The goal(s) of health education programs in each setting.
Health Education Settings
Health education is shaped by the audience it targets, and is often dictated by the setting in which health education takes place. Provide a thorough description of the four traditional settings (school, public, worksite, and health care). Include the following in your descriptions:
- The goal(s) of health education programs in each setting.
- The reasoning behind selecting each setting as an appropriate place for health education programs.
- The need for trained health education specialists in each setting.
- A brief summary that describes a typical day for a health education specialist working in each setting.
- A description of the additional responsibilities for each setting.
- The advantages and disadvantages of working in each setting.
- Describe possible non-traditional settings and other opportunities that are available for the professionals in this field.
Must include a separate title page with the following:
- Title of paper
- Student’s name
- Course name and number
- Instructor’s name
- Date submitted
- Must use at least three scholarly sources in addition to the course text.
HPR 231 Introduction to Health Education Course Guide This course is a foundational course designed to provide an introduction to health education and the health
education profession. Health educators are often responsible for developing and implementing health
education programs that aim to improve the quality of life of individuals and communities. The roles,
responsibilities, skills, settings, and professional networks of health educators will be reviewed in this course.
Offered online
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
TABLE OF CONTENTS COURSE AT A GLANCE …………………………………………………………………………………………………………………………………………………. 5
COURSE LEARNING OUTCOMES ……………………………………………………………………………………………………………………………… 5 COURSE DESCRIPTION ………………………………………………………………………………………………………………………………………………… 5 COURSE DESIGN ………………………………………………………………………………………………………………………………………………………….. 5 PREREQUISITES …………………………………………………………………………………………………………………………………………………………… 6
COURSE MATERIALS …………………………………………………………………………………………………………………………………………………….. 7
REQUIRED TEXT ………………………………………………………………………………………………………………………………………………………….. 7 REQUIRED RESOURCES ………………………………………………………………………………………………………………………………………………. 7
Articles ………………………………………………………………………………………………………………………………………………………………………. 7 Multimedia …………………………………………………………………………………………………………………………………………………………………. 8 Websites …………………………………………………………………………………………………………………………………………………………………….. 8
RECOMMENDED RESOURCES …………………………………………………………………………………………………………………………………….. 9 Articles ………………………………………………………………………………………………………………………………………………………………………. 9 Multimedia ……………………………………………………………………………………………………………………………………………………………….. 10 Websites …………………………………………………………………………………………………………………………………………………………………… 10 Supplemental Materials ……………………………………………………………………………………………………………………………………………… 10
COURSE GRADING ………………………………………………………………………………………………………………………………………………………. 11
DISCUSSIONS……………………………………………………………………………………………………………………………………………………………. 11 QUIZZES …………………………………………………………………………………………………………………………………………………………………….. 11 ASSIGNMENTS ………………………………………………………………………………………………………………………………………………………….. 11 FINAL PROJECT ………………………………………………………………………………………………………………………………………………………… 11 GRADING PERCENT BREAKDOWN …………………………………………………………………………………………………………………………. 12
WEEK ONE ……………………………………………………………………………………………………………………………………………………………………. 13
COURSE CONTENT …………………………………………………………………………………………………………………………………………………….. 13 Overview ………………………………………………………………………………………………………………………………………………………………….. 13 Weekly Learning Outcomes …………………………………………………………………………………………………………………………………………. 13 Introduction ………………………………………………………………………………………………………………………………………………………………. 13 Required Resources ……………………………………………………………………………………………………………………………………………………. 14 Recommended Resources ……………………………………………………………………………………………………………………………………………. 14 Discussions ……………………………………………………………………………………………………………………………………………………………….. 14 Assignment ……………………………………………………………………………………………………………………………………………………………….. 15
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
WEEK TWO …………………………………………………………………………………………………………………………………………………………………… 17
COURSE CONTENT …………………………………………………………………………………………………………………………………………………….. 17 Overview ………………………………………………………………………………………………………………………………………………………………….. 17 Weekly Learning Outcomes …………………………………………………………………………………………………………………………………………. 17 Introduction ………………………………………………………………………………………………………………………………………………………………. 17 Required Resource …………………………………………………………………………………………………………………………………………………….. 18 Recommended Resources ……………………………………………………………………………………………………………………………………………. 18 Discussions ……………………………………………………………………………………………………………………………………………………………….. 19 Quiz …………………………………………………………………………………………………………………………………………………………………………. 20 Assignment ……………………………………………………………………………………………………………………………………………………………….. 20
WEEK THREE ……………………………………………………………………………………………………………………………………………………………….. 22
COURSE CONTENT …………………………………………………………………………………………………………………………………………………….. 22 Overview ………………………………………………………………………………………………………………………………………………………………….. 22 Weekly Learning Outcomes …………………………………………………………………………………………………………………………………………. 22 Introduction ………………………………………………………………………………………………………………………………………………………………. 22 Required Resources ……………………………………………………………………………………………………………………………………………………. 23 Recommended Resources ……………………………………………………………………………………………………………………………………………. 24 Discussion ………………………………………………………………………………………………………………………………………………………………… 24 Quiz …………………………………………………………………………………………………………………………………………………………………………. 24 Assignment ……………………………………………………………………………………………………………………………………………………………….. 24
WEEK FOUR ………………………………………………………………………………………………………………………………………………………………….. 27
COURSE CONTENT …………………………………………………………………………………………………………………………………………………….. 27 Overview ………………………………………………………………………………………………………………………………………………………………….. 27 Weekly Learning Outcomes …………………………………………………………………………………………………………………………………………. 27 Introduction ………………………………………………………………………………………………………………………………………………………………. 27 Required Resources ……………………………………………………………………………………………………………………………………………………. 27 Discussions ……………………………………………………………………………………………………………………………………………………………….. 28
WEEK FIVE …………………………………………………………………………………………………………………………………………………………………… 30
COURSE CONTENT …………………………………………………………………………………………………………………………………………………….. 30 Overview ………………………………………………………………………………………………………………………………………………………………….. 30 Weekly Learning Outcomes …………………………………………………………………………………………………………………………………………. 30 Introduction ………………………………………………………………………………………………………………………………………………………………. 30 Required Resources ……………………………………………………………………………………………………………………………………………………. 31
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
Recommended Resources ……………………………………………………………………………………………………………………………………………. 31 Discussions ……………………………………………………………………………………………………………………………………………………………….. 32 Assignment ……………………………………………………………………………………………………………………………………………………………….. 33
COURSE MAP ………………………………………………………………………………………………………………………………………………………………. 377
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
COURSE AT A GLANCE
COURSE LEARNING OUTCOMES Upon successful completion of this course, students will be able to
1. Examine the roles, responsibilities, and professional resources of a health education specialist.
2. Explain the use of health data, research, and information in the development of health education.
3. Describe the different settings in which health education is practiced.
4. Discuss historical and future trends that impact the need for health education.
5. Evaluate health-related information and information sources for credibility, validity, and reliability.
6. Apply different technological methods and strategies to deliver health information.
7. Describe behavior change theories and program planning models used in health education.
COURSE DESCRIPTION This course is a foundational course designed to provide an introduction to health education and the health education
profession. Health educators are often responsible for developing and implementing health education programs that aim to
improve the quality of life of individuals and communities. The roles, responsibilities, skills, settings, and professional
networks of health educators will be reviewed in this course. Offered online
COURSE DESIGN For many decades, health professionals have worked diligently to promote health and educate clients about disease
prevention measures. Only recently, however, have the merits of health education been accepted and validated in the
professional world. This course will explore the significance of health education and the critical role of the health
professional as educator.
In Week One, the background of the health education specialist position will be discussed, as well as the specific data,
theories, and models that provide structure to health education programs. Week Two examines the roles and
responsibilities of health education specialists in greater depth, including a review of the settings in which health
educators work, which provides insight into the variety of skills required by this professional. In Week Three, health
agencies, organizations, and associations will be discussed. Students will learn about the different types of health agencies
and their functions and the benefits of being a professional or student member of these organizations. Research analysis
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
and information sources for research are also discussed. Week Four analyzes the history and future trends of health and
health education. Finally, during Week Five, students will learn about professional ethics and how to make ethical
decisions. The different types of social media and their use in providing health education are also examined.
PREREQUISITES There are no prerequisites for HPR 231.
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
COURSE MATERIALS
REQUIRED TEXT
Cottrell, R. R., Girvan, J. T., McKenzie, J. F., & Seabert, D. (2014). Principles and foundations of health promotion and
education (6th ed.). Boston, MA: Pearson (Benjamin Cummings).
REQUIRED RESOURCES
Articles
Centers for Disease Control and Prevention. (n.d.). HIV, other STD, and teen pregnancy prevention and Idaho students.
Retrieved from https://ftp.cdc.gov/pub/data/YRBS/2013/hiv%20factsheets/id_hiv_combo.pdf
Centers for Disease Control and Prevention. (2011, July). The health communicator’s social media toolkit. Retrieved from
http://www.cdc.gov/healthcommunication/ToolsTemplates/SocialMediaToolkit_BM.pdf
Holman, D., & White, M. C. (2011). Dietary behaviors related to cancer prevention among pre-adolescents and
adolescents: The gap between recommendations and reality. Nutrition Journal, 10, 60-67. doi:10.1186/1475-2891-
10-60
Jeanfreau, S. G., & Jack, L., Jr. (2010). Appraising qualitative research in health education: Guidelines for public health
educators. Health Promotion Practice, 11(5), 612-617. doi: 10.1177/1524839910363537
Multimedia
Society for Public Health Education [Sophie US]. (2010, December 22). The health education specialist: Promoting a
healthy world [Video file]. Retrieved from
Websites
Center for Young Women’s Health. (n.d.). Retrieved from http://www.youngwomenshealth.org
• This website is provided so that students can complete the assignment and is one of three options to choose from,
this particular website focuses on young women’s health issues.
EmpowHER. (n.d.). Retrieved from http://www.empowher.com
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
Idaho Department of Health and Welfare. (n.d.). HIV prevention program. Retrieved from
http://healthandwelfare.idaho.gov/Health/FamilyPlanningSTDHIV/HIVAIDS/tabid/390/Default.aspx
Wix.com. (n.d.). Retrieved from http://www.wix.com
Young Men’s Health. (n.d.). Retrieved from http://www.youngmenshealthsite.org
RECOMMENDED RESOURCES
Articles
Cobb, N. K., Graham, A. L., Byron, M. J., Niaura, R. S., & Abrams, D. B. (2011). Online social networks and smoking
cessation: A scientific research agenda. Journal of Medical Internet Research, 13(4), e119. doi:
10.2196/jmir.1911
Gonyea, J. (n.d.). Career planning step-by-step. Retrieved from http://career-advice.monster.com/job-search/getting-
started/career-planning-step-by-step/article.aspx
Kittleson, M. J. (2009). The future of technology in health education: Challenging the traditional delivery
dogma. American Journal of Health Education, 40(6), 310-316. Retrieved from
http://files.eric.ed.gov/fulltext/EJ871127.pdf
National Commission for Health Education Credentialing, Inc. (2010). Areas of responsibilities, competencies, and sub-
competencies for the health education specialists 2010. Retrieved from
http://www.nchec.org/assets/2251/areas_of_responsibilities_and_competencies.pdf
Sneiderman, P. (2011). You are what you tweet: Tracking public health trends by Twitter. Retrieved from
http://archive.gazette.jhu.edu/2011/07/05/you-are-what-you-tweet-tracking-public-health-trends-by-twitter
Thackeray, R., Neiger, B. L., Smith, A, K., & Van Wagenen, S. B. (2012). Adoption and use of social media among
public health departments. BioMed Central Public Health, 12, 242-248. doi: 10.1186/1471-2458-12-242
United States Department of Labor: Bureau of Labor Statistics. (2012). Occupational employment statistics. Retrieved
from http://www.bls.gov/oes/current/oes211091.htm
Villarica, H. (2011). 10 things we can learn from your health-related Twitter rants. Retrieved from
http://www.theatlantic.com/life/archive/2011/07/10-things-we-can-learn-from-your-health-related-twitter-
rants/242002/#.
Multimedia
Resources for developing an effective career plan [Webinar]. Retrieved from
http://bpiedu.adobeconnect.com/p8bxdwvd704/
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
Website
National Commission for Health Education Credentialing, Inc. (n.d). Retrieved from http://www.nchec.org
Supplemental Material
Roadmap to Success. (n.d.). Retrieved from http://tinyurl.com/au-roadmap
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
COURSE GRADING Multiple measures of assessment are used in the course, allowing students opportunities to demonstrate their learning in
more than one way and giving consideration to individual learning styles. Course components that will be assessed are
noted below.
DISCUSSIONS Each week students will participate in online discussions with classmates, which are related to the week’s readings. These
discussions replace the interactive dialogue that occurs in the traditional classroom setting. Each week, students’ initial
discussion posts are due by 11:59 p.m. (of the time zone in which each student resides) on Day 3 (Thursday). Students
will have until 11:59 p.m. on Day 7 (the following Monday) to make the required minimum number of response posts to
classmates. Discussions represent 20% of the overall course grade.
QUIZZES In Weeks Two and Three students will demonstrate and reinforce their understanding of the week’s content by taking
open-book quizzes. Students have 60 minutes to complete a quiz once they begin. The quiz must be completed in one
sitting, by Day 6 of the week in which it is due. The questions are multiple choice. Each quiz is worth 10 percent.
Quizzes represent 20% of the overall course grade.
ASSIGNMENTS There are written assignments due in Weeks One through Four of this course. These assignments must reflect college-
level writing. Assignments represent 40% of the overall course grade.
FINAL PAPER The final assignment for this course is a paper. The purpose of the Final Paper is for you to culminate the learning
achieved in the course. The Final Paper represents 20% of the overall course grade.
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
GRADING PERCENT BREAKDOWN
Activity Grading Percent
Discussions 20
Quizzes 20
Assignments 40
Final Paper 20
Total 100
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
WEEK ONE
COURSE CONTENT To be completed during the first week of class
Overview
Activity Due Date Format Grading Percent
Post Your Introduction Day 1 Discussion 2
Using Epidemiological and Health Status
Data
Day 3
(1st post) Discussion 2
Behavior Change Theories and Planning
Models Day 7 Assignment 12
Weekly Learning Outcomes This week students will
1. Examine the use of health status and epidemiological data in health education and promotion.
2. Evaluate the theories of behavior change as they relate to health education
3. Evaluate the different planning models used in health education.
4. Demonstrate the application of planning models in health education.
Introduction
Welcome to Week One of HPR231! This week you will learn about the different types of data that health professionals
seek out and analyze when assessing needs and evaluating programs. Behavior change theories will be another topic
covered this week, since part of health education is promoting behavior change. These theories provide a reference for
healthcare professionals to use when developing program plans or interacting with patients. Various program plan models
have been developed to guide the choices of health educators. To be proficient in the field, health educators must possess
a strong knowledge of these models.
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
Required Resources
Text
Cottrell, R. R., Girvan, J. T., McKenzie, J. F., & Seabert, D. (2014). Principles and foundations of health promotion and
education (6th ed.). Boston, MA: Pearson Education, Inc.
• Chapter 1: A Background for the Profession
o This chapter provides an overview of the health education profession.
• Chapter 4: Theories and Planning Models
o This chapter presents behavior change theories and models used to plan health education.
Multimedia
Society for Public Health Education [Sophie US]. (2010, December 22). The health education specialist: Promoting a
healthy world [Video file]. Retrieved from
• This video provides a broad overview of what individuals with health education degrees are doing in
healthcare and what careers are possible.
• This video only contains visual images and instrumental music
• This video is for public use and has no limited distribution beyond the terms of YouTube.
Recommended Resources
Article
United States Department of Labor: Bureau of Labor Statistics. (2012). Occupational employment statistics. Retrieved
from http://www.bls.gov/oes/current/oes211091.htm
• This website will help students to see that health educators are in demand throughout the United States.
Discussions Participate in the following discussions:
8. Post Your Introduction. 1st Post Due by Day 1. Introduce yourself to the class while addressing the following
components:
1. Review the introductory video posted here. Describe your concerns about the class before and after
reviewing this video. State any additional concerns you might have.
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
2. Watch The Health Education Specialist video from the Society for Public Health Education (S.O.P.H.E.).
What is your initial reaction to the video? What do you think are the most important aspects of health
education and promotion? Why did you select this as your field of study?
Guided Response: Greet at least three (3)of your classmates’ postings. Review your classmates’ concerns about
this class. Add your own perspective and make one suggestion on how you might be able to help each other
overcome these concerns. Respond to at least three of your classmates postings.
2. Using Epidemiological and Health Status Data. 1st Post Due by Day 3. Health status and epidemiological data
are assessed to determine major health concerns and the populations in need of assistance. Therefore, it is
extremely important to understand the different types and sources of health data. In your initial post
• Identify two different sources of health data: one on the national level, and one on the local level (e.g.,
your local county office).
• Obtain the most recent health data regarding heart disease from the two sources.
• Explain, in your own words, why you believe the numbers are so high.
Copy and paste the URL for each of the two websites that you located in your discussion post and cite your
sources in APA format.
Guided Response: Read your classmates’ posts and respond to at least two of your peers by Day 7. Consider the
similarities and differences among the different locations. Compare your classmate’s data to your own local data.
What were the similarities and differences between the type of data you obtained? Discuss the similarities in data
between the two locations. Compare the most significant health condition in your local area to that of your
classmate’s. Discuss the possibility that the same health education program could be applied to both locations.
Assignment
1. Behavior Change Theories and Planning Models. Due by Day 7. For your assignment this week, you will
describe various behavior change theories and planning models used in health education.Instructions for
completing the assignment are outlined below.
Part I: Behavior Change Theories
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
• In your own words, briefly describe the difference between theories and models. Why is it important to
use theories in health education?
• Describe the socio-ecological approach. Identify which levels of the socio-ecological approach behavior
change theories can be applied to and provide reasoning for your selection.
• For each of these levels, provide a description of the behavior change theories. You may include your
own diagrams or figures to support your descriptions.
• Select one theory from each level and provide information regarding its use and effectiveness in health
education.
Part II: Planning Models
• In your own words, briefly describe each of the seven program planning models presented in the text. In
these descriptions, highlight the unique attributes of each of these planning models and discuss the
similarities found across the models.
• Select three of these models.
• Using information presented in scholarly sources, describe an example of the real-world application for
each of the three models.
The assignment
• Must be four to five double-spaced pages in length (not including title and references pages) and
formatted according to APA style as outlined in the Ashford Writing Center.
• Must include a separate title page with the following:
o Title of paper
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
• Must use at least three scholarly sources in addition to the course text.
o The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on
appropriate source types. If you have questions about whether a specific source is appropriate for
this assignment, please contact your instructor. Your instructor has the final say about the
appropriateness of a specific source for a particular assignment.
• Must document all sources in APA style as outlined in the Ashford Writing Center.
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
• Must include a separate references page that is formatted according to APA style as outlined in the
Ashford Writing Center.
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
WEEK TWO
COURSE CONTENT To be completed during the second week of class
Overview
Activity Due Date Format Grading Percent
Roles and Responsibilities of a Health
Education Specialist
Day 3
(1st post) Discussion 2
Formulating A Career Plan Day 3
(1st post) Discussion 2
Week Two Quiz Day 6 Quiz 10
Health Education Settings Day 7 Assignment 13
Weekly Learning Outcomes
This week students will
1. Evaluate the professional roles of a health education specialist.
2. Analyze the seven areas of responsibility for a health education specialist.
3. Compare the settings in which health education specialists may work.
Introduction
Welcome to Week Two of HPR231! Last week you learned about the different types of data that health educators work
with as well as the behavior change theories and planning models that shape health education programs. This week you
will take a closer look at the responsibilities of a health education specialist. These areas of responsibility were devised by
the National Commission for Health Education Credentialing, Inc., and they encompass the various roles that health
educators fill. The setting of practice has a large impact on these roles and responsibilities. You will also explore the main
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
settings that health educators practice in. This information will build your knowledge of the work completed by and the
skills required of health educators. Additionally, you will be asked to formulate a career plan.
Required Resource
Text
Cottrell, R. R., Girvan, J. T., McKenzie, J. F., & Seabert, D. (2014). Principles and foundations of health promotion and
education (6th ed.). Boston, MA: Pearson Education, Inc.
• Chapter 6: The Health Education Specialist: Roles, Responsibilities, Certifications, and and Advanced Study
o This chapter defines credentialing and describes the major responsibilities of a health education
specialist.
• Chapter 7: The Settings for Health Education/Promotion
o This chapter describes the four main settings in which health educators tend to conduct health
education programs.
Recommended Resources
Articles
Gonyea, J. (n.d.). Career planning step-by-step. Retrieved from http://career-advice.monster.com/job-search/getting-
started/career-planning-step-by-step/article.aspx
• This article will help students understand the importance of developing a clear career plan.
National Commission for Health Education Credentialing, Inc. (2010). Areas of responsibilities, competencies, and sub-
competencies for the health education specialists 2010. Retrieved from
http://www.nchec.org/assets/2251/areas_of_responsibilities_and_competencies.pdf
• The NCHEC lists the key areas of responsibility for all health educators in the United States.
Multimedia
Resources for developing an effective career plan [Webinar]. Retrieved from
http://bpiedu.adobeconnect.com/p8bxdwvd704/
• In this recorded webinar students will be provided general advice from Ashford career specialists from different disciplines.
Website
National Commission for Health Education Credentialing, Inc. (n.d). Retrieved from http://www.nchec.org
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
• By utilizing this website students will be able to see the requirements needed to sit for a CHES/MCHES
examine and what some of the benefits of being a Certified Health Education Specialist may be in their career
search.
Supplemental Materials
Roadmap to Success. (n.d.). Retrieved from http://tinyurl.com/au-roadmap
• This resource offers guidance regarding additional ideas and steps students may want to include in their career
plans.
Discussions Participate in the following discussions:
1. Roles and Responsibilities of a Health Education Specialist. 1st Post Due by Day 3. The roles of the health
educator were most recently updated in 2010 using the Health Education Job Analysis model discussed in your
course text (see page 181). Almost forty competencies were identified and categorized into seven areas of
responsibility. In your initial post
• Describe, in your own words, each of the seven areas of responsibility for a health education specialist.
• Discuss the importance of each area of responsibility and provide examples of each.
• Compare your previous ideas of this profession to the role described using the areas of responsibility.
Guided Response: Read your classmates’ posts and respond to at least two of your peers by Day 7. Determine
whether you agree with the descriptions of each area of responsibility provided by your classmate. Did you have
similar initial impressions of the profession? Did you both come to the same conclusion regarding the role of a
health education specialist?
2. Formulating a Career Plan. 1st Post Due by Day 3. Knowing which career you want to pursue is an important
first step to tackling your job search and career goals. Identifying an ideal position is a great first step. However,
to achieve success, you must also identify the specific action steps you need to take in order to obtain these goals.
Whether your long-term plans include health education or another discipline is not an issue. It is important to see
what your goals are as well as what steps you have taken and plan to take in order to achieve those goals. Earning
a degree is great; however, if you do not have a plan for the steps following graduation, your hard work may not
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
produce results as soon as you would like. That is the goal of this discussion – how can we work toghether to
help you succeed!
• Identify your long-term goals.
o Where would you like to be one to five years from now?
o What is the industry and role you would like to pursue for your career?
• Explore the skills and qualifications related to this type of role.
o What qualifications do you already possess for this role??
o What new skills, knowledge, certifications, or trainings do you need?
o Identify the action steps you will need to take to successfully pursue this position. Be sure to set
reasonable deadlines for these action steps.
• Reflect on your resources.
o What barriers do you need to overcome to be successful?
o Are there individuals in your personal or professional network who can help you?
Guided Response: After reading your classmates responses, respond to at least two of your peers on how you
feel their current qualifications will help them in their career aspirations.
Quiz
1. Week Two Quiz. Due by Day 6. Complete the quiz on the assigned readings for the week. The quiz contains 5
multiple choice questions. You will have 60 minutes to complete the quiz and it must be taken in one sitting.
Assignment
1. Health Education Settings. Due by Day 7. Health education is shaped by the audience it targets, and is often
dictated by the setting in which health education takes place. Provide a thorough description of the four traditional
settings (school, public, worksite, and health care). Include the following in your descriptions:
• The goal(s) of health education programs in each setting.
• The reasoning behind selecting each setting as an appropriate place for health education programs.
• The need for trained health education specialists in each setting.
• A brief summary that describes a typical day for a health education specialist working in each setting.
• A description of the additional responsibilities for each setting.
• The advantages and disadvantages of working in each setting.
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
• Describe possible non-traditional settings and other opportunities that are available for the professionals
in this field.
The assignment
• Must be three to four double-spaced pages in length (not including title and references pages) and
formatted according to APA style as outlined in the Ashford Writing Center.
• Must include a separate title page with the following:
o Title of paper
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
• Must use at least three scholarly sources in addition to the course text.
o The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on
appropriate source types. If you have questions about whether a specific source is appropriate for
this assignment, please contact your instructor. Your instructor has the final say about the
appropriateness of a specific source for a particular assignment.
• Must document all sources in APA style as outlined in the Ashford Writing Center.
• Must include a separate references page that is formatted according to APA style as outlined in the
Ashford Writing Center.
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
WEEK THREE
COURSE CONTENT To be completed during the third week of class
Overview
Activity Due Date Format Grading Percent
Health Education Related Agencies Day 3
(1st post) Discussion 3
Week Three Quiz Day 6 Quiz 10
Health Education Literature Day 7 Assignment 15
Weekly Learning Outcomes
This week students will
1. Compare the three classifications of health agencies: governmental, quasi-governmental, and nongovernmental.
2. Evaluate the option of becoming a certified health education specialist.
3. Evaluate the information sources used in health education and promotion.
4. Analyze a health-related research article.
5. Evaluate the validity and credibility of information from non-research sources.
Introduction
Week Three is a big week for HPR231! Last week you learned about the roles and responsibilities of a health education
specialist. This week you will develop an understanding of the importance of professional involvement in and the
different types of health agencies. You will also learn about evaluating information, which is a very important skill for
healthcare professionals. You will write about the different types of literature as well as the critical analysis of research
articles and the criteria for determining whether an information source is credible. Analytical skills and resourcefulness
are important attributes for all health educators to hone.
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
Required Resources
Text
Cottrell, R. R., Girvan, J. T., McKenzie, J. F., & Seabert, D. (2014). Principles and foundations of health promotion and
education (6th ed.). Boston, MA: Pearson Education, Inc.
• Chapter 8: Agencies, Associations, and Organizations Associated with Health Education/Promotion
o This chapter focuses on the different types of health agencies as well as the organization that is
responsible for certifying health education specialists.
• Chapter 9: The Literature of Health Education/Promotion
o This chapter provides an overview of the literature found in this field and describes the process of
critically evaluating such literature.
Articles
Holman, D., & White, M. C. (2011). Dietary behaviors related to cancer prevention among pre-adolescents and
adolescents: The gap between recommendations and reality. Nutrition Journal, 10, 60-67. doi:10.1186/1475-2891-10-60
• The full-text version of this article can be accessed through the PubMed Central database in the Ashford
University Library. In this article, Holman and White discuss how nutrition may play a role in cancer
prevention. You will utilize this article to answer this week’s assignment questions and identify the key
sections of a peer-reviewed scholarly article
Center for Young Women’s Health. (n.d.). Retrieved from http://www.youngwomenshealth.org
• This website is provided so that students can complete the assignment and is one of three options to choose
from, this particular website focuses on young women’s health issues.
EmpowHER. (n.d.). Retrieved from http://www.empowher.com
• This website is provided so that students can complete the assignment and is one of three options to choose
from, this particular website focuses on a broad array of women’s health issues.
Young Men’s Health. (n.d.). Retrieved from http://www.youngmenshealthsite.org
• This website is provided so that students can complete the assignment and is one of three options to choose
from, this particular website focuses on young men’s health issues.
Recommended Resources
Website
National Commission for Health Education Credentialing, Inc. (http://www.nchec.org)
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
• Link to NCHEC homepage. This source helps students to realize that the work they are completing in this
course is aligned with the national health education credentialing body.
Discussion Participate in the following discussion:
1. Health Education Related Agencies. 1st Post Due by Day 3. Many agencies exist that are related to various
health professions. As you read in your text, these agencies can fall into one of three categories: governmental,
quasi-governmental, and non-governmental. In this week’s discussion, you will identify one agency from each
category. In your initial post
• State the name, category, and mission of the agency you found.
• State which agency appeals to you the most, and why.
Guided Response: Review several of your classmates’ posts and respond to at least two of your peers by Day 7.
Select at least two posts by peers who mention different agencies than those you selected and compare them. Do
you see a general theme regarding the missions of the agencies described? Do you agree with your peer’s agency
preference?
Quiz
1. Week Three Quiz. Due by Day 6. Complete the quiz on the assigned readings for the week. The quiz contains 5
multiple choice questions. You will have 60 minutes to complete the quiz and it must be taken in one sitting.
Assignment
1. Health Education Literature. Due by Day 7. To serve as resources of health information and communicate
information to those in need, healthcare professionals must be able to find health information from credible
sources. To align with this weeks learning outcome, students will be able to better assess the quality of
information provided by various types of sources.
Part I: Research Articles
All research articles follow a very similar pattern when it comes to content. Review the Holman and White article
from this week’s required resources. To locate the article, click on the “Find Articles & More” link in the top
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
navigation bar of the Ashford University Library. Then, select the “Databases A-Z” link, followed by the letter
“P” option. Scroll down to the “PubMed Central” database, and enter the article title in the search bar. You will
want to review the full-text, PDF version of this article.
• Describe the content and purpose of each section presented in the article.
• Comprehensively analyze the content by addressing the following guiding questions that have been
adapted from your text:
o Were the objectives of the study clearly defined?
o Was the research question stated?
o Did the introduction provide reasoning for asking the research question?
o Are the subjects/sample population well described?
o Was the recruitment of the subjects/sample population clearly defined?
o Was the design of the study described well?
o Was the process of data collection clear?
o Were the data collection instruments described well?
o Was validity and reliability data reported for the data collection instruments?
o Did the results address the research question?
o Did the conclusions align with the results?
o Did the authors suggest practical applications of the findings to a population that is similar to the
subject population?
Part II: Non-Research Articles and Accuracy
When we obtain information from sources other than research articles, we still need to determine whether it is
accurate and valid. Discuss each of the questions developed by Cottrell (2014) that are listed in your course text
on page 291. Then, explain the criteria used to evaluate non-research based information by addressing each of the
following guiding questions:
• How does each of these questions enhance your search for credibility?
• Are there similarities between these requirements and the writing requirements of your assignments?
• What are the seven areas to consider when evaluating information from the Internet?
Evaluate the health information found on the internet by examining the information provided on emotional health
from one of the following websites: the Center for Young Women’s Health, Young Men’s Health, or
EmpowHER. Provide an example for each area of evaluation with the information from your selected site. Is the
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
information provided on the website credible? Would you use this information to educate an individual? Explain
your answers.
The assignment
• Must be three to four double-spaced pages in length (not including title and references pages) and
formatted according to APA style as outlined in the Ashford Writing Center.
• Must include a separate title page with the following:
o Title of paper
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
• Must use at least three scholarly sources in addition to the course text, and at least one of the sources must
be from the Ashford University Library.
o The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on
appropriate source types. If you have questions about whether a specific source is appropriate for
this assignment, please contact your instructor. Your instructor has the final say about the
appropriateness of a specific source for a particular assignment.
• Must document all sources in APA style as outlined in the Ashford Writing Center.
• Must include a separate references page that is formatted according to APA style as outlined in the
Ashford Writing Center.
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
WEEK FOUR
COURSE CONTENT To be completed during the fourth week of class
Overview
Activity Due Date Format Grading Percent
History of Health Education Day 3
(1st post) Discussion 2
Health Education and the Affordable Care Act Day 3
(1st post) Discussion 2
Weekly Learning Outcomes
This week students will
1. Evaluate the history and evolution of health education.
2. Analyze how the Affordable Care Act will impact and improve the health education profession.
Introduction
Welcome to Week Four of HPR231! This is a great week for reflection and preparation. You will be discussing the history
of health and health education, as it is important for you to understand the progress that has been made in these areas.
Once the history is established, you can begin to better understand the potential impact that the Affordable Care Act has
had and will have on the field of health education and public health in general. With the absence of an assignment this
week, you will have extra time to review the material from the previous weeks and work on your Final Project.
Required Resources
Text
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
Cottrell, R. R., Girvan, J. T., McKenzie, J. F., & Seabert, D. (2014). Principles and foundations of health promotion and
education (6th ed.). Boston, MA: Pearson Education, Inc.
• Chapter 2: The History of Health and Health Education/Promotion
o This chapter provides an overview of the change in health beliefs across time and the emergence of
the health education profession.
• Chapter 10: Future Trends in Health Education/Promotion
o This chapter provides an overview of the demographic changes and societal changes that increase the
need for health education.
Discussions Participate in the following discussions:
1. History of Health Education. 1st Post Due by Day 3. In examining the history of health and health education in
your textbook you have no doubt seen the strong connections that we have to our past. Given the recent fears of
epidemics and pandemics your discussion this week is to examine the most devastating pandemic the world has
ever known…
• What were the major epidemics of the Middle Ages? • Which was the most devastating? • Why were they so feared? • What factors contributed to the spread?
• What were some of the strategies used to by people to prevent these diseases?
• After reading Chapter 2, in your opinion why were epidemics so much more common in the Middle Ages
versus the ancient civilizations of Egypt, Greece, and Rome?
Guided Response: Read your classmates’ posts and respond to at least two of your peers by Day 7. In your
responses, discuss the current viruses and bacteria you fear and what you feel would be an effective strategy for
minimizing risks to the greater population.
2. Health Education and the Affordable Care Act. 1st Post Due by Day 3. In your own words, discuss how you
feel the Affordable Care Act may serve to improve public health and advance health education and promotion in
the United States.
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
Guided Response: Read your classmates’ posts and respond to at least two of your peers by Day 7. In your
responses, discuss how you have been impacted by the Affordable Care Act and what, if any, revisions you would
like to see made to better the program.
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
WEEK FIVE
COURSE CONTENT To be completed during the fourth week of class
Overview
Activity Due Date Format Grading Percent
Professional Ethics Day 3
(1st post) Discussion 3
The Future, Technology, and Health
Education
Day 3
(1st post) Discussion 2
Final Project Day 7 Assignment 20
Weekly Learning Outcomes
This week students will
1. Differentiate between ethical and unethical behaviors in health education.
2. Apply ethical decision-making steps in providing health education.
3. Examine social media platforms as resources for communicating health information and education.
4. Analyze future trends of the health education profession.
Introduction
Welcome to Week Five of HPR231! You will conclude this course with a discussion on ethics and technology usage.
Professional ethics can be applied to all fields, but you are going to focus specifically on their application to health
education. Additionally, technology has had a direct impact on the growth of the health education field. This week, you
will learn more about the use of technology in health education communication. You will also learn about different social
media platforms and how they may be utilized by health education professionals in the years to come. For your Final
Project, you will apply social media tools to provide a health education message.
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
Required Resources
Text
Cottrell, R. R., Girvan, J. T., McKenzie, J. F., & Seabert, D. (2014). Principles and foundations of health promotion and
education (6th ed.). Boston, MA: Pearson Education, Inc.
• Chapter 5: Ethics and Health Education/Promotion
o This chapter provides an overview of the use of ethics in the health education profession.
Articles
Centers for Disease Control and Prevention. (n.d.). HIV, other STD, and teen pregnancy prevention and Idaho students.
Retrieved from https://ftp.cdc.gov/pub/data/YRBS/2013/hiv%20factsheets/id_hiv_combo.pdf
• This article is needed to complete the assignment and will allow students to see how a state health education
PDF is constructed.
Centers for Disease Control and Prevention. (2011, July). The health communicator’s social media toolkit. Retrieved from
http://www.cdc.gov/healthcommunication/ToolsTemplates/SocialMediaToolkit_BM.pdf
• This article is needed to complete the assignment and will allow students to see how the CDC utilizes social
media software and tools to communicate health messages.
Websites
Idaho Department of Health and Welfare. (n.d.). HIV prevention program. Retrieved from
http://healthandwelfare.idaho.gov/Health/FamilyPlanningSTDHIV/HIVAIDS/tabid/390/Default.aspx
• This website will be utilized by students to complete their final project. The purpose being to examine the
quality of information presented on this website.
Wix.com. (http://www.wix.com)
• This website is being used by students to develop a unique women’s health website related to heart disease.
Recommended Resources
Articles
Cobb, N. K., Graham, A. L., Byron, M. J., Niaura, R. S., & Abrams, D. B. (2011). Online social networks and smoking
cessation: A scientific research agenda. Journal of Medical Internet Research, 13(4), e119. doi:
10.2196/jmir.1911
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
• The full-text version of this article can be accessed through the PsycINFO database in the Ashford University
Library. The authors of this article explain how social media can be utilized to support and monitor those
attempting to quit smoking.
Kittleson, M. J. (2009). The future of technology in health education: Challenging the traditional delivery
dogma. American Journal of Health Education, 40(6), 310-316. Retrieved from
http://files.eric.ed.gov/fulltext/EJ871127.pdf
• The full-text version of this article can be accessed through the EBSCO database in the Ashford University
Library. The authors of this article explain how social media is being used to carry health education methods
Sneiderman, P. (2011). You are what you tweet: Tracking public health trends by Twitter. Retrieved from
http://archive.gazette.jhu.edu/2011/07/05/you-are-what-you-tweet-tracking-public-health-trends-by-twitter
• This article demonstrates how following social media outlets, specifically Twitter, can better alert public
health officials of pending outbreaks or recoveries.
Thackeray, R., Neiger, B. L., Smith, A, K., & Van Wagenen, S. B. (2012). Adoption and use of social media among
public health departments. BioMed Central Public Health, 12, 242-248. doi: 10.1186/1471-2458-12-242
• Similar to the Sneiderman (2011) article, this work demonstrates how social media outlets can be used to
convey and receive important health information faster than previous methods.
Villarica, H. (2011). 10 things we can learn from your health-related Twitter rants. Retrieved from
http://www.theatlantic.com/life/archive/2011/07/10-things-we-can-learn-from-your-health-related-twitter-rants/242002/#
• Finally, following the trend of Thackery (2012) and Sneiderman’s (2011) articles, this article highlights how
social media outlets are being monitored to detect trends in health geographically and by public health offices
locally.
Discussions Participate in the following discussions:
1. Professional Ethics. 1st Post Due by Day 3. After reading Chapter 5, you are now more aware that all
professionals are required to behave ethically. For this discussion, you will examine exactly what that means with
regard to health education.
• Describe the five ethical principles that are mentioned in your course text. For each principle, describe
how it applies to health and health education.
• List and present the 10 steps of ethical decision making and create a scenario that illustrates the use of
these steps.
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
• What are some ethical issues that may occur when providing health education? Are there any ways to
ensure that professionals behave ethically? • Using one of the settings learned earlier, create an ethical situation that may arise.
Guided Response: Read your classmates’ posts and respond to at least two of your peers by Day 7. In your
responses, discuss whether you believe professionals behave ethically because they are paid to or because society
sets this expectation.
2. The Future, Technology, and Health Education. 1st Post Due by Day 3. In reading Chapter 10 you saw the four
major changes that are likely to occur in our society. Please list these four items and answer the following
questions:
• How do you anticipate future health educators will use technology?
• What is the most detrimental effect of the changing family structure in the United States, and how can
health educators work to help reduce these effects?
• In your opinion what health issue should be addressed by politicians in future elections? Why?
• With the Affordable Care Act now in place and a greater emphasis on prevention, as opposed to
treatment, what benefits should we hope to see in the future?
Guided Response: Read your classmates’ posts and respond to at least two of your peers by Day 7. In your
responses, discuss which of these four areas you feel is the most important. Explain your reasoning.
Assignment
1. Final Project. Due by Day 7. By the end of this course you should have a greater understanding of the health
education profession. For the Final Project, you will submit a paper that includes the following three parts: an
examination of the health education field and profession, an analysis of an HIV prevention program, and the
creation of a health education website focusing on heart disease. The first two parts will make up the majority of
the paper that you will submit, but you will also need to supply a description of the website you create, the
information it contains, and the website’s URL in your paper. It is advised that you create the description of your
website before you actually build it to ensure that it contains all the required components.
Part I: Introduction to Health Education and the Health Education Profession
• Discuss the historical and future trends that have impacted the need for health education.
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
o What are at least three major historical events that shaped health education?
o What is the focus of today’s health education? How does it differ from previous foci of health
education?
• Examine the roles, responsibilities, and professional resources of health education specialists.
o What are the seven areas of responsibility of the profession?
o How would you describe the overall role of a health education specialist?
o Who receives health education? Who do health educators work with?
o What are two professional resources for health educators? How can they utilize these resources?
o What is a certified health education specialist(C.H.E.S.)? How is certification obtained?
• Describe three professional settings where you might find a health education specialist at work.
o What do these settings have in common? How are they different?
o Are there any additional skill sets that a health education specialist might need to work in one of
these settings versus another?
Part II: HIV Prevention Program
• Evaluate the HIV Prevention Program implemented by the Idaho Department of Health and Welfare by
answering the following questions:
o What is the main purpose of this program? How was it designed to facilitate this purpose?
o Who is the target audience for this website? Who are the collaborators and stakeholders involved
in this program?
o What are the main components of the information provided on this website?
• Evaluate the information provided on the “HIV, Other STD, and Teen Pregnancy Prevention and Idaho
Students” PDF.
o Is the information given reliable? How can you tell?
o Is it presented in a way that the target audience will understand?
Part III: Delivering Messages Using Technology and Social Media
For this part of the Final Project, you will apply technological strategies to create a website that provides health
education for women at risk for heart disease. You must include a description of the website and the main topics
that you will address through the website in the paper that you submit for grading. A link to the website URL
must also be included so that your instructor can view and grade your website.
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
Your website must meet the following inclusion criteria:
• A minimum of three pages: a home page and at least two other web pages.
• A brief introduction to heart disease and its effect on your chosen population which includes data that
supports the need for and purpose of this education.
• A minimum of five basic tips or facts regarding heart disease and women from credible and reliable
sources. All sources must be referenced and cited according to APA guidelines as outlined in the Ashford
Writing Center.
• Three Link at least three information sites on various organizations that support your message and
provide assistance or education to your population.
• Images, videos, website links, articles, and multimedia (including health information and health care
resources) where appropriate to engage your viewers and educate them regarding heart disease.
Follow these quick start-up instructions and go to the Wix.com website to register for and begin creating your
website. Tutorials are provided when you register to help you get acquainted with this website-building
platform. If you experience any technical difficulties, please contact the Wix.com technical support directly, as
the technical support offered within your Student Portal will not be able to assist with this outside website. If you
are unable to utilize this platform to complete this portion of your assignment and have tried contacting Wix.com
technical support, please contact your instructor. Clearly label the website as a course assignment. It will not be
searchable to the general public, but it will be public and anyone who is given your specific site link will be able
to view it. Provide the required information as well as the URL to your website in your paper. Once you have
received your final grade for this course, you have the option of deleting this website through your account with
Wix.com.
The Final Project
• Must be eight to ten double-spaced pages in length (not including title and references pages) and
formatted according to APA style as outlined in the Ashford Writing Center.
• Must include a separate title page with the following:
o Title of project
o Student’s name
o Course name and number
o Instructor’s name
o Date submitted
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
• Must begin with an introductory paragraph.
• Must address the topic of the project with critical thought.
• Must end with a conclusion that reaffirms your thesis.
• Must use at least eight scholarly sources, including a minimum of three from the Ashford University
Library.
o The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on
appropriate source types. If you have questions about whether a specific source is appropriate for
this assignment, please contact your instructor. Your instructor has the final say about the
appropriateness of a specific source for a particular assignment.
• Must document all sources in APA style as outlined in the Ashford Writing Center.
• Must include a separate references page that is formatted according to APA style as outlined in the
Ashford Writing Center.
• Must include a description of your website’s content, in addition to the website’s URL.
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HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
COURSE MAP
The Course Map illustrates how graded and non-graded activities align with and support the course learning outcomes.
Learning Outcome Week Activity
1. Examine the roles, responsibilities, and
professional resources of a health education
specialist.
1
1
2
2
2
3
3
3
4
5
5
5
Post Your Introduction – Discussion
Using Epidemiological and Health Status Data –
Discussion
Roles and Responsibilities of Health Education
Specialist – Discussion
Formulating a Career Plan – Discussion
Week Two Quiz
Health Education Related Agencies –
Discussion
Week Three Quiz
Health Education Literature – Assignment
History of Health Education – Discussion
Professional Ethics – Discussion
The Future, Technology, and Health Education
– Discussion
Final Project – Assignment
2. Explain the use of health data, research, and
information in the development of health
education.
1
3
3
3
5
Using Epidemiological and health Status Data –
Discussion
Health Education Related Agencies Information
Sources – Discussion
Health Education Literature – Assignment
Week Three Quiz
The Future, Technology, and Health Education
– Discussion
3. Describe the different settings in which health
education is practiced.
2
2
2
Formulating a Career Plan – Discussion
Week Two Quiz
Health Education Settings – Assignment
38
HPR231: INTRODUCTION TO HEALTH EDUCATION COURSE GUIDE
3
5
Week Three Quiz
Final Project – Assignment
4. Discuss historical and future trends that
impact the need for health education.
4
5
5
History of Health Education – Discussion
The Future, Technology, and Health Education
– Discussion
Final Project – Assignment
5. Evaluate health-related information and
information sources for credibility, validity,
and reliability.
1
3
3
5
5
Using Epidemiological and Health Status Data –
Discussion
Health Education Related Agencies –
Discussion
Health Education Literature – Assignment
The Future, Technology, and Health Education
– Discussion
Final Project – Assignment
6. Apply different technological methods and
strategies to deliver health information.
5
5
The Future, Technology, and Health Education
– Discussion
Final Project – Assignment
7. Describe behavior change theories and
program planning models used in health
education.
1 Behavior Change Theories and Planning
Models – Assignment
- COURSE AT A GLANCE
- COURSE LEARNING OUTCOMES
- COURSE DESCRIPTION
- COURSE DESIGN
- PREREQUISITES
- COURSE MATERIALS
- REQUIRED TEXT
- Cottrell, R. R., Girvan, J. T., McKenzie, J. F., & Seabert, D. (2014). Principles and foundations of health promotion and education (6th ed.). Boston, MA: Pearson (Benjamin Cummings).
- REQUIRED RESOURCES
- Articles
- Centers for Disease Control and Prevention. (n.d.). HIV, other STD, and teen pregnancy prevention and Idaho students. Retrieved from https://ftp.cdc.gov/pub/data/YRBS/2013/hiv%20factsheets/id_hiv_combo.pdf
- Centers for Disease Control and Prevention. (2011, July). The health communicator’s social media toolkit. Retrieved from http://www.cdc.gov/healthcommunication/ToolsTemplates/SocialMediaToolkit_BM.pdf
- Multimedia
- Websites
- RECOMMENDED RESOURCES
- Articles
- Multimedia
- Website
- Supplemental Material
- COURSE GRADING
- DISCUSSIONS
- QUIZZES
- ASSIGNMENTS
- FINAL PAPER
- GRADING PERCENT BREAKDOWN
- WEEK ONE
- COURSE CONTENT
- Overview
- Weekly Learning Outcomes
- Introduction
- Required Resources
- Text
- Multimedia
- Recommended Resources
- Article
- Discussions
- Assignment
- COURSE CONTENT
- WEEK TWO
- COURSE CONTENT
- Overview
- Weekly Learning Outcomes
- Introduction
- Required Resource
- Text
- Recommended Resources
- Articles
- Multimedia
- Website
- Supplemental Materials
- Discussions
- Quiz
- Assignment
- COURSE CONTENT
- WEEK THREE
- COURSE CONTENT
- Overview
- Weekly Learning Outcomes
- Introduction
- Required Resources
- Text
- Articles
- Holman, D., & White, M. C. (2011). Dietary behaviors related to cancer prevention among pre-adolescents and adolescents: The gap between recommendations and reality. Nutrition Journal, 10, 60-67. doi:10.1186/1475-2891-10-60
- Recommended Resources
- Website
- Discussion
- Quiz
- Assignment
- COURSE CONTENT
- WEEK FOUR
- COURSE CONTENT
- Overview
- Weekly Learning Outcomes
- Introduction
- Required Resources
- Text
- Discussions
- COURSE CONTENT
- WEEK FIVE
- COURSE CONTENT
- Overview
- Weekly Learning Outcomes
- Introduction
- Required Resources
- Text
- Articles
- Centers for Disease Control and Prevention. (n.d.). HIV, other STD, and teen pregnancy prevention and Idaho students.
- Retrieved from https://ftp.cdc.gov/pub/data/YRBS/2013/hiv%20factsheets/id_hiv_combo.pdf
- Centers for Disease Control and Prevention. (2011, July). The health communicator’s social media toolkit. Retrieved from http://www.cdc.gov/healthcommunication/ToolsTemplates/SocialMediaToolkit_BM.pdf
- Websites
- Recommended Resources
- Articles
- Discussions
- Assignment
- COURSE CONTENT
- COURSE MAP
- COURSE AT A GLANCE