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Canyon College



COURSE SYLLABUS:  Community Health

Course Title:	CH500 - Community Health
Department:	Health Sciences
Instructor:	Marvin Cohen, MA, RHEd, CHES, EMT-B Contact - Vitae

COURSE DESCRIPTION:

This course provides the foundation for graduate study within the community health concentration. It examines the scope and potential impact of community health as an organized health care intervention and discipline and, though healthcare delivery in the United States is the focus of attention, all students will have interest in the emphasis on the needs of vulnerable populations. Topics covered include socioeconomic and ethical issues associated with health and health risk prevention, as well as issues impacting community populations such as the disabled, aging and frail adults, children, those living with chronic and disabling disease states, and contributing environmental factors. The role of community health agencies and programs regarding assessment, treatment and prevention of communities in need of health care support will also be examined.

COURSE OBJECTIVES:

• Analyze the impact of community health as an organized discipline in the global health community.
• Assess the sociological and ethical issues associated with health and health risk prevention.
• Analyze the issues impacting community populations such as the disabled, the elderly, children, and those suffering from chronic and debilitating illness.
• Critique the role of community agencies to assess, prevent, and treat health problems and promote wellness.
• Assess the factors in the environment that make a community a healthy place to live.
• Compare and contrast the academic disciplines of community health and public health.

REQUIRED TEXT:   Online Bookstore

Regan, Patricia & Jodi Brookins-Fisher (2002). Community Health in the 21st. Century. Allyn and Bacon. (2nd Ed.)
ISBN #: 0205342817

SUPPLEMENTAL:

Students are encouraged to access supplemental material from health care literature including texts, journal articles, and the Internet. The text lists Internet sites at the end of every chapter that are related to the chapter.

ASSIGNMENTS:

Each week there will be a reading assignment followed by a written assignment. Read the chapters carefully, highlight important points, then review the materials before doing the written assignment. You are responsible for visiting the cybersites listed at the end of the chapters in order to contribute that information to your assignment responses. Be aware that URLs change periodically; if you have difficulty finding a site, contact the course facilitator so that corrections can be made and assistance obtained. The reading assignment includes everything in the chapters including chapter objectives and graphs. The written assignment for week 4 will be the midterm examination. Please contact the instructor when you are ready to take the mid-term and final exams in order to have it made available.

All written assignments must have the following information at the top left:

• Student's name
• Course number and title
• Week #

SUBMITTING ASSIGNMENTS:

The course week begins on Monday and ends on Sunday at Midnight. Assignments are due SUNDAY before midnight (in your time zone). All assignments that are late will have a grade score penalty at the discretion of the instructor. If unusual or extenuating circumstances delay submission of assignments and the instructor is informed, then the penalty of 3% will be waived. Assignments submitted 72 hours after due date will not be accepted. If you have a special situation and need an extension, you must contact the instructor prior to the due date via email explaining the problem and specify exactly when the assignment will be forthcoming.

All written assignments are expected to exhibit critical thinking taken to the level of synthesis (knowledge, analysis, application would precede it) in response to course content; personal learning; application to practice and social responsibility; and from an objective and subjective perspective.

Assignments may be submitted as attachments in WordPerfect, MS Word, or plain text. If you will be using another word processor please contact the instructor to see if it is compatible with her word processor. If it is not compatible, the instructor may ask you to convert the document to plain text. Some assignments ask you to create a table in which to place data. Please use that mode; get from your manual or your drop-down help menu, if you must. Avoid tabbing columns to look like a table; you run the risk of having it arrive in the Facilitator's computer in disarray.

Using the chat format is at the discretion of the instructor. If it is a requirement and a student does not participate in the chat area and/or is late with assignments without contacting the instructor they will be administratively withdrawn from the course. (This course is not currently using the chat format.)

COURSE SYNTHESIS:

The final major work of the course (delivered in Week 8) is a synthesis of your learning and may be a Research Paper on a chosen subject or a Lecture you would prepare on competency in Community Health to deliver to inexperienced peers. See the descriptions that follow.

Research Paper
If you choose to write a research paper it should be on a subject related to this course that is of particular interest to you. This must be a new learning experience. The topic must be approved by the instructor before you begin by the 4th week and earlier is encouraged. The paper must demonstrate academic quality. Paper must be typed and of sufficient length (8-10 pages or 1800-2000 words) and depth to cover the topic. Paper should be APA writing style but another style may be used if carried out consistently throughout the paper. Paper should have a minimum of 5 references. References should be less than 5 years old unless they are considered classics in their field. Paper should have 1" margins, be double spaced, and use a no less than 11-pt font. Paper is due by the last day of class but earlier is encouraged. This should be an interesting and fun quest for knowledge. (Worth 25 points: Mechanics = 3, Introduction and Conclusion =2, Thesis development = 15—including synthesis of course content, application of principles related to CH education, discussion of issues concerning vulnerable populations, identification of the role and function of community agencies related to the subject, and demonstration of knowledge of the role and function of the CH Educator related to the subject--Identification of at least 2 environmental factors that impact on the subject of concern = 4; Quality of references = 1 )

Lecture
If you choose to prepare a 20-minute lecture for inexperienced peers, you may choose a subject from the course of special interest that will synthesize the importance of competency in Community Health relative to your career or that of your peers. Your convincing presentation may focus on a selected chronic disease/condition, environmental or occupational concerns, population-based concerns, school health, mental health, health care disparity, etc. Provide objectives and an outline with brief descriptions of each level, followed by your lecture text in single-spaced, 1” margins, and 12-pt. font. Use APA format for any references your use. Describe any handouts and/or audio-visuals you might use and group activities you would organize. (Worth 25 points: 5=impact on society, 10=theory basis, 5=extent of use of course content, 5=scholarly aspects of grammar, syntax, format, potential audience interest, and attraction of delivery.)

POINT STRUCTURE:

Written assignments are graded using the criteria that measures critical thinking, personal learning, application to practice, application to social responsibility, and objective/subjective perspectives, and mechanical integrity (spelling, grammar, punctuation, etc. They are categorized in the following manner for point credit:

Chapter Questions -- 3 points each
Exercises -- 10 points each
Internet Activities -- 10 points each
Exams -- 35 points-Mid-term; no Final
Research paper – 25 or
Lecture – 25 points
TOTAL POINTS: 336

WRITTEN ASSIGNMENT:

The written assignment comes directly from the questions and activities at the end of the chapter.

Week 1:
Reading Assignment: Chapters 1, 2, 3

Written Assignment:

Chapter 1 - Questions 1, 4, 5, 6; Exercise #2 to be done over the next 3 weeks. Due Sunday of Week 3.

Chapter 2 - Questions 1, 2,5

Chapter 3 - Internet Activity: Visit the Center for Budget and Policy Priorities website at www.cbpp.org and choose from the drop-down Search box :"State Welfare and TANF Issues"; proceed to "TANF Spending in the Year 2001 . . ." to respond to the next 2 statement: (the direct link is www.cbpp.org/3-21-02tanf.htm).

1. Define TANF and describe its significance
2. There are 2 sources of data for TANF spending. Name them and explain how they differ.

Now proceed to the website for the U.S. Department for Health and Human Services, www.dhhs.gov (direct link is http://aspe.hhs.gov/hsp/indicators01/apa-tanf.htm) otherwise at front page use key phrase in Search drop-down menu box TANF spending, click on "Indicators of Welfare Dependence, 2001 . . ." this site gives a history of AFDC and TANF. Please respond to the following statements:

1. Explain the rationale given for the change in benefits to families through these programs
2. Give the four (4) statutory purposes of TANF
3. Describe the caseload trends of ADFC/TANF since 1965
4. What are the trends in AFDC/TANF recipient characteristics and the explanation for that?
5. Find the Benefits to your state for 1999 of AFDC/TANF and state them

Week 2:
Reading Assignment: Chapters 4, 5, 6
Personal Risk Assessment: Please take the Risk Test at www.diabetes.org

Written Assignment:

Chapter 4 - Questions 1, 2, 3

Chapter 5 - Questions 1, 2, 3, 4

Chapter 6 - Questions 1, 2

Begin planning final project: research paper or lecture.

Week 3:
Reading Assignment: Chapters 7, 8, 9

Written Assignment:

Chapter 7 - Questions 2, 4, 5

Chapter 8 - Questions 3, 4; Exercise #2 over next 2 weeks. Please add “assaults” to the categories. Due Sunday of Week 4.

Internet Activity for World Health Organization (WHO) – choose an African country for one of the countries you choose, particularly South Africa, Congo, Rwanda, or Ghana.

Revised URL for CDC in the Internet Activity is www.cdc.gov/hiv/stats/hasr1302.htm
Go then to HIV/AIDS Surveillance Report .

Chapter 9 - Questions 3, 4; Exercise #2

Week 4: Topic for research paper must be approved by the instructor by this week.
Reading Assignment: Chapters 10, 11

Written Assignment:

Chapter 10 - Questions 2 and 6; Internet Activity--Visit www.cdc.gov/mmwr/preview/mmwrhtml/mm5206a2.htm Center for Disease Control and Prevention's Morbidity and Mortality Report titled "Public health and Aging: Trends in Aging -- U.S. and Worldwide."

1. After perusing the article, locate the link in the References of the article that points to state data on population and proceed there to find the data for your state of persons 65+. What are the projections of aging population where you live and the relative proportions in your county base on the county population?
2. Now return to the MMWR site. What are the factors that have caused the graying of the world's population?
3. Describe impending public health/community health epidemiological concerns in relationship to health care and social services?
4. Now visit www.seniors.gov and get familiar with its resources. Click on your state in the drop-down search box by states on the left. Summarize the resources you find there for Seniors, their families, and caregivers. Describe a link that is of particular interest to you.

Chapter 11 - Internet Activity--Visit www.bphc.hrsa.gov/cap to learn about the Community Access Program for vulnerable populations. Examine the community in which you live over the weeks of this course and, in the context of the course content, propose in 500-800 words how this program could serve one or more selected population groups in your community. Submit it in the 7th week.

Mid-Term Examination. Includes Chapters 1 - 11---50 points

Week 5:
Reading Assignment: Chapters 12, 13, 14

Written Assignment:

Chapter 12 - Questions 2, 3--Add: Give one example of how the CHE may promote ableism; Exericse #2 combined with Question 3

Chapter 13 - Questions 2; Internet Activity-- At http://apps.nccd.cdc.gov/brfss/index.asp choose most recent year and Nationwide with the category Health Status.

1. Notice the variances from the example data in the text. Select Grouped by Age and study this table. How does this impact on what you have learned about the aging population and the burden of future caregiving?
2. Compare your state data with the national data. View all questions under Health Status.
3. Then choose one other category and compare your state with one other that is perceived as different with the national data. Set this up on a table.

Chapter 14 - Questions 4 (first part) Refer to the Fact sheet on Rubella at www.cdc.gov , 5: Internet Activity -- Use www.cdc.gov/mmwr and click on navigation bar at left on Disease Trends, then select desired tables to complete activity.

Week 6:
Reading Assignment: Chapters 15, 16, 17

Written Assignment:

Chapter 15 - Questions 2, 3; Visit www.noharm.org to learn of this organization's work regarding the impact of the health care industry on the environment.

Chapter 16 - Questions 2, 4, 7; Internet Activity - use latest data; add MDMA, steroids, and alcohol to Exercise #2.

Chapter 17 - Questions 1, 2; Internet Activity--At the YRBS site view the Questionnaire first, then proceed to the exercise. Choose 2001 Information and Results, then Summary Results of U.S. and States. In #2 compare in a table all data categories concerning your state or a state in your region of the country (they differ from your textbook directions). For #5, choose Previous Results on the navigation bar.

Also visit Kids Count data from www.AECF.org/kidscount/census and study profiles and rankings of all indicators of Child WellBeing of your state, one other, and the nation in comparison.

Week 7:
Reading Assignment: Chapters 18, 19

Written Assignment: Chapter 18 - Questions 2, 3; the Exercise, listing the actual pollutants as well; the Internet Activity addressing latest data and doing #s 1-3, 6. Chapter 19 - Questions 1, 2; the Exercise combined with Internet Activity . Notice at the bottom of the EPA website there is a geological graphic illustrating water sources for a community. Click on the "more" and see the downloadable poster available--good education tool.

Chapter 11 Internet Activity due -- Community Access Program application locally.

Week 8: Research paper or Lecture is due this week
Reading Assignment: Chapters 20, 21

Written Assignment:

Chapter 20 - Internet Activity. URL is http://www.cdc.gov/foodnet In the exercise select Surveillance, the Methods, by site, and the states list.

Chapter 21 -- Internet Activity. URL is www.cdc.gov/od/default.htm
Choose ASTDR and go from there.

No Final Examination

GRADING:

Written assignments, research paper, mid term examination, and final examination will be graded based on:

• Substance: Answer addresses question, statements are accurate, and opinions are supported.
• Organization: Answers are organized, coherent, and logical.
• Mechanics: Grammar, syntax, spelling, typographical errors.

A letter grade will be assigned at the conclusion of the 8 week semester based on the above criteria. The scale is as follows:

A A- B+ B B- C+ C C- D+ D F

= = = = = = = = = = =

95% - 100% 90% - 94% 87% - 89% 84% - 86% 80% - 83% 77% - 79% 74% - 76% 70% - 73% 67% - 69% 60% - 66% Below 60%

"F" is for unsatisfactory work.

"D" indicates inferior work which in one or more respects falls below minimum acceptable standards but is of sufficient quality and quantity to count for credit.

"C" means the assignment was satisfactory, that is what one would expect from a college student. It is an average grade for students who give a reasonable amount of time, effort, and attention.

"B" is an above average grade for general achievement of a high order. The student has intelligently fulfilled the requirements of the course and has achieved a degree of excellence such as completeness, accuracy of knowledge, independence of work, creativity, and critical thought.

"A" is an exceptional grade reserved for excellent students indicating distinctly superior work who have thoroughly mastered the subject, displayed marked initiative and intellectual curiosity, and produced work of a superior quality.

You can not receive an A or B unless you truly earn it.

COMMUNICATION:

Prior to the beginning of the semester or within 2 days into the semester you must post a pre-course assignment (introduction). This should include your name, address, phone number (day and evening), email address, fax number if you have it, and any specific directions for contacting you if I have to. Normally all communication will take place by email (and in the chat area at instructor's discretion) but in case of emergency I may need to contact you. If you can not be contacted at a certain place (like work) please do not list this number and make a notation that you can't receive calls during a particular part of the day.

The pre-course assignment should also include your biography. This can include your present job, reason for enrolling in this degree program, family, and anything else you would like to share. What you put in your biography is completely up to you.

I will be checking my email at least 2 times/week. If you do not understand anything get in contact with me right away. Do not wait!!! Do not wait till week 8 to say that you do not understand something concerning week 4.

ACADEMIC INTEGRITY:

Academic integrity is highly valued at Canyon College. You are expected to complete all assignments by yourself using the text and other academic sources. If you use any outside sources, other than the assigned text, you must clearly cite sources using APA format or end notes. Whatever format you use must be carried out consistently. You are not to share any of your work with other students or potential students.

COMPRESSED TIME:

The courses offered at Canyon College are in a compressed time format. Courses are 8 weeks instead of the usual 15-18 weeks. This means that what is generally completed over a 15-18 week period is compressed into 8 weeks. This has advantages as well as disadvantages. The advantage is that a student can take one course each compressed semester and actually complete 6 courses in a year’s time. If a student took one course each traditional semester they could only complete 2-3 courses in a year. The disadvantage is that the work spread out over a 15-18 week semester is accomplished in 8 weeks. Sometimes students take one of these courses as a quick fill-in thinking that they will not have a lot of work -- then feel overwhelmed with all the work that is actually involved. I am just trying to make everyone aware that students are expected to do what is generally required in any 3-credit course.