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Syllabus

Graduate Programs in Public Health

GPH 721 Foundations of Maternal and Child Health – Spring 2019

Credits - 3

Description

Maternal and child health provides a foundation for a community’s development and sustainability. Students will apply public health frameworks to maternal and child health concepts and issues; in the process they will gain a broad understanding of the field of maternal and child health from local and global standpoints. By the end of this course students will be able to use data for action, apply evidence based information, examine systems based approach to addressing issues, and examine cultural effects on maternal and child health.

Materials

No books are required for this course. 

Learning Objectives and Outcomes

Course Outcomes

  • Identify effective program, policies, and services related to MCH.
  • Examine systems based approach to propose potential MCH solutions.
  • Utilize public health data to define a community and the contributing factors that impact the community’s health.
  • Examine how MCH differs across the globe to cultivate a culturally sensitive approach.
  • Explain the development of MCH as a public health discipline and the role it plays in various contexts.
  • Describe MCH issues within the context of the socio ecological model.

CEPH Competencies

4. Interpret results of data analysis for public health research, policy or practice

6. Discuss the means by which structural bias, social inequities and racism undermine health and create challenges to achieving health equity at organizational, community and societal levels.

8. Apply awareness of cultural values and practices to the design or implementation of public health policies or programs

9. Design a population-based policy, program, project or intervention

11. Select methods to evaluate public health programs

Assignments

Discussion Board:

Each student is expected to post at least twice each week. One post should be an original contribution to the discussion. A second or sequential post should be in response to a classmate’s post. Initial discussion posts must be submitted by Sunday at 11:59 pm. For most weeks, that means you must have completed the reading by this time. At least one response post must be completed by Wednesday at 11:59 pm of the week the question is assigned.

Posts submitted after the discussion week will not be graded. 

Quiz:

There are three quizzes throughout the course (Weeks 2, 4, and 6). For each quiz you will download the word document and follow the directions. Once you have completed the quiz, please attach the file to the appropriate submission area. 

Project Assignments:

Throughout the term you will work on parts of your final project. Incorporate the feedback you receive from your instructor before you incorporate it into your final presentation. 

Final Project:

The purpose of this course is to provide you with the skills to use data for action, apply evidence based information, examine systems based approach to addressing issues, and examine cultural effects on maternal and child health. The final project will combine the skills you have learned throughout the course.

For your final project you will be developing a presentation based upon a chosen case study. You will choose one of the three provided case studies and a role (epidemiologist, health educator, researcher, program planner, policy maker, etc…). You will approach your chosen case study from the perspective of your role. Throughout the term you will work on different sections of your presentation.

The audience for the presentation will be determined by the case study you choose (Louisiana Bureau of Health director, Bill and Melinda Gates Foundation, and a local MCH health coalition). Your presentation should convince your audience that your proposal is based on a sound and strong public health foundation.

The purpose of the assignment is to expose you to a real life MCH issue and the different players involved. It will allow you to practice the skills learned throughout the course and the GPH program. As public health professional you will need to clearly present information to a specific audience. This project could be used in a job interview to demonstrate to a potential employer the skills you have learned during your master’s program.

Please review the final project document for a full description of the assignment requirements. 

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Discussions4 submission, 7 points = 12 points
Quizzes3 quizzes, 6 points = 18 points
Project Assignments4 submissions, 7 points = 28 points
Logic Model10 points
Individual Presentation25 points
Week 8 Discussion7 points
Total100 points

Grade Scale

Grade Points Grade Point Average (GPA)
A 94 – 100% 4.00
A- 90 – 93% 3.75
B+ 87 – 89% 3.50
B 84 – 86% 3.00
B- 80 – 83% 2.75
C+ 77 – 79% 2.50
C 74 – 76% 2.00
C- 70 – 73% 1.75
D 64 – 69% 1.00
F 00 – 63% 0.00

Schedule

Course Weeks

Week 1 Jan 2 – Jan 9
Week 2 Jan 9 – Jan 16
Week 3 Jan 16 – Jan 23
Week 4 Jan 23 – Jan 30
Week 5 Jan 30 – Jan 6
Week 6 Feb 6 – Feb 13
Week 7 Feb 13 – Feb 20
Week 8 Feb 20 – Feb 24 (Sunday)

Course Schedule

Week 1: Maternal and Child Health (MCH) History and Infrastructure

Weekly Outcomes

  • Describe historical events in the history of MCH to understand how they have contributed to its development.
  • Identify the key components of the MCH infrastructure including funding, leading stakeholders, and United States governmental structure.

Readings/Videos

  • History and Evolution
  • Tracing the Historical Foundations of Maternal and Child Health to Contemporary Times
  • HRSA Timeline
  • Maternal and Child Health HRSA Fact Sheet

Assignments

  • Case Study Forum: Review the provided case studies and choose your topic and role for the final project. 
  • Discussion: 

    • Initial post: Begin by introducing yourself, and your interest in MCH, to the class. Then, in the same initial post, identify a historical event that interests you and that, you think, has something to do with maternal and childhood health today. Please elaborate on that connection, and on why that particular historical event interests you in the first place.

      Response: Pick a peer’s post. Try to build on what your classmate has already written with more analysis: How has that event influenced, or not influenced, maternal and child health infrastructure, funding, stakeholders, etc.? Do you agree, disagree with some of the points your classmate is making? 

Week 2: MCH Priorities and Data Sources

Weekly Outcomes

  • Compare global and national MCH goals.
  • Interpret MCH data to describe a community and health issue.
  • Utilize MCH priorities and data to define MCH issues and problems. 

Readings/Videos

  • Maternal and Child Health Digital Library: Data and Statistics  (scan through at least two compilations)
  • United Nations’ Sustainable Development Goals 
  • Healthy People 2020 (Read Overview, Objectives, Interventions & Resources)

Assignments

  • Discussion: 

    • Initial post: Identify a piece of data from the compilations that represents a health disparity. Through analysis and application of your own experience and perspective, try to diagnose and describe the cause of that particular disparity.

      Response: Pick a peer’s post. Identify a SDG or Healthy People 2020 objective to address the issue your peer described in their initial post. Describe the social and cultural considerations for reaching the SDG or Health People 2020 objective.

  • Project Assignment – Defining the Problem: This week you will define the problem within your chosen case study.
  • Quiz 1

Week 3: Family Planning and Reproductive Health

Weekly Outcomes

  • Describe the public health influences on family planning and reproductive health services in a community.
  • Apply the socio exological model to a MCH issue/problem to identify connections.

Readings/Videos

  • US and International Family Planning & Reproductive Health Efforts
  • Council of Foreign Relations Report
  • Sexual and Reproductive health: a Matter of Life and Death

Assignments

  • Discussion: 

    • Initial post: Think of the community in which you live. What hinders access to family planning and reproductive health services? Is one population more negatively impacted? Make sure to support your answer with examples and reputable resources.

      Response posts: Pick two peers. For each peer, one level of the social ecological model to describe possible solutions.

  • Project Assignment – Socio Ecological Model: This week you will identify the socio ecological influences on the MCH issue from your case study.

Week 4: Maternal Health

Weekly Outcomes

  • Identify leading health issues in maternal health.
  • Identify evidence based interventions that address a MCH issue.

Readings/Videos

  • Video: MDG Goal 5 
  • Video: Maternity Care in the US
  • Improving Preconception Care
  • CDC: Recommendation to Improve Preconception Health and Health Care – United States

Assignments

  • Project Assignment – Evidence Based Practices/Interventions: This week you will choose evidence based practices/interventions that may address your MCH issue. 
  • Quiz 2

Week 5: Child Survival

Weekly Outcomes

  • Identify health issues in child survival.
  • Describe the contributing factors to disparities in child survival across the globe.
  • Describe MCH evaluation activities.

Readings/Videos

  • Video: Reducing Child Mortality
  • The State of the World’s Children: Child Survival (read Section 1 and another section you find interesting)
  • The Washington Post: Our Infant Mortality Rate is a National Embarrassment

Assignments

  • Discussion: 

    • For your initial post, pick a country from which you have ancestry. State the country’s infant and child mortality rates. Compare these rates to Iceland’s infant mortality rate of approximately 2 deaths per 1,000 births. What are contributing factors to your country’s mortality rates? 

      In your responses to at least one’s classmate’s initial post, what is being done in that country to improve infant and child mortality rates. Describe 1 intervention that is being implemented and any cultural considerations for the intervention. 

  • Project Assignment – Evaluation: This week you will determine the evaluation plan for each evidence based practice/intervention. 

Week 6: Health of Youth

Weekly Outcomes

  • Identify priority health issues in youth to understand their unique health needs. 
  • Describe a system based approach to empowering youth and addressing their needs.
  • Develop a logic model to make connections within specific MCH issue.

Readings/Videos

  • Healthy People 2020: Adolescent Health (read Overview, Objectives, Interventions & Resources, and National Snapshot)
  • The Community Guide: Improving Adolescent Health (read about interventions)
  • Population Reference Bureau: Adolescence, a Foundation For Future Health (download full report)
  • Video: WHO – Health for the World’s Adolescents: A second Chance in the Second Decade

Assignments

  • Project Assignment – Logic Model: This week you will develop a Logic Model that clearly depicts what your project intends to do or accomplish. 
  • Quiz 3

Week 7: Emerging Issues in MCH

Weekly Outcomes

  • Identify emerging issues in MCH to understand where the field is headed. 
  • Craft a presentation that addresses an identified MCH issue. 

Readings/Videos

  • The New England Journal of Medicine: Global Maternal, Newborn, and Child Health – So Near and Yet So Far
  • Video: Our Century’s Greatest Injustice (TED Talk)

Assignments

  • Discussion: 

    • Initial Post: Choose an emerging MCH issue.  Address the following questions:

      1. What evidence exists that this an emerging issue?
      2. How does the issue relate to the article you read this week?
      3. The closing paragraph of the article states: “Although the focus during the past decade has been on the saving of lives, it is also important to look beyond survival to issues of reducing morbidity and disability and improving long-term outcomes of relevance to human development. The close links among poverty, inequity, undernutrition, and human deprivation are well known, and all these factors have been shown to reduce the potential for human development considerably.”  How does this statement relate to the health issue?

      Response Post: Respond to one of initial post with one peer reviewed journal article that supports the MCH issue being described. Response Post should include:

      1. Identification the journal article with AMA format.
      2. Summary of the key findings of the article.
      3. How it relates to the MCH issue.
  • Final Project: Presentation Submission

Week 8: Presentation Review and Critique

Weekly Outcomes

  • Analyze a presentation from the perspective of the intended audience.

Assignments

  • Discussion: 

    • In this week’s discussion you will be reviewing each other’s presentations. For your initial post, post the link to your video following the directions for recording and posting a presentation using Youtube. Post your presentation at the beginning of Week 8.

      In your responses make sure to review a presentation that covers a different case study than your own. Provide feedback as though you are a member of the intended audience. Feedback should include at least three of the items below:

      1. Is the problem clearly defined? Why or why not?
      2. Is the issue dissected well with the socio-ecological model? Do you have a good sense of the influences on the health issue?
      3. Are the practices/interventions evidence based? Do they seem realistic and doable?
      4. Does the evaluation truly measure progress?
      5. Are the problem statement, socio-ecological model, interventions, and evaluation clearly and appropriately aligned? Can you see how they are all links in the chain?
      6. Does the logic model clearly illustrate the project? Can you insert “If…Then” statements between columns?
      7. What are the overall strengths?
      8. What are your recommendations? 
      9. Would you support/invest in this proposal? Why or why not?  

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:

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:

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.

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 Turnitin Student quick start guide.

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.