated in the GSU School of Public Health Graduate Student Handbook (see MPH Competencies).

HMGP 2. Demonstrate team building, negotiation, and conflict management skills. HMGP 4. Describe the attributes of effective leadership and the skills of effective leadership including decision making, vision setting and

mentoring. HMGP 7. Describe alternative strategies for collaboration and partnership among organizations focused on public health goals. HMGP 8. Apply commonly used frameworks for policy analysis to prominent, contemporary public health issues.

Course Objectives Program Competency Assessment Method(s)

Analyze the behavioral and environmental determinants of health in terms of predisposing, reinforcing and enabling factors.

HMGP 8 Module 1 Activity: Key Issues Influencing Planning Decisions: Complete the questionnaire online

Formulate effective community-based health promotion programs designed to reduce chronic diseases and the multiple factors associated with those diseases.

N/A Module 2 Activity: Your Supervisor’s Call for HelpModule 3 Activity: Interview an employee of your assigned heath agencyModule 4 Activity: Strengthening Evaluation:

Formulate specific collaboration strategies that can lead to the development of meaningful partnerships for program planning.

HMGP 2 & 4 & 7 Module 5 Activity: Incorporating Data:Module 6 Activity: Determining Priority Problem:Module 7 Activity: Promoting Residents’ Participation

Illustrate how the assessment of predisposing, enabling and reinforcing factors generates critical indicators for process and outcome evaluation.

HMGP 8 Modules 9 Activity: Factors that Influence Behaviors and Environmental Conditions

Identify and describe evidence-based interventions shown to be effective in addressing different chronic disease related problems at the community level.

HMGP 8 Module 10 Activity: Draft Proposal of Social Networking StrategiesModules 11 Activity: Collaborating with Health Care Partners

Describe, using evidence-based examples, how the participatory, collaborative dimensions of health promotion planning can trigger positive changes in the health-related policies of community organizations and governmental agencies.

HMGP 7 & 8 Module 12 Activity: Policy Strategy to Support Interventions

Design program evaluation strategies that improve program performance.

N/A Module 13 & 14 Activity: Making the Case for Environmental Approaches to Prevent and Control Chronic Diseases

Compose a written program plan for a community-based intervention program aimed at reducing specific risk factors (including social and environmental determinants) associated with a defined chronic disease(s).

N/AModule 15 Final Project

III. Course Assignments and Requirements

Prerequisites: Introduction to Healthcare Systems (PH 7160) or instructor approval.

Course Design:

Hybrid/Blended (online and face-to-face) Course Format containing 15 weekly modules. The syllabus, any changes to the syllabus, lecture slides, homework, quizzes, and other important information will be posted to Moodle.

http://train-nacdd.gsu.edu/

Students should check the Moodle course page at least every other day.

Professor will hold a Face-to-Face class from 6:00pm to 8:30pm on the following Thursdays in 2015 - Jan 15, Feb 12, March 12, April 9, April 30.

Should you have any questions about the course or its requirements, please ask your question during f2f sessions or contact the Instructor via email or phone. He/She will respond to you within 2 working days.

Instructions for accessing Moodle course site:

o Go to URL: http://train-nacdd.gsu.edu/

o Username: [your email address up until the @ symbol]

o Password: changeme

o You will be prompted to enter a new password

Evidence/Citation: Response to assignments should be supported with evidence (where applicable) and reference should be documented using APA citation style. For examples of APA citation style see the Chronic Disease Resource Guide. WebMD, Wikipedia and any sources citing sources will not be accepted. Please cite original research only.

Professionalism: Up to 10% of each assignment may be deducted for typos, spelling errors, or grammatical mistakes.

Assessment: Following are the criteria for evaluating student performance – 400 points possible. Refer to the grading rubrics located in the course website for specifics on the criteria for grading each assignment. The instructor will provide results/feedback on assignments within 7 working days.

Activities (170 points) In-person and online class discussion participation (80 points) Midterm Exam (50 points) Final Project (100 points) - will be posted online and is due on April 28 th.

IV. Grading Policy

Grading breakdown:

Percentage Grade

90-100 A

80-89 B

70-79 C

60-69 D

<60 F

V. Attendance and Class Participation Policy

Participation: This course assumes substantial and informed student participation. General discussion of theory and practice is encouraged and expected of all students. At a minimum, being informed requires class attendance, completion of assigned readings and homework, and assignments. Student is expected to complete the 15 modules (sessions) online and will have one week to complete each module.

Student Responsibility for Class Facilitation: For classes on Feb 12, March 12, April 9 groups of five students will be expected to plan for and lead class discussion. Students will have the opportunity to develop and practice skills needed for effective public health practice – analyzing and presenting information; facilitating discussions with diverse stakeholders (your fellow students); and public speaking. Group assignments and a facilitation guide with key areas to cover for each class will be provided.

VI. Late Assignments and Make-up Examination Policy

The deadlines for the assignments and examinations are final. Any assignment or exams turned in late will receive a grade of zero. Please contact me by email if you believe you require a deadline extension: an extension is not guaranteed.

Withdrawals: A student who withdrawals at any time up to the mid-point of the quarter will be assigned a W or WF depending upon whether he/she is doing satisfactory work at the time of withdrawal. An average grade of D or F at the time of withdrawal will be assigned a grade of WF. After the mid-point of the quarter, the Registrar’s Office will assign an automatic WF to any student who withdraws from the course without a hardship withdrawal. If a student receives permission to withdraw under hardship, the Instructor will assign a W or WF grade depending upon the student’s work up to the point of time that the student withdrew.

The following is the formal policy at Georgia State University:

“Effective Fall 2001, Instructors must on a date after the mid-point of the course to be set by the Provost (or his designee),

1. give a WF to all those students who are on their rolls but no longer taking the class and

2. report the last day the student attended or turned in an assignment.

Students who are withdrawn may petition the department chair for reinstatement into their classes.

Incompletes: A student will be given the grade I only if nonacademic circumstances beyond the student’s control prevent the student from completing a small segment of the course—e.g., the final examination. For a student to receive the grade of I, he/she must be doing satisfactory work (an average grade of C or better) up to the point that he/she could not continue. Arrangements must be made with Instructor to remove the incomplete grade within one quarter.

Appeals: GSU student appeals policy and procedure

General Expectations: This is a graduate level course, and student behavior is expected to be in keeping with that expected of graduate students and professionals. Students are expected to show courtesy and respect for classmates and faculty.

VII. Syllabus Deviation Policy

The course syllabus provides a general plan for the course; deviations may be necessary.

VIII. Student Code of Conduct and Policy on Academic Honesty

All students at this University are expected to engage in academic pursuits on their won with complete honesty and integrity. Any student found guilty of dishonesty in any phase of academic work will be subject to disciplinary action. The complete Academic Honesty policy is located in the GSU Graduate Catalog, Section 1350: http://enrollment.gsu.edu/catalogs/. Students and faculty are expected to review and conform to the university’s policy on academic honesty. Information on the Student Code of Conduct and related policies and procedures are available at: http://codeofconduct.gsu.edu/.

Special attention should be paid to the sections on plagiarism and multiple submissions:

Plagiarism. Plagiarism is defined as, “appropriating and putting forth as one’s own the ideas, language, or designs of another” (The Living Webster, 1975) – and it is strictly forbidden. Written and oral presentations must be a student’s own work. Students plagiarizing or cheating in any form will face disciplinary action which could result in an “F” in this course and suspension or expulsion from the University. Copying from written materials, presentations, websites, etc. without source acknowledgement and referencing is plagiarism. Read it, appreciate it, learn from it, and make sure you source it – and then reflect it with your own thoughts and words! If you are uncertain about what constitutes plagiarism, please contact the instructor.

Multiple Submissions. It is a violation of academic honesty to submit substantial portions of the same work for credit more than once without the explicit consent of the faculty member(s) to whom the material is submitted for additional credit. In cases in which there is a natural development of research or knowledge in a sequence of courses, use of prior work may be desirable, even required; however, the student is responsible for indicating in writing, as a part of such use, that the current work submitted for credit is cumulative in nature.

Core Rules of Netiquette

In addition to the student code of conduct policy, students should also follow the following rules of netiquette. These rules provide you with guidance about Internet etiquette, including the importance of demonstrating effective and respectful online communication.

Students should review these rules before class begins.

Rules of Netiquette 1

IX. Disability Accommodations Policy

Students who wish to request accommodation for a disability may do so by registering with the GSU Office of Disability Services. Students may only be accommodated upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which an accommodation is sought. The Office of Disability Services is located in the GSU Student Center, Suite 230 and online here: http://disability.gsu.edu/.

X. Course Evaluations Statement

Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing this course, please take time to fill out the online course evaluation.

XI. Career Services

1 Reference: The core rules of netiquette are excerpted from the online book Netiquette, authored by Virginia Shea. The material in the online book and the copyright page were accessed on October 15, 2012, http://www.albion.com/netiquette/book/0963702513p4.html.

The School of Public Health provides career services & student leadership opportunities (student clubs & organizations) to all current SPH students and alumni. SPH Career Services can help students with resume writing, interviewing, job searching, internship development, and professional networking. Students are invited to attend our career events and workshops, and individualized career counseling appointments can be arranged. To see what career panels, career fairs, and events are available this semester, please visit: http://publichealth.gsu.edu/students/career-resources/. The SPH Career Services office is co-located with the Office of Academic Assistance in room 640 at One Park Place.

XII. Tentative course schedule, topics, and readings

Weekly SessionStarting date

Module Objectives Reading Assignment Student Activities

January 12 1. Mental Model for Planning Public Health Programs: Precede-Proceed

This module presents (1) overview of course goals and content, field work assignments and grading (including their culminating community-based, health promotion plan focusing on chronic disease prevention), and (2) an introduction to the core elements of the Precede-Proceed model.

HPP Chapter 1 Face-to-face class meeting (Thursday January 15 @ 6:00-8:30pm @ TBD)

Activity: Key Issues Influencing Planning Decisions: Complete the questionnaire online. Due by Thursday January 15 @ 11:00pm.

Online Discussion : Answer the questions below in the discussion forum and respond to 2 other student's comments.• Which health department were you assigned for the Module 1 Activity: Key Issues Influencing Planning Decisions?

• How difficult or easy was it to obtain the information needed to complete the survey?• What did you find to be the number one health problem in your assigned community?• What evidence did you find to support your finding?Due by Friday January 16 @ 11:00 pm.

January 19 2. Influences on The Population’s Health

Having a “mental model” to address the complexities inherent in planning a community-based health promotion program is critical. In this module, examples of the application of Precede-Proceed (as well as other logic models) will be examined in the context of addressing public health problems at the community level.

HPP Chapter  2

Resource to help with the activity:A Three-Step Approach to Teaching Logic Models, by  R. Renger and A. Titcomb:     http://boru.pbworks.com/f/Three%20Step%20Approach%20to%20Teaching%20LM.pdf

PowerPoint Slides of Logic Model used by University of Wisconsin Cooperative Extension Service: http://www.uwex.edu/ces/pdande/evaluation/powerpt/lmguideslides.ppt

Multiple Chronic

Activity: Your Supervisor’s Call for Help: You are informed by your supervisor that the Public Health Institute (PHI) has released an RFP announcing the availability of resources to support community chronic disease intervention programs in your state. Your supervisor asks you to provide written feedback on a key question provided in this activity. In your response to that question, incorporate insights gained in the introduction and readings for this module. Answer the question online (you may cut and paste your answer). Due by Sunday January 25 @ 11:00pm.

Conditions (MCC): A Strategic Framework: http://www.hhs.gov/ash/initiatives/mcc/mcc_framework.pdf

January 26 3. Evaluation Every step of the planning process provides opportunities for evaluation. Modules 3 and 4 focus on practical methods to help you determine: (1) if your program activities are being carried out as planned, (2) what impacts those activities are having, and (3) the extent to which those activities are having an impact on the health goals of the program.

HPP Chapter 3 (pages 137-142)

“Planning a Program Evaluation” http://learningstore.uwex.edu/Assets/pdfs/G3658-01.pdf

Go to the Victorian Government Department (Australia) of Health website and read: “Six Steps of the Evaluation Grid” (pp. 6-18); and Case Study 2: Sunnyside Hill Primary Care Partnership (pp. 29-43)   http://docs.health.vic.gov.au/docs/doc/32F5DB093231F5D3CA257B27001E19D0/$FILE/planning_may05_2.pdf

Read Section 2 (pp. 11-27) in: A guide to Measuring Policy and Advocacy Annie E. Casey Foundation http://www.organizatio

Activity: Interview an employee of your assigned heath agency Answer the questions online. Due by Thursday January 29 @ 11:00pm.

Online Discussion : Summarize your findings from the interview and comment on the posting of 2 other students.Due by Friday January 30 @ 11:00 pm

nalresearch.com/publicationsandresources/a_guide_to_measuring_advocacy_and_policy.pdf

February 2 4. Evaluation (Con’t)

Continue working on Module 3.

Activity: Strengthening Evaluation: Prepare an evaluation plan (not to exceed 2 pages) for the health promotion program you are preparing for your target population.  Link that evaluation plan to the logic model you developed in the Module 2 Activity.  To organize your plan, use the template in the 2nd to last slide of the UWisc Extension slides. Use the Precede/Proceed model (which is a logic model) or another logic model used in the readings to guide your development of an evaluation plan. Save your summary as a Word document and upload your file into the system.  Due by Thursday February 5 @ 11:00 pm.

Online Discussion : Share your summary from Module 4 Activity - Strengthening Evaluation with your classmates. Post your summary in the discussion forum and respond to 2 other student's comments. Due by

Friday February 6 @ 11:00pm.

February 09 5. Epidemiologic Data

This module focuses on the accessing critical epidemiologic data (objective indicators of health) that is essential to the planning and evaluation of programs designed to prevent chronic diseases.

HPP Chapter 3

http://www.hhs.gov/asl/testify/t020521a.html

http://www.countyhealthrankings.org/

http://phpartners.org/health_stats.html

Face-to-face class meeting (Thursday February 12 @ 6:00-8:30pm @ TBD)

Activity: Incorporating Data: Using the evaluation plan you developed in Modules 3 and 4 provide a one-page description of how the incorporation of data from County Health Rankings would strengthen and add credibility to your chronic disease program plan. Due by Friday February 13 @ 11:00 pm.

February 16 6. Residents’ Perception

Modules 6 & 7 address the important challenge identifying priority health problems through the combined lens of: (1) credible epidemiologic data and standard health indicators, and (2) those health concerns (and their social, economic, and cultural factors precursors) perceived by residents of the population in question.

Redwood, Y, Schulz AJ, et al., Social, Economic, and Political Processes That Create Built Environment Inequities, Fam Community Health, Vol. 33, No. 1, pp. 415–429

Kreuter et. al., The Impact of Implementing Selected CBPR Strategies to Address Disparities in Urban Atlanta: A 3 Year Retrospective Case Study” HER:

Activity: Determining Priority Problem : Answer the questions online.Due by Friday February 20 @ 11:00 pm.

http://her.oxfordjournals.org/content/early/2012/06/11/her.cys053.full?keytype=ref&ijkey=z3tzoQ3dcQDbI4M

February 23 7. Residents’ Perception (Con’t)

Activity: Promoting Residents’ Participation: Based on information you get from the readings in module 6 and to date, identify two specific methods you feel would be effective in promoting resident input/participation in a heath promotion program in your target population and provide a rationale for your selection. Due by Friday February 27 @ 11:00 pm.

March 02 9. Causes of Chronic Diseases

This module addresses the methods needed to identify the predisposing, enabling, and reinforcing factors that influence individual and collective behavior.

HPP: Chapter 4 (pp. 152-170)

Davis,  et al., Learning in Practice:http://www.ncbi.nlm.nih.gov/pmc/articles/PMC164240/pdf/3270033.pdf

Tejada et al., Predisposing and Enabling Factors

Activity: Factors that Influence Behaviors and Environmental Conditions: Complete the questionnaire online. Due by Friday March 6 @ 11:00 pm.

Final Project – will be posted online this week and is due on Wednesday April 29th.

Associated with Mammography Use:       http://onlinelibrary.wiley.com/doi/10.1111/j.1748-0361.2009.00203.x/pdf

Sabatino et. al., Predisposing, Enabling and Reinforcing Factors Associated with Mammography Referrals: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2848507/?tool=pubmed

Miilunpalo, Evidence and theory-based promotion of health enhancing physical activity:   http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=563520

Puschel et al., If I feel something wrong, then I will get a mammogram: http://fampra.oxfordjournals.org/content/27/1/85.full.pdf+html

March 9 8. Midterm Midterm exam on material covered in Modules 1-7Due by Friday March 13 @ 11:00pm.

Face-to-face class meeting (Thursday March 12 @ 6:00-8:30pm @ TBD)

Spring BreakMarch 16

March 23 10. Social Media This module explores how different social media strategies at the national and local levels are being used to enhance public awareness and support for chronic disease prevention.

HPP: Chapter 6 (pay particular attention to pages 270-283)

CDC’s Social Media Toolkit: http://www.cdc.gov/socialmedia/Tools/guidelines/pdf/SocialMediaToolkit_BM.pdf

Resource to help with the activity:Better Health Through Social Networkinghttp://web.mit.edu/newsoffice/2010/social-networks-health-0903.html

View “Ozioma Good News” video:http://hcrl.wustl.edu/Ozioma_challenge/

Activity: Activity - Draft Proposal of Social Networking Strategies: Based on your review of the “Good News,” “Better Health Through Social Networking,” “23 ½ Hours,” and the Ernesto Ramirez videos, prepare a draft (not to exceed 2 pages) of strategies to enhance participation (community involvement) in the chronic disease program you are planning. Provide a rationale for the strategies selected and a plan for implementation and use.  Be sure to reference how information gained from the references in this module (or elsewhere) influenced your selection of those strategies. Save your proposal as a word document and upload your file into the system. Due by Thursday March 26 @ 11:00

View “23 ½ Hours” video at: http://www.youtube.com/watch?v=aUaInS6HIGo

Social Health Network - Ernesto Ramirezhttp://www.youtube.com/watch?v=R2bw5rbmw2A&feature=related

pm.

Online discussion:Follow and review these social media utilized in public health. Comment on the strengths and weaknesses; reply on the comments of 2 other students. Due by Friday March 27@ 11:00 pm.

March 30 11. Performance Measurement for Community Health Improvement

This module focuses on strategies to engage health care partners in a collaborative effort to support the development, implementation and evaluation of a chronic disease prevention program in your target area.

HPP: Chapter 9

Patient Protection and Affordable Care Act:http://dpc.senate.gov/healthreformbill/healthbill04.pdf

IRS non-profit requirements to conduct CHNA (pages 9-11):http://www.irs.gov/pub/irs-drop/n-11-52.pdf

Activity: Collaborating with Health Care Partners: Complete the questions online. Due by Friday April 3 @ 11:00 pm.

April 6 12. Policy Strategies to Support Interventions

This module examines methods for the practical planning and implementation of policy strategies to support the

Community Health Assessment aNd Group Evaluation (CHANGE)Action Guide (CDC) 2010: http://www.cdc.gov/hea

Face-to-face class meeting (Thursday April 09 @ 6:00-8:30pm @ TBD)

Activity: Policy Strategy to Support Interventions: Based on

implementation of community-level chronic disease prevention programs.

lthycommunitiesprogram/tools/change/downloads.htm

Communities Putting Prevention to Work: http://www.cdc.gov/CommunitiesPuttingPreventiontoWork/policy/index.htm#Policy

the 6 interventions you spelled out in Module 9 Activity, describe a policy strategy that would support 3 of those interventions. For each policy you describe, provide: (1) evidence that the strategy has been effective, and (2) the means of getting collaborative support for the policy from outside your health agency. Complete the questions online. Due by Friday April 10 @ 11:00 pm.

April 13 13. A Public Health Framework to Prevent Heart Disease and Stroke

This Module reviews a wide range of documented, evidenced-based examples of planned public health interventions that have yielded tangible improvements.

Carefully review the assigned readings listed below, which describe effective chronic disease interventions:

Simmons, Movoa, et al., Creating community action plans for obesity prevention using the ANGELO (Analysis Grid for Elements Linked to Obesity) FrameworkAlberg and Carpenter, Enhancing the Effectiveness of Smoking Cessation: A Cancer Prevention Imperative. http://jnci.oxfordjournals.org/content/104/4/26

Activity: Making the Case for Environmental Approaches to Prevent and Control Chronic Diseases: Complete questions online. Due by Friday April 23 @ 11:00pm.

Task 1: Making the Case After read your assigned scenario, consider what information you need to collect to better understand the target audience or the topic. After gathering the necessary information, develop 3 compelling arguments for the target audience that provide a rationale that supports implementing environmental approaches for the topic. Provide

0.full.pdf+html

Correa, et al; CAN DO Houston: A Community-Based Approach to Preventing Childhood Obesity

Kalkanis and Moulton, Facts at a Glance: School-based Interventions for Childhood Obesity http://www.tlc.state.tx.us/pubspol/childobesity.pdf

Lindsay, et al., The Role of Parents in Prevention Childhood Obesity  http://futureofchildren.org/futureofchildren/publications/docs/16_01_08.pdf

citations to back up your statements.

Task 2: Answer Constituent Questions - On the basis of the arguments you presented, the target audience has questions about your proposed environmental approach strategy. When answering the questions, remember to tailor the messages in compelling ways they will be able to understand. Provide citations to back up your statements.

April 20 14. A Public Health Framework to Prevent Heart Disease and Stroke (Con’t)

Continue working on Module 13

April 27 Module 15 Final ProjectThis is your final written assignment. Read this hypothetical SHF Call for Chronic Disease Prevention Grant Proposals. Your task is to write a cover letter and a Letter of Intent (LOI) to apply for the State Health Foundation (SHF) call for proposal. The instructions for the required cover letter and

LOI instructions listed below. Deadline for this project is Wednesday April 29th by 11:00pm.

Face-to-face class meeting (Thursday April 30 @ 6:00-8:30pm @ TBD)