COMHLTH 571

Communicating Health in Practice

 

Course Instructor:

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Course Overview

Individuals interact with health information daily; from news articles that talk about the benefits of drinking coffee to media programs that depict the dangers of clinical research to conversations with nurses and physicians about health concerns. With such exposure to health information, it is imperative to understand how we might best communicate information about health in a variety of settings. Communicating Health in Practice will focus on four areas, which include: (1) health promotion and the impact of media on health (2) interpersonal communication and provider-patient communication, (3) electronic health and technology for healthcare, and (4) campaign creation, implementation and evaluation. This class will provide students with an understanding of how to communicate in a variety of settings with diverse populations.


Course Goals

  • Demonstrate knowledge of concepts relevant to communicating health information.
  • Assess the appropriateness of a variety of communication strategies for a given topic/issue/population.
  • Understand elements of campaign creation important for influencing individual and population health.

Course Work

Discussion board posts (8 points each; 5 posts)

For each module of the course, students will be expected to respond to a discussion board prompt on the Blackboard discussion board. Prompts may ask you to synthesize information you have been learning, apply information to different settings or populations, describe relevant examples of course information, and/or engage with various resources and respond. While the content of these posts is of critical importance, as this is a master?s level class, you will also be graded on the presentation of the information. Posts should be coherent and well thought out, as well as edited for grammar and spelling prior to posting. This allows for others to read the comments and engage in discussion in a productive and beneficial manner. Citations should be used as appropriate to back up points made in the discussion board posts. Citations should be included at the end of the post using APA format. If you are not familiar with APA format, there are resources available online (e.g., https://owl.english.purdue.edu/owl/resource/560/01/). Your posts will be due by Thursday of each week at 11:59 p.m. This will provide time for others in the course to read and respond to your posts during the week. You are expected to engage thoughtfully with a minimum of two other posts prior to the end of the week (Sunday at 11:59 p.m.). Responses should be thought out and showcase that you have thought of examples, tied information back to relevant course material, or other information as appropriate. These should be substantive posts. As with the discussion board posts, responses should be edited for grammar and spelling prior to posting so that information is able to be assessed and interpreted by participants. If citations are used, please use APA format to document

Assignments (15 points each)

For each module, you will have an assignment to submit. Assignments will consist of a mix of case studies and reflection papers. These assignments should be turned in individually (non-collaborative). You should use relevant course materials (i.e., discussion board posts, lectures, and readings) to respond to the assignment prompts. In addition to content, your grade will be influenced by grammar, spelling and presentation. Assignments will be provided with a grading rubric to help guide your efforts. Assignments are designed using the TILT model (Transparency in Learning and Teaching) ? a model from UNLV providing students with a clear framework for assignments including purpose, task list and criteria for assessment. These will allow for you to engage with the material with relevant examples and situations. 



Course Topics

Health promotion and the impact of media on health

  • Overview of health communication
  • Health campaigns
  • Impact of media on health

Interpersonal communication and patient provider communication

  • Health literacy
  • Patient provider communication
  • Informed decision making

Electronic health and technology for healthcare

  • Telemedicine
  • eHealth (electronic health) and mHealth (mobile health)
  • Online information seeking

Campaign creation, implementation and evaluation

  • Planning and strategy
  • Formative research
  • Campaign implementation
  • Campaign evaluation


Course Curriculum Mapping


COMHLTH 571: Communicating Health in Practice

       Program SLOs

 

Course Learning Goals

SLO1:  Demonstrate knowledge of health communication and promotion theories and practices that will guide program development, message design, and education to communicate health to diverse audiences.

SLO2:  Ability to gather and assess health-related information using analyses and research.

SLO3:  Evidence of professional skills to develop health communication and promotion campaign materials and implementation of campaign through administration and management, planning, leadership, teamwork, and patient/population relations

Demonstrate knowledge of concepts relevant to communicating health information.

 

Skill Level: Introduce

 

Assessed in discussion and case studies.

Skill Level:  Reinforce

 

Assessed in discussion and case studies.

Skill Level:  Reinforce

 

Assessed in discussion and case studies.

Assess the appropriateness of a variety of communication strategies for a given topic/issue/population.

 

Skill Level: Introduce

 

Assessed in discussion and case studies.

Skill Level: Reinforce

 

Assessed in discussion and case studies.

Skill Level:  Reinforce

 

Assessed in discussion and case studies.

Understand elements of campaign creation important for influencing individual and population health.

 

Skill Level: Introduce

 

Assessed in discussion and case studies.

Skill Level:  Reinforce

 

Assessed in discussion and case studies.

Skill Level:  Reinforce

 

Assessed in discussion and case studies.



Instructor Interaction

I will generally respond to emails within 24 hours during the week. My expectation is the same for students. You need also to check your email regularly and respond within 24 hours. I generally do not respond to emails during the weekend. Nor is it expected that you will respond over the weekend. I generally do not discuss grades or any student records issues via email. Please schedule a meeting with me to discuss these issues. If necessary, I may ask you to submit a written petition together with your work in question. The classroom is typically not an appropriate place for these discussions.


Late Work Policy

Late work is not accepted in this class. Assignments missed due to absence cannot be made up. Do not ask for after-the-fact exceptions. Some consideration, however, might be given (at the discretion of the instructor) if there is extenuating circumstances such as prolonged hospitalization, family death, or extended individual sickness previously discussed. In cases of documented university conflict, you are responsible for making alternative arrangements a minimum of two weeks in advance and responsibilities must be fulfilled before the normally scheduled time.


Grading

Evaluation Criteria:

Students will have a clear set of evaluation criteria for each specific assignment. Each rubric will involve content criteria (your product adhering to conventions discussed in class), organization criteria (your product organized in a way that reaches the intended audience), and grammar criteria (your product being free of grammatical errors).

Content

Points

Distribution

Discussion board posts X 5 (8 each)

40 points

A  ? 93%

C-   = 70-72%

Assignments X 4 (15 points each)

60 points

A- = 90-92%

D+ = 68-70%

Total 

100 points

B+ = 88-89.9%

D    = 60-67%

 

 

B    = 83-87%

F     ? 59%

 

 

B-   = 80-82%

 

 

 

C+ = 78-79%

 

 

 

C    = 73-77%

 

   

 

 


FERPA

WSU students have legal rights under the Family Educational Rights and Privacy Act (FERPA) for protection of their academic records. For a complete explanation of these rights, visit the URL associated with each home campus in the Academic Regulations section or http://www.registrar.wsu.edu/Registrar/Apps/FERPA.ASPX.



Academic Complaint Procedures

Students having complaints about instruction or grading should refer them first to the instructor. If the complaint is not resolved, then the student may refer the complaint in writing to the chairperson of the department in which the course is offered by the end of the last day of the following semester (excluding summer term). The chair?s decision shall be rendered within 20 business days. Read more.

 


Appeals: Student Appeals Process

?The Appeals Board is composed of employees who review a decision made by the University Conduct Board, or a conduct officer, that a student violated the University's Standards of Conduct for Students. When a student disagrees with a decision of the Conduct Board or a conduct officer, he/she may appeal the decision to the University Appeals Board.? ? WSU Office of Student Conduct University Appeals Board 




Discriminatory Conduct Statement

Discrimination, including discriminatory harassment, sexual harassment, and sexual misconduct (including stalking, intimate partner violence, and sexual violence) is prohibited at WSU (See WSU Policy Prohibiting Discrimination, Sexual Harassment, and Sexual Misconduct (Executive Policy 15) and WSU Standards of Conduct for Students).

If you feel you have experienced or have witnessed discriminatory conduct, you can contact the WSU Office for Equal Opportunity (OEO) and/or the WSU Title IX Coordinator at 509-335-8288 to discuss resources, including confidential resources, and reporting options. (Visit oeo.wsu.edu for more information).

Most WSU employees, including faculty, who have information regarding sexual harassment or sexual misconduct are required to report the information to OEO or a designated Title IX Coordinator or Liaison.  (Visit oeo.wsu.edu/reporting-requirements for more info).



Intellectual Property

Syllabi and all course-related materials, presentations, lectures, etc. are the intellectual property of individual faculty (or the intellectual property of their references) and may be protected by copyright. Selling class notes through commercial note taking services, without instructor written advance permission, could be viewed as copyright infringement and/or an academic integrity violation, WAC 504-26-010 (3)(a,b,c,i). Further, the use of University electronic resources (e.g., Blackboard) for commercial purposes, including advertising to other students to buy notes, is a violation of WSU?s computer abuses and theft policy (WAC 504-26-218), a violation of WSU?s Electronic Communication policy (EP 4), and also violates the terms of use for the Blackboard software program.

Any course-related materials, presentations, lectures, etc. are the instructor's intellectual property and may be protected by copyright. The use of University electronic resources (e.g., Angel) for commercial purposes, including advertising to other students to buy notes, is a violation of WSU's computer abuses and theft policy (WAC 504-26-218).



Mandatory Reporting Requirements

Discrimination, including discriminatory harassment, sexual harassment, and sexual misconduct (including stalking, intimate partner violence, and sexual violence) is prohibited at WSU (See WSU Policy Prohibiting Discrimination, Sexual Harassment, and Sexual Misconduct (Executive Policy 15) and WSU Standards of Conduct for Students).

If you feel you have experienced or have witnessed discriminatory conduct, you can contact the WSU Office for Equal Opportunity (OEO) and/or the WSU Title IX Coordinator at 509-335-8288 to discuss resources, including confidential resources, and reporting options. (Visit oeo.wsu.edu for more information).

Most WSU employees, including faculty, who have information regarding sexual harassment or sexual misconduct are required to report the information to OEO or a designated Title IX Coordinator or Liaison.  (Visit oeo.wsu.edu/reporting-requirements for more info).


Netiquette

Just as in a physical classroom, a good discussion in an online classroom depends on everyone feeling safe and respected. Here are a few tips for creating an educational and enjoyable discussion space:

  • It is difficult to ?read? emotion in online discussions ? be clear, use emoticons or concisely express your feelings
  • Use of capitals sends the message that YOU ARE SHOUTING!
  • Give positive feedback (good idea, thanks), be polite, and avoid hostile or curt comments, stereotypes and labels.
  • Apply the same standards you would follow in a face-to-face classroom discussion.
  • Maintain a sense of dignity and decorum (class is not the same place as your Facebook account or your email).
  • Argue not with emotion but with knowledge, facts, authority and reason.

For more on the Core Rules of Netiquette visit http://coursedesign.colostate.edu/obj/corerulesnet.html


Technical Support

If you need technical assistance, please expand the Content folder in the Map menu on the left by clicking the plus sign (+), then select Technical Support.

 



WSU Online Student Support

The WSU Online Web site (http://online.wsu.edu) has all the non-content and administrative related information you need to be a successful online learner. Login using your WSU Network ID and password to access your personalized information.

  • Student Services information is available to provide assistance with any non-advising administrative questions
  • Study tips and resources give you a good head start in assuring success with your course are located on the Web site.


University Communication with Students

Absolutely NO communication will be sent to external addresses (e.g., yahoo, gmail, and so forth). We will use either the email within Blackboard or ?email.wsu.edu? system.



GPA, Academic Deficiency & Disenrollment

GPA: The Graduate School requires that all graduate students maintain a cumulative 3.0 GPA throughout their graduate program. Students who are not able to maintain a 3.0 will be disenrolled from the program.

A student who does not maintain a cumulative 3.0 GPA will be considered academically deficient. A notice of deficiency will be sent to the student from the Graduate School. The student will have the option to request reinstatement, per the Graduate School?s instructions. The department will consider reinstatement requests but are not required to request readmission for any students below a 3.0.

Disenrollment: Students who do not maintain a 3.0 GPA and who are academically deficient are subject to disenrollment. If a student submits a request for reinstatement it will be reviewed by the committee. If a reinstatement request is not received by the department the student?s program will be terminated. Following termination, if a student wishes to return to the program they will have to go through the application process again. 


Grade Change Policy

?An instructor may not change a grade after it has been filed with the Registrar, except in the case of clerical error, which the instructor may correct by so certifying to the Registrar. Such change must be approved (signature required) by the chairperson of the department in which the course was offered. Grade corrections must be processed within one year of the end of the term for which the original grade was given. In extenuating circumstances, exceptions to the one-year limit for correction of grade errors may be considered by petition to the Registrar?s Office.?



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