Syllabus
Graduate Programs in Public Health
GPH 738 Program Planning & Evaluation – Spring B 2016
Credits - 3
Description
The aim of this course is to provide students an overview on developing public health programs and interventions to address health issues affecting health systems, communities, and organizations at local and national levels. Students will learn the process of public health program planning implementation and evaluation. The course will include an overview of public health intervention strategies using the socio-ecologic model (individual/behavioral, environmental/social/community, and policy) as key to developing multiple levels and strategies of interventions. Key issues in program evaluation will be identified and explored in the context of the planning and evaluation cycle.
Materials
Learning Objectives and Outcomes
This course lays a foundation for the core competencies on which future courses build. Each subsequent course should continue to build on those competencies. This course addresses the following ASPPH competencies:
- E.1. Identify basic theories, concepts, and models from a range of social and behavioral disciplines that are used in public health research and practice.
- E.2. Identify the causes of social and behavioral factors that affect the health of individuals and populations.
- E.3. Identify individual, organizational, and community concerns, assets, resources, and deficits for social and behavioral science interventions.
- E.4. Identify critical stakeholders for the planning, implementation, and evaluation of public health programs, policies, and interventions.
- E.9. Apply ethical principles to public health program planning, implementation, and evaluation.
- G.10. Develop public health programs and strategies responsive to the diverse cultural values and traditions of the communities being served.
- K.1. Describe how social, behavioral, environmental, and biological factors contribute to specific individual and community health outcomes.
- K.2. Describe the tasks necessary to assure that program implementation occurs as intended.
- K.3. Explain how the findings of a program evaluation can be used.
- K.4. Explain the contribution of logic models in program development, implementation, and evaluation.
- K.5. Differentiate among goals, measurable objectives, related activities, and expected outcomes for a public health program.
- K.6. Differentiate the purposes of formative, process, and outcome evaluation.
- K.9. In collaboration with others, prioritize individual, organizational, and community concerns and resources for public health programs.
- K.10. Assess evaluation reports in relation to their quality, utility, and impact on public health.
Course Learning Outcomes:
By the end of the course students are expected to be able to:
- Describe the basic components, dimensions, and phases of planning a public health program.
- Describe the program cycle and the elements of a program plan.
- Demonstrate the ability to write sound, evidence-based program goals and objectives.
- Identify key resources for evidence-based public health program planning and delivery.
- Identify key challenges to public health programs, critical barriers to program implementation, and strategies to address them.
- Identify necessary resources for program planning and evaluation.
- Demonstrate the ability to craft monitoring indicators.
- Describe methods for process and impact evaluation of public health programs.
- Describe the evaluation report and effective strategies for evaluation dissemination.
Assignments
Online Forum Discussion:
Each student is expected to post at least twice each week in response to forum questions on that week’s topic. Because this is an online course, the discussion portion is an important way to exchange ideas with your classmates. Students will be graded on their participation and the effort of their posts. These posts will take time to complete but they are an essential part of this course and a great way to get to know your colleagues.
Grading Rubric: Weekly posts and participation will be worth 4 points per week, based on the rubric below.
Initial discussion posts to the class website must be submitted by Sunday at 11:59 PM. These posts will generally be a response to a question and will require that you have viewed the lecture and done the reading. You may also have to do some additional research for these posts. Full credit will be given only to those who have developed thoughtful responses that demonstrate they have viewed the lecture and understand the topic.
Second posts/responses must be completed by Wednesday at 11:59 PM of the week the question is assigned. Because this class takes place online and there is limited opportunity for face-to-face discussion with your classmates, these posts are intended to be a response to one of your classmates and are essential to exchanging ideas and learning from each other. For full credit, students must develop a thoughtful response, bringing something new to the discussion. Posts that ask thoughtful questions, extend the breadth of the discussion, or use additional information from the literature or readings to argue a point are encouraged. Short responses that do not add to the discussion will not receive full credit. Students are welcome to respond to more than one classmate, but emphasis should be placed on quality, not quantity, of posts.
Note: All assignments/discussions for week 8 should be posted by Sunday 11:59 PM.
Assignments:
Assignments are due by Wednesday at 11:59 PM of the week they are assigned. These will draw upon material presented in the lecture, readings from the textbook, and readings from assigned articles. These written assignments are intended to be a way for you to keep up with the material in the course.
Grading Rubric: The course has five assignments totaling 68 points for the entire course, and a discussion forum each week totaling 32 points (4 per week) for a course total of 100 points.
Grading Policy
Your grade in this course will be determined by the following criteria:
Grade Breakdown
| Assignments | Total Points |
|---|---|
| Weekly Discussion | 32 (4 per week) |
| Written Assignment 1 | 10 |
| Written Assignment 2 | 8 |
| Written Assignment 3 | 15 |
| Written Assignment 4 | 15 |
| Written Assignment 5 | 20 |
| Total Points | 100 |
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 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 11:59pm ET, with the exception of Week 8, which ends on Sunday.
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Week1: |
March 2 – March 9 |
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Week 2: |
March 9 – March 16 |
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Week 3: |
March 16 – March 23 |
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Week 4: |
March 23 – March 30 |
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Week 5: |
March 30 – April 6 |
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Week 6: |
April 6 – April 13 |
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Week 7: |
April 13 – April 20 |
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Week 8: |
April 20 – April 24 |
Course Outline:
Week 1:
Topics: Introductions, basics of program planning and evaluation, evidence based approach for public health programs and stakeholder engagement in public health.
Objectives:
- Articulate the cycle of planning and evaluation.
- Discuss the relevance of the public health pyramid and the socio-ecological model to health program planning and evaluation.
- Articulate the importance of utilizing evidence-based approaches to public health and identify key resources for evidence-based intervention development.
- Identify and utilize resources for evidence-based public health interventions, including but not limited to the Community Guide to Preventive Services.
- Describe the value of engaging stakeholders in the health planning process.
- Describe the cycle of planning and evaluation.
Readings:
- Textbook Chapters 1, 2, and 3
- The Community Guide to Preventive Services: http://www.thecommunityguide.org/index.html
- America’s Health Rankings: http://www.americashealthrankings.org/
- County Health Rankings: http://www.countyhealthrankings.org/
- CDC Behavioral Risk Factor Surveillance System: http://www.cdc.gov/brfss/
- Jacobs JA, Jones E, Gabella BA, Spring B, Brownson RC. Tools for Implementing an Evidence-Based Approach in Public Health Practice. Prev Chronic Dis 2012;9:110324: http://www.cdc.gov/pcd/issues/2012/11_0324.htm
Lectures & Videos:
- Week One Lecture
- Needs Assessment, Program Planning, and Priority Population – Engaging Stakeholders in Planning: http://www.youtube.com/watch?v=QBa7hSe8IOM
Discussion Board Question: Initial posts (1 and 2) due by 11:59 PM Sunday. Response posts due by 11:59 PM Wednesday.
- Post a short autobiography on the discussion board labeled ROSTER. Tell is a little about yourself. What is your name? Where do you live/work? What brings you to this public health program, and what interests have you developed in public health through work or the program? What would you like to learn from this course?
- Provide a brief description of a significant public health issue affecting your community/region. Use your knowledge of public health, or even local media/news stories, to articulate a public health issue impacting your local area.
- Respond to the posts of other students indicating the kind of interventions that are pertinent to their public health issue.
Written Assignment 1:
For this assignment, you will select a public health issue and a setting/location (a community or county) on which to develop your course project. When deciding on your issue, please note that a geographic setting such as a community will also include several “channel” settings: school, community, work site, etc. Furthermore, the issue you select must be one identified in one of the websites included in this module, but the emphasis should be on the Community Guide to Preventive Services. Please also make sure to select a community or county, preferably where you live or work, or from where you may get local data.
Once you have made your selection, please discuss what public health issue and the geographical location you selected. What stakeholders may be interested or involved in planning a public health intervention?
Week 2:
Topics: Community Health Assessment: Strategies, Methods and Evaluation.
- Articulate the benefits of incorporating components of various approaches to conduct a needs assessment.
- Identify key sources for health data for program planning.
- Establish program priorities based on an existing methodology.
- Write clear, measurable process and effect objectives.
- Develop realistic and achievable target values for objectives.
- Identify various strategies for community health assessment.
Readings:
- Textbook Chapters 4, 5, and 7
- Community Health Assessments & Health Improvement Plans
- Assessment & Planning Models, Frameworks & Tools
- A Model for Getting Started
- County Health Rankings
Lectures & Videos:
- Week Two Lecture
- Example of a Good Use of Evidence-based Public Health – Black Corals Cancer Education: http://www.youtube.com/watch?v=bn4aATMCfiw&list=PLvrp9iOILTQYr25zksqMsfzwu86ZswvTz&index=1&feature=plpp_video
Discussion Board Question: Initial post by 11:59 PM Sunday and response by 11:59 PM Wednesday.
- Browse the sites listed for this week focusing on community assessments. Comment on the usefulness of the sites you have explored. Comment on various features of the tools in the sites.
- Review another student’s post and respond.
Written Assignment 2:
Using the public health issue you selected for your project and the priority population you are working with, create a profile of the community as related to your issue, using one of the models in the reading, “Assessment & Planning Models, Frameworks & Tools.” Based on the information, write an overall goal and the objectives for your project.
Week 3:
Topics: Developing the health program: logic models, conceptual framework, and key planning models.
Objectives:
- Discuss the implications of program theory for planning and evaluating a health program.
- Articulate how program interventions vary across the levels of the public health pyramid.
- Utilize a sound program planning model such as PRECEDE-PROCEED.
- Articulate the inputs and outputs of a service utilization plan of a program.
- Justify the inputs and outputs of the organizational plan of a program.
- Identify and utilize sources of evidence-based public health interventions and programs.
Readings:
- Textbook Chapters 6 and 8
- Rimer BK, Glanz K. Theory at a glance: a guide for health promotion practice. National Cancer Institute, National Institutes of Health, U.S. Department of Health and Human Services. NIH Pub. No. 05-3896. Washington, DC: NIH, Revised September 2005. http://sbccimplementationkits.org/demandrmnch/ikitresources/theory-at-a-glance-a-guide-for-health-promotion-practice-second-edition/. Accessed February 12, 2015.
- Crosby R, Noar SM , What is a planning model? An introduction to PRECEDE-PROCEED, Public Health Dent. 2011 Winter;71 Suppl 1:S7-15: http://onlinelibrary.wiley.com.une.idm.oclc.org/doi/10.1111/j.1752-7325.2011.00235.x/full
- Binkley CJ, Johnson KW. Application of the PRECEDE-PROCEED Planning Model in Designing an Oral Health Strategy. Journal of Theory and Practice of Dental Public Health. 11/2013; 1 _3_: 2325-968.
Lectures:
Discussion Board Question: Initial post by 11:59 PM Sunday and post response by 11:59 PM Wednesday.
- Review and comment on the components of the PRECEDE-PROCEED model. How does the public health issue you are working with fit into the planning aspects of the model?
- Review another student’s post and respond.
Written Assignment 3:
Using your public health issue, complete a diagram for the PRECEDE-PROCEED model, Phases 1-5. Please refer to the lecture notes and reading.
Week 4:
Topics: Implementation monitoring and evaluation: work-plan, monitoring inputs and outputs, program planning, evaluation resources
Objectives:
- Explain the importance of intervention fidelity.
- Identify key issues in Implementation Evaluation.
- Select key methods for collecting process evaluation data.
- Develop a logic model for the public health issue.
Readings:
- Textbook Chapters 9 and 10
Lectures:
Discussion Board Question: Initial post by 11:59 PM Sunday and response by 11:59 PM Wednesday.
- What are feasible approaches to assessing effective program implementation?
- Review another student’s post and respond.
Written Assignment 4: Using the constructs from the conceptual framework, create a logic model to clearly identify the process, impact, and outcome measures for the project. Utilize the PRECEDE-PROCEED model to identify key intervention actions and strategies for the public health issue you have been working with in the context of the community. Identify key resource needs for planning a public health intervention.
Week 5:
Topics: Program quality control, intervention effects, a view of a different contemporary method: RE-AIM
Objectives:
- Explain the different types of accountability to which program managers are held.
- Take managerial actions to assure implementation fidelity.
- Distinguish among outcome documentation, outcome assessment, and outcome evaluation.
- Identify the functions and use of the RE-AIM Method.
Readings:
- Textbook Chapters 11 and 12
- Glasgow RE, Vogt TM, Boles SM, Evaluating the Public Health Impact of Health Promotion Interventions: Am J Pub Health, 1999; 89:1322-1327: http://search.proquest.com.une.idm.oclc.org/docview/215091243/fulltextPDF/660E74097C3A42BFPQ/1?accountid=12756
- Belza, B; Toobert,DJ, Glasgow RE, RE-AIM for Program Planning: Overview and Applications: https://www.cdph.ca.gov/programs/cpns/Documents/Re-Aim_Brief.pdf
Lectures:
Discussion Board Question: Post original contribution by 11:59 PM Sunday and post second by 11:59 PM Wednesday.
- What assets does the RE-AIM model bring to public health planning and implementation? How does it differ or complement other models that have been reviewed in the course? How would it apply to your public health issue?
- Review another student’s post and respond.
Week 6:
Topics: Evaluation framework, evaluation strategies and designs
Objectives:
- Identify an appropriate design for an effect evaluation given constraints on data collection.
- Understand the phases and utilization of the CDC Evaluation Framework.
Readings:
- Textbook Chapters 13 and 14
- Koplan JP, Milstein R, Wetterhall S. Framework for program evaluation in public health. Centers for Disease Control and Prevention, MMWR: Recommendations and Reports. 1999;48:1-40. http://www.cdc.gov/mmwr/PDF/RR/RR4811.pdf. Accessed February 12, 2015.
Lectures:
Discussion Board Question: Initial post by 11:59 PM Sunday and response by 11:59 PM Wednesday.
- Discuss the use of the CDC Evaluation Framework for the public health issue you have been working with.
- Review another student’s post and respond.
Week 7:
Topics: Quantitative and qualitative methods, data interpretation
Objectives:
- Select an appropriate indicator of the amount of change from a program, given different audiences and impact questions.
- Identify the elements of a persuasive statistical argument.
- Select an appropriate qualitative design for process and effect evaluations.
- Describe the basic procedures for analyzing qualitative data.
Readings:
- Textbook Chapters 15 and 16
- An example of the use of the logic model in public health: Lando, J.L., Williams, S.M., Williams, B. and Sturgis, S. (2006). A Logic Model for the Integration of Mental Health Into Chronic Disease Prevention and Health Promotion. Preventing Chronic Disease: Public Health Research, Practice and Policy, vol 3(2).
Lectures:
Discussion Board Question: Initial post by 11:59 PM Sunday and response by 11:59 PM Wednesday.
- Provide an example of a public health intervention that DID NOT WORK. Describe how you would use the results (qualitative and quantitative) to make it a better program that can actually work.
- Review another student’s post and respond.
Written Assignment 5:
For this assignment, you will develop the full program plan
Describe the ideally implemented intervention for your project. Describe the elements of process evaluation you will use for your project. Utilize the steps of the CDC Evaluation Framework and develop a plan for your issue. Utilize the PRECED-PROCEED model and complete all phases for the public health issue. Complete a logic model for the public health issue as well. Identify the resources needed and complete a spreadsheet for the resource needs. Cite all references.
Week 8 (Ends Sunday):
Topics: Presenting evaluation findings, the evaluation report, the responsibilities of evaluators
Objectives:
- Develop an informed consent document that includes the eight required elements.
- Describe the evaluator’s ethical and reporting responsibilities.
Readings:
- Textbook Chapter 17
- Evaluation report checklists
Lecture:
Discussion Board Question: Post for both by 11:59 PM Sunday.
- Discuss your program plan with classmates. What are some challenges for implementation and evaluation, and how would you address these barriers?
- Review another student’s post and respond.
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:
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
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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.
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:
- Cheating, copying, or the offering or receiving of unauthorized assistance or information.
- Fabrication or falsification of data, results, or sources for papers or reports.
- Action which destroys or alters the work of another student.
- Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
- 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 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:
- Cheating, copying, or the offering or receiving of unauthorized assistance or information.
- Fabrication or falsification of data, results, or sources for papers or reports.
- Action which destroys or alters the work of another student.
- Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
- 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.