Planning the Health Education Program
1. Of the 5 settings in which health educators work, identify the setting for your proposed health education program. The Texiera article in the background reading will refresh your memory about the 5 settings.
2. Explain the rationale for your choice. Remember to support your rationale with evidence from the literature (cite references).
3. Describe any existing organizations or groups that have an interest in the health education/promotion concern you are proposing to address and consider ways in which you may be able to partner with these organizations. If there are no organizations addressing your identified health need within the geographic area of your project, then discuss any organizations, groups and/or types of individuals or professionals who may be able to assist in planning, implementation or administration of your proposed health education program.
4. Select an appropriate health program planning model or theory that will serve as the framework for your health education/health promotion program. Be certain to:
-Provide a description of the model or theory you selected — that is, describe the model or theory, its origin, and its major points or constructs.
– Explain why this model or theory is appropriate for your health education/health promotion program. This is best accomplished by providing examples of how the theory or model has been used in the past.
In the next module, you will use this model/theory to build your program, so choose carefully!
Use this rubric to see how I will evaluate your writing. The BSHS Writing Rubric will be used to assess and grade your papers.
Your SLP and your case assignments are considered scholarly works. Your final work should include a MINIMUM of 10 peer reviewed (scholarly) sources. This does not mean that you must place 10 peer reviewed sources in each module of your SLP. I anticipate that the nature of the questions which must be answered in this project will result in the accumulation of more than 10 references, but 10 is the minimum number. This means by the end of module 5, you should be able to go back and count AT A MINIMUM a total of 10 scholarly-peer reviewed publications in all of your submitted papers.
In Module 5, you will be required to submit a list of the sources used throughout the session, so keep all of your papers.
Appropriate Headings and Paper Flow
Remember that you are preparing a formal academic paper. Your paper should make use of appropriate headings and subheadings. You should not cut & paste the questions posed and answer them like a “Question and Answer” session. Your finished paper should read like an academic paper.
In order to earn full credit:
You will be assessed on your ability to communicate your points from the perspective of a health educator.
Please write your paper in your own words. That is the only way I can evaluate your level of understanding.
Your papers will be evaluated on the following factors:
References – citations are used within the body of the paper any time you state a fact or idea that is not common knowledge and a reference list is included at the end of the paper.
Precision – you follow all instructions and you answer each part of the assignment.
Breadth – you show broad knowledge of the module’s topic.
Depth – you go into detail to show more critical thought about the specific assignment.
Clarity – the extent to which you elaborate and include discussion or examples as asked.
Application – the extent to which you apply the information to a real-life situation related to the assignment, if appropriate. Module 2
None of these readings are required. They are all provided FYI as resources.
Billington, D. (1996). Seven Characteristics of Highly Effective Adult Learning Programs. New Horizons for Learning. Retrieved April 1, 2012 from http://www.newhorizons.org/lifelong/workplace/billington.htm
USDHHS. NCI (2005) Theory at a Glance. 2nd edition. Retrieved April 1, 2012 from http://www.cancer.gov/cancertopics/cancerlibrary/theory.pdf
Centers for Disease Control.(n.d.). Principles of Community Engagement. Retrieved April 1, 2012 from http://www.cdc.gov/phppo/pce/part2.htm
Community Toolbox. (2010). The Community Toolbox. Retrieved April 1, 2012 from http://ctb.ku.edu/en/ (NOTE: This is a comprehensive resource that will help with every aspect of health education program development– once you have accessed this page, click on the "Table of Contents" link to help you find what you are looking for).
Learner Associates. (2007). Writing tips: Background information/statement of the problem. Guide for writing a funding proposal. Retrieved April 1, 2012 from http://www.learnerassociates.net/proposal/hints3.htm
National Cancer Institute. (2002). Making health communication programs work: A planner’s guide. National Cancer Institute, National Institutes of Health, U.S. Department of Health & Human Services. Available: www.cancer.gov/pinkbook (NOTE:This resource is also uploaded as a presentation in this module)
National Commission for Health Education Credentialing, Inc. (2010). The health education specialist: A companion guide for professional excellence. (6th ed.). Allentown, PA: The National Commission for Health Education Credentialing, Inc.
Teixeira, C. (2007). Health educators: working for wellness. Occupational Outlook Quarterly. Retrieved April 1, 2012 from http://www.bls.gov/opub/ooq/2007/summer/art03.pdf
Varkevisser, C. M., Pathmanathan, I., & Brownlee, A. (2003). Module 4: Analysis and statement of the problem. Designing and conducting health systems research projects: Volume 1. Retrieved April 1, 2012 from http://www.idrc.ca/en/ev-56596Identify settings where health education/health promotion activities take place
Identify sources of assistance in planning, implementing and administering health education/health promotion activities
Discern among and select an appropriate health planning model for use in a health education/health promotion program
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