HSCS 5301 Implementation and Evaluation of Health Programming

Effective Fall 2019

An examination of best practices for implementing and evaluating health programming to effectively change the behavior of small and large groups. The course will emphasize review of existing scientific literature concerning the development and design of health programs in various settings including communities, schools and worksites. Students will apply implementation and evaluation concepts through various assessments that will allow them to address the overall health a target population.

Credits

3

Prerequisite

ATRG Program Admission

Offered

Demorest Campus: spring

Student Learning Outcomes

Alignment	Current Objective
CIP-1	Administer testing procedures to obtain baseline data regarding a client’s/patient’s level of general health (including nutritional habits, physical activity status, and body composition). Use this data to design, implement, evaluate, and modify a program specific to the performance and health goals of the patient. This will include instructing the patient in the proper performance of the activities, recognizing the warning signs and symptoms of potential injuries and illnesses that may occur, and explaining the role of exercise in maintaining overall health and the prevention of diseases. Incorporate contemporary behavioral change theory when educating clients/patients and associated individuals to effect health-related change. Refer to other medical and health professionals when appropriate.
new	Advocate for the health needs of clients, patients, communities, and populations.
CIP-8	Demonstrate the ability to recognize and refer at-risk individuals and individuals with psychosocial disorders and/or mental health emergencies. As a member of the management team, develop an appropriate management plan (including recommendations for patient safety and activity status) that establishes a professional helping relationship with the patient, ensures interactive support and education, and encourages the athletic trainer's role of informed patient advocate in a manner consistent with current practice guidelines.
CIP-3	Develop, implement, and monitor prevention strategies for at-risk individuals (e.g., persons with asthma or diabetes, persons with a previous history of heat illness, persons with sickle cell trait) and large groups to allow safe physical activity in a variety of conditions. This includes obtaining and interpreting data related to potentially hazardous environmental conditions, monitoring body functions (e.g., blood glucose, peak expiratory flow, hydration status), and making the appropriate recommendations for individual safety and activity status.
CIP-4	Perform a comprehensive clinical examination of a patient with an upper extremity, lower extremity, head, neck, thorax, and/or spine injury or condition. This exam should incorporate clinical reasoning in the selection of assessment procedures and interpretation of findings in order to formulate a differential diagnosis and/or diagnosis, determine underlying impairments, and identify activity limitations and participation restrictions. Based on the assessment data and consideration of the patient's goals, provide the appropriate initial care and establish overall treatment goals. Create and implement a therapeutic intervention that targets these treatment goals to include, as appropriate, therapeutic modalities, medications (with physician involvement as necessary), and rehabilitative techniques and procedures. Integrate and interpret various forms of standardized documentation including both patient-oriented and clinician-oriented outcomes measures to recommend activity level, make return to play decisions, and maximize patient outcomes and progress in the treatment plan.
TI-19 TI-20	Select and incorporate interventions (for pre-op patients, post-op patients, and patients with nonsurgical conditions) that align with the care plan. Interventions include (but are not limited to) the following: Cardiovascular training
CIP-7	Select and integrate appropriate psychosocial techniques into a patient's treatment or rehabilitation program to enhance rehabilitation adherence, return to play, and overall outcomes. This includes, but is not limited to, verbal motivation, goal setting, imagery, pain management, self-talk, and/or relaxation.
3.3.4 2.3.5	Students will address diversity and demonstrate cultural competence within priority populations when selecting and/or designing strategies/interventions to fit their needs.
2.3.11	Students will apply ethical principles when selecting strategies and designing interventions, including active compliance with all applicable legal standards.
TI-10 TI-11	Students will assess a patient to identify indications, contraindications, and precautions applicable to the intended therapeutic intervention and design and implement a treatment program that integrates self-treatment, when appropriate, to meet specified treatment goals.
3.4.4 3.4.6	Students will assess implementation of a health education/promotion plan to make modifications when needed, monitor resource use, and evaluate the plan's overall sustainability.
1.6.5 1.6.4	Students will assess social, environmental, political, and other factors that may impact health education/promotion and the known capacity for providing necessary programming/interventions.
TI-12	Students will communicate the expected treatment effects and potential adverse reactions to the patient, position/prepare them prior to treatment, apply the intervention using parameters appropriate to the intended outcome, and reassess the patient to determine the immediate impact of the intervention when complete and if it should be progressed, regressed, or discontinued.
PHP-27 PHP-30	Students will compare and contrast the various types of flexibility, strength training, and cardiovascular conditioning programs to include expected outcomes, safety precautions, hazards, and contraindications and design a fitness program to meet an individual patient's needs.
3.1.2 3.1.0 3.1.5	Students will create an environment conducive to learning and develop/secure logistical resources to implement the planned programming/intervention, and will do so in an ethical and legal manner.
TI-1	Students will describe and differentiate between the physiological and pathophysiological responses to inflammatory and non-inflammatory conditions and the influence of these responses on the design, implementation, and progression of a therapeutic intervention across the lifespan.
TI-5	Students will describe and differentiate between the physiological and pathophysiological responses to inflammatory and non-inflammatory conditions and their influence on the design, implementation, and progression of a therapeutic intervention across the lifespan.
CE-2	Students will describe body systems' structures, their functional inter-relation, and how they change through the lifespan.
PHP-3	Students will describe components of a preparticipation physical examination as recommended by contemporary guidelines and its role in identifying modifiable and non-modifiable risk factors related to injury and illness.
PHP-45	Students will describe contemporary weight management methods and strategies needed to support activities of daily life and physical activity.
PS-1 PS-2 PS-3	Students will describe the basic principles of personality traits, trait anxiety, locus of control, intrinsic and extrinsic motivation, stress response, confidence, and patient and social environment interactions as they affect patient interactions, clinical decision making, and eventual return to activity/participation for injuries or forced inactivity.
PHP-4	Students will describe the concepts (case definitions, incidence versus prevalence, exposure assessment, rates) and uses of injury and illness surveillance and outcome measures relevant to athletic training and use the resulting data to assess an injury/illness prevention strategy.
CE-5	Students will describe the principles of osteokinematics and arthrokinematics and their influence on body movement and assess a patient's function for pathomechanical motion.
PS-14 PHP-46 PHP-47	Students will describe the psychological and sociocultural factors, signs, symptoms, and physiological and psychological responses of patients displaying disordered eating and devise appropriate management and referral strategies that are consistent with current practice guidelines.
HA-30	Students will describe the role and functions of various healthcare providers and protocols that govern the referral of patients to these professionals.
PHP-25 PHP-26 PHP-28 PHP-29	Students will describe the role of physical fitness in maintaining a healthy lifestyle and preventing chronic disease and administer standard tests, testing equipment, and testing protocols (body composition, posture, flexibility, muscular strength, muscular endurance, power, speed, agility, and cardiorespiratory endurance) to assess their physical status and readiness for activity.
PS-11 PS-12 PS-13	Students will describe the roles of different mental healthcare providers, identify patients demonstrating psychosocial disturbances, and formulate a referral plan for a patient with mental health or substance abuse problems.
2.4.4 2.4.5	Students will develop a plan to deliver health education programming/interventions which includes: a timeline, marketing plan, and methods for reaching priority populations.
4.1.0 4.1.10	Students will develop an evaluation plan using ethically collectable qualitative and/or quantitative data.
1.3.3	Students will develop data collection procedures and train personnel to assist in data collection.
PD-10	Students will develop educational healthcare programming specific to a target audience that uses appropriate multimedia tools to create a professional product.
2.2.0	Students will develop vision, mission, and goal statements, including the specific, measurable, attainable, realistic, and time-sensitive objectives to meet them.
CE-14	Students will differentiate between an initial injury evaluation and follow-up/reassessment as a means to evaluate the efficacy of the patient’s treatment/rehabilitation program, and make modifications to the patient’s program as needed.
PHP-43	Students will explain how changes in the type and intensity of physical activity influence the energy and nutritional demands placed on the body, describe the principles and validated methods to measure body composition, and assess a patient's body composition in relation to their health status or to monitor changes related to weight management, strength training, injury, disordered eating, menstrual status, and/or bone density.
PS-10	Students will explain the impact of sociocultural issues that influence the nature and quality of healthcare received (e.g., cultural competence, access to appropriate healthcare providers, uninsured/underinsured patients, insurance) and formulate and implement strategies to maximize client/patient outcomes.
1.4.0 1.4.2	Students will identify and analyze behavioral, environmental, and/or other factors that influence health behaviors, including those which foster or inhibit skill acquisition and impact health.
2.5.2 2.5.0	Students will Identify and analyze factors that foster or hinder implementation of programming and develop plans and processes to overcome potential barriers to implementation.
7.2.2 7.2.0	Students will identify current and emerging issues requiring advocacy, engage stakeholders in advocacy initiatives, comply with organizational policies related to participating in advocacy, and lead initiatives when appropriate.
1.7.4 1.7.2	Students will identify current needs, available resources, and known capacity for health education programming/interventions, synthesize those assessment findings to prioritize needs, and develop and report recommendations.
1.6.1	Students will identify factors that enhance or impede health education/promotion programming and interventions, including determining the extent of available resources, related policies, and existing program effectiveness.
2.4.2	Students will identify known and needed resources involved in health education/promotion delivery, analyze how to integrate programming/intervention strategies into other and/or existing programs, and develop a process by which shared resources/processes can be sustainable.
1.3.5 1.3.1	Students will identify potential data sources and instruments related to health, select appropriate qualitative and/or quantitative collection methods, and collect data for use in an assessment.
1.3.2	Students will identify potential data sources and instruments related to health, select appropriate qualitative and/or quantitative collection methods, and collect data for use in an assessment.
2.1.1	Students will identify priority populations, partners, and other stakeholders, and use strategies to bring them together to collaborate and obtain participation commitment as part of the planning process.
3.3.5	Students will implement a plan to deliver health education programming/interventions which includes: a timeline, marketing plan, and methods for reaching priority populations.
PHP-31	Students will instruct a client/patient regarding fitness exercises and the use of muscle strengthening equipment to include correction or modification of inappropriate, unsafe, or dangerous lifting and/or spotting techniques.
3.4.2 3.4.7	Students will monitor implementation of a health education/promotion plan to ensure it is delivered consistently in accordance with the timeline, is making progress toward achieving objectives, and is compliant with all legal and ethical standards and principles.
2.4.1	Students will organize a health education/promotion plan into a logical sequence, built upon accepted theories or models, and conduct pilot testing when feasible.
1.2.1 1.2.3	Students will review literature to identify primary and secondary data sources related to health and extract data from existing databases.
4.1.3 4.1.4	Students will select an existing or create a new logic model to guide the evaluation process, adapt or modify it when necessary, and develop data collection and analysis procedures.
PS-7 PS-8 PS-9	Students will select and integrate appropriate psychosocial techniques into a patient's treatment, pain management, or rehabilitation program to enhance adherence, return to play, and overall outcomes. This includes, but is not limited to: motivation, goal setting, imagery, anxiety reduction, positive self-talk, and/or relaxation.
PS-4 PS-5 PS-6 PS-18	Students will summarize and demonstrate effective interpersonal and cross-cultural communication and educational intervention strategies for patients and others involved in their healthcare to effect positive behavioral change and impact the patient's psychological and emotional well-being while protecting their privacy.
PHP-24	Students will summarize the general principles of health maintenance and personal hygiene (skin care, dental hygiene, sanitation, immunizations, avoidance of infectious and contagious diseases, diet, rest, exercise, and weight control) and apply them to their daily class/clinical attendance.
3.3.0 3.3.2	Students will use contemporary theories/models to implement health education/promotion programming/interventions, assess readiness for implementation, and deliver strategies as designed.
1.1.4 1.1.3	Students will use contemporary theories/models to plan and apply the assessment process for health education/promotion, to define the priority population to be assessed, and to engage those populations, partners, and stakeholders.
1.1.2 1.1.5	Students will use ethical principles to identify existing and necessary resources to conduct assessments, and determine the extent of available health education/promotion programming and interventions.
2.3.1 2.3.3	Students will use evidence-based practice when choosing desired outcomes, planning which programming/intervention models to use, assessing outcome efficacy to ensure consistency with objectives, and adapting existing strategies/interventions as needed.
CE-3 PHP-5 PHP-6	Students will use evidence to determine the necessary precautions and risk factors associated with physical activity in persons with common congenital and acquired abnormalities, disabilities, and diseases that influence participation across the lifespan.
CE-22 PD-9	Students will use standard techniques and procedures (history taking, inspection/observation, palpation, functional assessment, special tests, neurological assessments, capsular and ligamentous stress testing, and joint play assessment) to complete a clinical examination for a common injury, condition, illness, or disease and interpret their findings to determine when referral is necessary.
1.1.0	Students will plan an assessment process for health education/promotion.