Syllabus

Schedule

Course Format:

This course is delivered via a web-based format, consisting of eight weekly modules. Within each module, there are audio narrations, reading assignments, web links, discussion questions, and written assignments. The weekly modules will become available Wednesdays at 12:01 AM.

Course Weeks:

Each week opens on Wednesday at 12:01 AM ET. Each week closes on Wednesday at 11:59 pm ET, with the exception of Week 8, which ends on Sunday.

• Module 1: February 28 – March 7
• Module 2: March 7 – March 14
• Module 3: March 14 – March 21
• Module 4: March 21 – March 28
• Module 5: March 28 – April 4
• Module 6: April 4 – April 11
• Module 7: April 11– April 18
• Module 8: April 18 – April 22 (Sunday)

Course Outline: 

Week 1: Introduction to Program Planning and Evaluation

Objectives:

• Compare and contrast a variety of program planning methodologies. (CO 1)
• Explain how the phases of the PRECEDE-PROCEED model build on one-another to result in a program plan that is grounded in data and community needs. (CO 1)

Readings:

• Community Tool Box Chapter 1, Section 3 (Our Model of Practice: Building Capacity for Community and System Change). http://ctb.ku.edu/en/table-of-contents/overview/model-for-community-change-and-improvement/building-capacity/main
• Community Tool Box Chapter 2, Section 2 (PRECEDE-PROCEED), Section 4 (Asset Development), Section 13 (Mobilizing for Action through Planning and Partnerships). http://ctb.ku.edu/en/table-of-contents/overview/models-for-community-health-and-development
• Cherrington et al. Intervention Mapping as a Guide for the Development of a Diabetes Peer Support Intervention in Rural Alabama. https://www.cdc.gov/pcd/issues/2012/11_0053.htm.
• Didehvar M, Zareban I, Jalili Z, Bakhshani N-M, Shahrakipoor M, and Balouchi A. The effect of stress management training through PRECEDE-PROCEED model on occupational stress among nurses and midwives at Iran Hospital, Iranshahr. J Clin Diagn Res. 2016 Oct; 10(10): LC01–LC05.

Lectures & Videos:

• Welcome to the Class
• Final Project Overview
• Week One Overview
• Barrow LI. Health Promotion Model for Planning and Evaluating Community Health Interventions: PRECEDE-PROCEED. https://www.youtube.com/watch?v=8-aRZksVmaA.

Discussion Board Question: Initial post due by 11:59 PM Sunday. Response posts due by 11:59 PM Wednesday.

Choose one of the planning frameworks discussed in the readings. Find an example of its application. What are the strengths of the resulting plan and do you attribute them to the model they chose to use? Why or why not?

Written Assignment 1:

Describe the benefits of the PRECEDE-PROCEED model and how the framework results in a program plan that is grounded in data and community needs. Think about how PRECEDE sets up PROCEED, and how the model as a whole is designed to produce measurable, intentional outcomes. (2 pages max)

Week 2: Logic Models as a Planning and Evaluation Tool

• Recognize and describe the components of a logic model (CO 1)
• Break down a logic model into components that are linked to the phases of the PRECEDE-PROCEED model (CO 1)
• Discuss the use of logic models as planning and evaluation tools (CO 1)

Readings:

• Community Tool Box. Chapter 2, Section 1. Developing a Logic Model or Theory of Change.  http://ctb.ku.edu/en/table-of-contents/overview/models-for-community-health-and-development/logic-model-development/main
• W.K. Kellogg Foundation. Logic Model Development Guide. http://www.smartgivers.org/uploads/logicmodelguidepdf.pdf
• Binkly CJ, Johnson KW. Application of the PRECEDE-PROCEED planning model in designing an oral health study. J Theory Pract Dent Public Health. 2013 Nov; 1(3).
• Aldiabat KM, Le Navenec C-L. Developing smoking cessation program for older Candian people: an application of the precede-proceed model. American Journal of Nursing Science. 2013; 2(3): 33-39.
• Sample Logic Models
  • Indian Health Service. https://www.ihs.gov/mspi/includes/themes/newihstheme/display_objects/documents/stage3_slide16.pdf
  • WHO/CDC http://www.who.int/vmnis/toolkit/logic_model/en/
  • Illinois Department of Public Health http://www.idph.state.il.us/ship/Logic/Logic%20Model%20Priority%20Health%20Conditions%20Obesity.pdf
  • Youth.gov. http://youth.gov/youth-topics/preventing-youth-violence/forum-logic-model
  • Minnesota. http://c.ymcdn.com/sites/www.immunizationmanagers.org/resource/resmgr/bulls-eye_award/minnhclogic.pdf
• K4 Health. Logic Model Guides and Examples. https://www.k4health.org/toolkits/measuring-success/logic-model-guides-and-examples (recommended)
• Healthcare Georgia Foundation. The logic behind logic models: a brief guide. http://www.healthcaregeorgia.org/uploads/publications/The_Logic_Behind_Logic_Models.pdf (recommended)

Lectures & Videos:

• Week Two Overview
• Public Health Centers for Excellence. Logic Models in Public Health. https://www.youtube.com/watch?v=IHEp0gJRTwI

Discussion Board Question: Initial post by 11:59 PM Sunday and response by 11:59 PM Wednesday.

Consider the five sample logic models. Which 1-2 do you find easiest to understand? What specific aspects of them make them easy to understand?

Written Assignment 2:

Create a PRECEDE-PROCEED logic model from the Binkly paper. Describe how it can be used as both a program planning and as an evaluation tool in respect to Binkly’s specific application in oral health. (2 pages max; includes logic model)

Week 3: Assessments to Inform Planning and Evaluation (PRECEDE)

Objectives:

• Use a variety of assessment data to inform an intervention to address a targeted health issue. (CO 3)

Readings:

• Popoola T, Mchunu G. Application of precede-proceed model to tackle problems identified with diarrhoea burden among under-5s in Botswana. International Journal of Nursing Practice. 2015 May;21 Suppl 2:67-70.
• Joshi DD, Poudyal PM, Jimba M, Mishra PN, Neave LA, Maharajan M.Controlling Taenia Solium in Nepal using the precede-proceed model. Southeast Asian Journal of Tropical Medicine and Public Health. 2001; 32 (Suppl 2):94-97.

Lectures:

• Week Three Overview

Discussion Board Question: Initial post by 11:59 PM Sunday and post response by 11:59 PM Wednesday.

Describe the relative contributions of the assessments of the PRECEDE-PROCEED model as they are applied to the case study. Do you believe there is equal value to each assessment phase? Why or why not? Would that be the case with the application to any health issue? Why or why not?

Written Assignment 3: 

Conduct PRECEDE assessments for your chosen program that will result in your final project for this course. Refer to final project document, section B, for details on what should be covered. (section B). (2 pages max)

Week 4: Program Planning and Implementation (PROCEED): Program Goals and Objectives

Objectives:

• Compare and contrast goal and objective statements. (CO 2)
• Evaluate the strength of written program objectives. (CO 2)
• Construct goal and SMART objective statements. (CO 2)

Readings:

• Textbook Chapters 9 and 10

Lectures:

• Week Four Overview

Discussion Board Question: Initial post by 11:59 PM Sunday and response by 11:59 PM Wednesday.

 

Initial post: write five objectives for an imaginary program that are not SMART. Response post: re-write five objectives submitted by one of your classmates into SMART objectives. Identify how each component of SMART has been addressed.

 

• Example: Girls will know how to tie shoelaces.
  • Re-write: By the end of month 6, 80% of girls ages 4-6 will demonstrate three times or more to their teacher that they can tie shoelaces, as a strategy for injury prevention at school.
    • S = will demonstrate to their teacher /tie shoelaces three times or more
    • M = 80% of girls / demonstrate to teacher…three times or more
    • A = three times or more (within 6 months)
    • R = as a strategy for injury prevention at school
    • T = By the end of month 6

Written Assignment 4:

Present the goals and SMART objectives for your case study (section C). Discuss the evaluation implications; will you be able to measure what you are saying you will do? Working through this now will save you time when you develop your evaluation plans. Refer to final project document, section C, for details on what should be covered. (2 pages max)

Week 5: Program Planning and Implementation (PROCEED): Intervention Components

Objectives:

• Describe methods and resources for selecting evidence-based activities and outputs to address targeted objectives. (CO 3, CO 4)
• Illustrate how available staff and funding influence selected intervention activities. (CO 3)
• Demonstrate where to find reliable, evidence-based intervention resources. (CO 4)

Readings:

• The Community Toolbox, Chapter 19, Section 1. Selection Criteria for Choosing Promising Practices and Community Interventions. http://ctb.ku.edu/en/table-of-contents/analyze/choose-and-adapt-community-interventions/criteria-for-selectinng/main
• Explore these sources of evidence-based intervention resources:
  • The Community Guide. https://www.thecommunityguide.org/
  • Healthy People 2020 Evidence-Based Toolbox. https://www.healthypeople.gov/2020/tools-resources/Evidence-Based-Resources
  • Healthy People 2020 Interventions and Resources. https://www.healthypeople.gov/2020/topics-objectives
  • Trust for America’s Health, A Compendium of Proven Community-Based Prevention Programs. http://healthyamericans.org/report/110/
  • The Cochrane Library. http://www.cochranelibrary.com/
  • Centers for Disease Control and Prevention. https://www.cdc.gov/
  • World Health Organization. http://www.who.int/en/
• LaPelle NR, Zapka J, Ockene JK. Sustainability of public health programs: the example of tobacco treatment services in Massachusetts. American Journal of Public Health. 2006. 96(8):1363-1369.
• Rhode P, Shaw H, Butryn ML, Stice E. Assessing program sustainability in an eating disorder prevention effectiveness trial delivered by college clinicians. Behaviour Research and Therapy. 2015 September;72:1-8.

Lectures:

• Week Five Overview

Discussion Board Question: Post original contribution by 11:59 PM Sunday and post second by 11:59 PM Wednesday.

Consider the LaPell and Rhode papers. What were the common challenges with sustainability for these programs? What are some sustainability activities either (or both) program(s) could have tried? For your response post, consider if the ideas suggested by a peer would be likely or unlikely to work. Why or why not?

Written Assignment 5: 

Submit the logic model, implementation plan, and sustainability discussion for your case study (Section C). Remember to justify why you have made certain decisions. This does not need to be complex; for example “This intervention was chosen because it addresses a specific finding from the assessments and can be completed within the financial resources allocated” is an appropriate justification. Refer to final project document, section C, for details on what should be covered.  (2 pages max: please note that in the final project this section will be combined with your submission from last week for a maximum of 2-3 pages.)

Week 6: Program Evaluation (PROCEED)

Objectives:

• Construct evaluation indicators for process, impact, and outcome evaluation. (CO 6)
• Detail evaluation methods to collect evaluation indicator data. (CO 6)

Readings:  

• CDC. Introduction to program evaluation for public health programs: a self-study guide. https://www.cdc.gov/eval/guide/cdcevalmanual.pdf
• Johnson O. Application of the precede-proceed model in the evaluation of a community-based youth fitness and summer camp program. 2016.
• Ekhtiari YS, Shojaeizadeh D, Foroushani AR, Ghofranipour F, Ahmadi B. The effect of an intervention based on the precede-proceed model on preventive behaviors of domestic violence among Iranian high school girls. Iranian Red Crescent Medical Journal. 2013;15(1):21-8.

Lectures and Videos:

• Week Six Overview
• ChrisFlipp. “Qualitative Data 2. YouTube. Published January 18, 2014. https://www.youtube.com/watch?v=OTboo9ZhrIM (recommended)
• ChrisFlipp. “Qualitative vs. Quantitative.” YouTube. Published January 15, 2014. https://www.youtube.com/watch?v=2X-QSU6-hPU (recommended)
• ChrisFlipp. “Qualitative Data 1. YouTube. Published January 18, 2014. https://www.youtube.com/watch?v=XzeSc4ESB-c (recommended)

Discussion Board Question: Initial post by 11:59 PM Sunday and response by 11:59 PM Wednesday.

How closely do the Johnson and Ecktiari papers reflect the evaluation steps presented in the CDC evaluation manual? Describe the similarities and differences in the evaluation approaches. How do they compare to your own experiences with evaluation?

Written Assignment 6:

Develop an evaluation plan for your case study (Section D). Refer to final project document, section D, for details on what should be covered.  (1-page max)

Week 7: Ethical Considerations in Program Planning and Evaluation

Objectives:

• Present and defend an intervention plan developed using the PRECEDE-PROCEED planning model to address a public health problem. (CO 3, CO 7)
• Construct a model that represents the logic behind a planned public health intervention. (CO 1)
• Describe ethical considerations during program planning and evaluation, including using evidence-based approaches; during data collection, analysis and dissemination; and protecting individuals and communities. (CO 5)
• Discuss the role of Institutional Review Boards in protecting human subjects and the implications for program planners and evaluators. (CO 5)

Readings:

• Walsh A, Brugha R, Byrne E. “The way the country has been carved up by researchers”: ethics and power in north-south public health research. International  Journal for Equity in Health. 2016 Dec 12;15(1):204.
• UNE IRB Manual. http://www.une.edu/sites/default/files/UNE-IRB-P-P-2010-8-04.pdf

Lectures:

• Week Seven Overview

Discussion Board Question: Initial post by 11:59 PM Sunday and response by 11:59 PM Wednesday.

Describe the ethical considerations that apply to your case study. How did you specifically address them in your program proposal? Do you think you adequately minimized the ethical issues? Why or why not?

Final Project

Follow the detailed directions in the Final Project Detailed Directions document. 

Week 8 (Ends Sunday): Critical Assessment of PRECEDE-PROCEED

Objectives:

• Evaluate the strengths and weaknesses of the PRECEDE-PROCEED model
• Describe the lessons learned from application of the model to the course case study

Readings:

• Johns Hopkins Bloomberg School of Public Health. Designing and Writing an Effective Capstone Presentation. http://www.jhsph.edu/academics/degree-programs/master-of-public-health/curriculum/capstone/Designing%20and%20Writing%20an%20Effective%20Presentation.pdf

Lectures and Videos:

• Week Eight Lecture
• Barrow LI. Health Promotion Model for Planning and Evaluating Community Health Interventions: PRECEDE-PROCEED. https://www.youtube.com/watch?v=8-aRZksVmaA.

Discussion Board Question: Post for both by 11:59 PM Sunday.

 

Review the Barrow presentation from week one, and prepare a short 3-5 minute PowerPoint presentation containing a critical assessment of the PRECEDE-PROCEED planning model including:

 

• Description of the strengths and weaknesses of the PRECEDE-PROCEED model.
• Description of lessons learned through application of model to the case study.
  • What worked well?
  • What were the challenges? How did you approach them?
• Thoughts on how you might approach the project differently if you were to do it again.

Student Resources

Online Student Support

Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.

Questions? Visit the Student Support Public Health page

UNE Libraries:

• Library Access for all students: Your library login ID and password are the same as the ones you use to log into Brightspace.
• Public Health Databases: https://library.une.edu/library-materials/find/research-by-subject/public-health/
• Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.

UNE Student Academic Success Center

UNE's Student Academic Success Center (SASC) offers a range of free online services to support your academic achievement. Writing support, ESOL support, study strategy and learning style consultations, as well as downloadable resources, are available to all matriculating students. The SASC also offers tutoring for GPH 712 Epidemiology, GPH 716 Biostatistics, GPH 717 Applied Epidemiology, GPH 718 Biostatistics II, and GPH 719 Research Methods. To make an appointment for any of these services, go to une.tutortrac.com. For more information and to view and download writing and studying resources, please visit:

• UNE Student Academic Success Center

Information Technology Services (ITS)

• ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673

Accommodations

Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.

Online Peer Support

Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.

Information Technology Services (ITS)

Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.

ITS Contact: Toll-Free Help Desk 24 hours/7 days per week at 1-877-518-4673.

Career Ready Program

The College of Professional Studies supports its online students and alumni in their career journey!

The Career Ready Program provides tools and resources to help students explore and hone in on their career goals, search for jobs, create and improve professional documents, build professional network, learn interview skills, grow as a professional, and more. Come back often, at any time, as you move through your journey from career readiness as a student to career growth, satisfaction, and success as alumni.

Policies

AMA Writing Style Statement

The American Medical Association Manual (AMA) of Style, 11th edition is the required writing format for this course. Additional support for academic writing and AMA format is provided throughout the coursework as well as at the UNE Portal for Online Students.

Online resources: AMA Style Guide

Turnitin Originality Check and Plagiarism Detection Tool

The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.

Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.

You can learn more about Turnitin in the guide on how to navigate your Similarity Report.

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements

Course Evaluation Policy

Course surveys are one of the most important tools that University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.

Late Policy

Students are responsible for submitting work by the date indicated in Brightspace.

Quizzes and Tests: Quizzes and tests must be completed by the due date. They will not be accepted after the due date.

Assignments: Unless otherwise specified, assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.

Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.

Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.

Student Handbook

UNE Course Withdrawal

Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

Academic Integrity

The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit https://www.une.edu/studentlife/plagiarism.

Academic dishonesty includes, but is not limited to the following:

1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
2. Fabrication or falsification of data, results, or sources for papers or reports.
3. Action which destroys or alters the work of another student.
4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
5. Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations.  Appeal of a decision may be made to the Dean whose decision will be final.  Student appeals will take place through the grievance process outlined in the student handbook.

Attendance Policy

8 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Sunday at 11:59 pm ET of the first week of the term. Reinstatement is at the purview of the Dean's Office.

16 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Friday at 11:59 pm ET of the second week of the term. Reinstatement is at the purview of the Dean's Office.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Professional Studies. It is each student's responsibility to know the contents of this handbook.

UNE Online Student Handbook

UNE Course Withdrawal

Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

Academic Integrity

The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.

Academic dishonesty includes, but is not limited to the following:

1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
2. Fabrication or falsification of data, results, or sources for papers or reports.
3. Action which destroys or alters the work of another student.
4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
5. Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.