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A community’s level of emergency preparedness can reduce risk and expedite recovery efforts in the wake of a natural or man-made disaster. This concentration can help you gain a better understanding of each phase of the disaster and emergency management process, from prevention to preparation, relief, and recovery. Explore long-term measures for reducing risk and preventing future disasters, discover effective methods for leading relief efforts and mobilizing resources when disasters strike, and examine the importance of disaster and emergency management to national security.
Students may be eligible to transfer up to 135 credits. At least 45 credits must be completed at Walden.
This sequence represents the minimum time to completion. Time to completion will vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 855-646-5286.
|Course Code||HMNT 1001||Course||Living and Learning in a Technological World||Credits||(6 cr.)|
Imagine life without cell phones, television, or the Internet. Recent technological developments have significantly altered all aspects of human life: at work; in play; and in personal, family, and social interactions. In this course, students examine the advantages, disadvantages, and controversies of living and learning in an ever-changing technological environment. By exploring multiple perspectives, students discover how technology is changing media, culture, business, health, human behavior, and overall access to information. In a dynamic, reflective, and engaging classroom environment, students use a variety of audio, visual, literary, and artistic resources, to engage in open dialogue. Students are also introduced to the tools essential to success at Walden. Students complete the course with a personalized success plan that provides a customized roadmap and tools that they can use immediately on their journey toward the completion of their bachelor's degree. *Note: virtual, cyber, digital, and asynchronous are used to describe online environments in this course.
|Course Code||PUBH 1000||Course||Foundations of Public Health||Credits||(5 cr.)|
|Course Code||HLTH 1005||Course||Context of Healthcare Delivery||Credits||(5 cr.)|
|Course Code||HLTH 2120||Course||Health Informatics||Credits||(5 cr.)|
|Course Code||HLTH 2110||Course||Behavioral and Cultural Issues in Healthcare||Credits||(5 cr.)|
|Course Code||PUBH 3000||Course||Environmental Health||Credits||(5 cr.)|
|Course Code||PUBH 3100||Course||Human Disease and Prevention||Credits||(5 cr.)|
|Course Code||HLTH 3100||Course||Ethical and Legal Issues in Healthcare||Credits||(5 cr.)|
|Course Code||HLTH 3115||Course||Public and Global Health||Credits||(5 cr.)|
|Course Code||HLTH 4200||Course||Principles of Epidemiology||Credits||(5 cr.)|
|Course Code||HLTH 4205||Course||Introduction to Research Methods and Analysis||Credits||(5 cr.)|
|Course Code||PUBH 4000||Course||Public Health Education and Communication||Credits||(5 cr.)|
|Course Code||HLTH 4000||Course||Introduction to Healthcare Management||Credits||(5 cr.)|
|Course Code||HLTH 4105||Course||Healthcare Finance and Economics||Credits||(5 cr.)|
|Course Code||PUBH 4030||Course||Planning Public Health Programs||Credits||(5 cr.)|
|Course Code||PUBH 4100||Course||Evaluating Public Health Programs||Credits||(5 cr.)|
|Course Code||PUBH 4200||Course||Public Health Policy for Social Change||Credits||(5 cr.)|
This course is an introduction to the principles and practice of safeguarding and improving the health of populations. Students examine the philosophies, goals, history, and organization of the field of public health. They discuss the role of the government in improving the health and well-being of its citizens. Students explore key concepts of public health, including morbidity and mortality, infectious and chronic disease, social determinants of health, and health disparities within populations.
Students in this course describe the causes and consequences of historical events on health and medical care in the United States. They explain barriers related to cost, quality, and access to health and medical care. Students examine unique and complex aspects of subsystems and classify vertical and horizontal integrated healthcare delivery systems. They compare characteristics of healthcare in the U.S. with healthcare systems in other countries. Students also identify current and future issues, trends, and forces in healthcare reform.
The focus of this course is on the application and use of information technology to support clinical and managerial decision making in healthcare. Emphasis is placed on information technology that supports the delivery of services, including the collection, storage, retrieval, and communication of data; information systems safeguards; ethical and legal issues; and information management to promote patient safety and quality of care. Information literacy and basic hardware and software concepts are addressed. Fundamental software applications, including spreadsheets and healthcare databases, are considered.
Many factors influence the health behavior and wellness of individuals and populations. Understanding these factors helps healthcare professionals reduce health disparities and address healthcare access issues for vulnerable populations. Students in this course examine the cultural and behavioral factors and issues that influence the management and delivery of healthcare services. Students develop a framework for assessing the effect of culture and behavior in a variety of settings and situations. They identify health disparities attributable to diverse cultural and behavioral factors and discuss their implications for healthcare policy. Students also engage in application-based writing assignments to further examine the goals and objectives of addressing health disparities as well as obstacles for confronting vulnerable populations.
Human interaction has a major influence on the natural world, resulting in outcomes that can impact human and environmental health. In this course, students learn the principles of environmental health and examine the short- and long-term effects of environmental hazards on human health. Students consider their own interactions with natural and human-made environments to assess the impact of chemical, physical, biological, and social elements on their health. They also explore the potential impact of climate change on population health, emerging global health threats related to the environment, and environmental factors involved in the etiology and transmission of both communicable and non-infectious disease. Using concepts and methods presented in the course, students conduct an environmental risk assessment to determine the health of home environments. They also conduct a written analysis to report their findings, identifying actions to improve inspection results.
Through this course, students explore the historical milestones concerning human disease and prevention, morbidity and mortality rates associated with various diseases, and the biological effects of infectious and chronic disease on the human body. Students discuss the general characteristics of disease transmission, symptoms, treatment, prevention, and control among various populations. They also examine psychosocial and behavioral factors that influence human disease.
The nature of health services, such as personal evaluations, clinical research, invasive surgeries, and end of life care, facilitates a host of ethical and legal considerations of which professionals must be aware. In this course, students examine the legal and ethical issues that are fundamental to the practice of healthcare and the conduct of health-related research. They explore a historical overview of events and milestones that have shaped the contemporary regulatory landscape. They also investigate and assess issues of privacy and confidentiality, informed consent, licensing, and malpractice, among others. Additionally, students consider ethical, decision-making models for assuring the quality, safety, and appropriateness of healthcare and services. They also apply ethical principles and legal considerations to real-world scenarios.
Through this course, students widen their perspectives of promoting health and preventing disease as they examine health issues that transcend national borders, class, race, ethnicity, and culture. Students discuss the role of the healthcare provider in preserving and promoting health among diverse populations as well as their role in illness prevention and health promotion, protection, and maintenance of targeted populations. They explore principles of epidemiology and the influencing sociopolitical factors that impact health and well-being of humankind. Students also engage in assignments designed to provide practical application of content on topical issues, such as infant mortality rates in the United States and abroad, infectious or communicable disease, and implications of global climate change on health, among others.
Students in this course focus on the principles governing the study and practice of epidemiology. Consideration is given to the various methods available to health professionals for selecting and measuring factors of interest, describing their distribution, detecting associations, and identifying populations at risk. The features, advantages, and limitations of common epidemiologic research designs are addressed. MATH 1002/1030 or STAT 3001.)
In this course, students examine the basic components required for the conduct of health-related research and provides students with the analytic tools needed to understand and assess research methods described in the scientific literature. Basic research methods are described, including surveys, observational studies, experimental and quasi-experimental design, use of primary and secondary data, and statistical techniques for analyzing and interpreting data.
Effective delivery of health education and communication often leads to improved health literacy and positive changes in behavior among populations. In this course, students receive an overview of health education and its role in improving the health of individuals as well as populations. Students review the philosophical, historical, ethical, and theoretical foundations of health education as well as effective principles for the delivery of healthcare. They also examine the primary responsibilities and competencies of health educators, trends in the field, professional organizations, national certification, and the code of ethics.
In this course, students examine management concepts and theories designed to influence and improve the performance of healthcare organizations. They identify and examine the external and internal environments of organizations as well as key management functions, roles, and responsibilities. Exploring essential aspects of healthcare management, students engage in a variety of conceptual and practical activities, such as profiling a healthcare manger, assessing the value of leadership in decision making, and comparing strategic plans. Students delve deeper into content through weekly discussions on a variety of topics, such as emotional intelligence, applications of financial management, issues of quality and safety, the purpose of strategic planning, and challenges in human resources. COMM 1001.)
An unstable economy and inflating cost of healthcare affects nearly everyone, from individuals to entire hospitals, making sound financial management increasingly important. This course provides students with a foundation for economic evaluation and financial management in delivery of healthcare services, including principles of supply and demand. Students explore the financial, political, and economic aspects of universal healthcare, and they learn the purpose and methods of financial reporting, such as using financial statements and balance sheets. They also examine financial risk and insurance principles and mechanisms for healthcare reimbursement, including Medicare, Medicaid, and other payor programs. Through written applications and other practical exercises, students gain foundational skills in fiscal evaluation and financial management, which they can apply to personal or professional financial decision making. HLTH 4000 and (MATH 1030 or ACCT 1003 or STAT 3001)
Planning culturally relevant and effective public health programs is essential to improving the health of populations. In this course, students are introduced to public health program planning and design, including the process of needs assessment. Students examine and apply various models and theoretical frameworks of program planning. They also explore fundamental competencies relating to planning, such as writing goals and objectives, selecting strategies, developing budgets, and planning for specific populations. Students learn about concepts related to program implementation, management, and evaluation as these relate to the planning process. HLTH 3115).
How do public health professionals know when a program is working? This course provides an introduction to evaluating public health programs. It examines various types of program evaluations, including formative, process, outcome, and impact evaluations. Students apply concepts for designing and conducting practical, ethical, and effective program evaluations that determine whether program goals are achieved. Students also explore ways to appropriately disseminate program evaluation results.
Students in this course examine one of the most influential factors shaping the health of populations: public policy. Public health policy impacts the public's health at the local, state, and federal levels. Students explore the institutional, economic, social, ethical, and political factors that impact public policy. Students examine how public policy is developed and discuss issues relating to health advocacy within the framework of social justice. HLTH 3115.)
|Course Code||HLTH 4050||Course||Introduction to Disaster and Emergency Management||Credits||(5 cr.)|
|Course Code||CRJS 4202||Course||Mobilizing and Coordinating Community Response||Credits||(5 cr.)|
|Course Code||CRJS 4302||Course||Critical Incidents and Cross-Agency Coordination||Credits||(5 cr.)|
|Course Code||CRJS 4402||Course||Planning and Budgeting||Credits||(5 cr.)|
|Course Code||CRJS 4103||Course||Drugs, Gangs, and Organized Crime||Credits||(5 cr.)|
WMD and Disaster Response
Natural and human-caused catastrophes, including acts of terrorism, continue to abound in the United States, necessitating professionals who are skilled in building disaster-resilient communities as well as leading response and recovery efforts. This course provides an introduction to the historical development and evolution of disaster and emergency management. Students address the roles and responsibilities of local, regional, and national agencies as well as interagency coordination and collaboration. Through application-based writing exercises, students examine and apply phases of disaster and emergency management, including planning, preparedness, response, and recovery. They also discuss the public health system's role in critical events, such as outbreaks of infectious disease, natural disasters, industrial emergencies, and terrorist and bioterrorist attacks.
While victim response is vital, it is also important to focus on the potential effects of crime on a community, such as economic instability, drug use, prejudices, and further criminal activity. Students in this course identify existing community resources that professionals use in conjunction with planned and ad hoc community responses to learn positive and effective intervention strategies that address the needs of individuals and communities affected by criminal incidents. They also assess the challenges inherent in such efforts and discuss ways to mitigate obstacles. Gaining new perspectives on possible ways to address the coordination of community response, students examine how victims perceive crime and/or change their role as a result of the crime. CRJS 1001.)
What happens when disasters occur, natural or otherwise, and the agencies that respond operate independent of one another? Students in this course have the opportunity to examine the fallout of such events to learn effective ways to manage critical incidents, avoiding errors of the past, thus helping to prevent widespread harm to communities. They learn about the development of broad-based contingency planning and the development of strategies, policies, and procedures for cross-agency coordination. Through practical exercises and simulations, students sharpen their critical-thinking and problem-solving skills as they learn ways to develop models of cross-agency coordination that anticipate prototypical critical incident responses. CRJS 1001.)
Planning and applying effective budgeting strategies are critical elements in managing corporate and government criminal justice organizations. In this course, students have the opportunity to gain fundamental skills for effective management while focusing on short- and long-term financial analysis as well as on policy and budget creation. They complete practical application assignments, focusing on issues of plan development, grant sources, and different tasks and challenges related to budgeting. Students also engage in discussions with peers on a variety of topics, such as the public and private budgets, strategies, financing, forecasting, and ethical issues related to public budgeting. CRJS 1001 or MATH 1002.)
The implications surrounding drug trade, gangs, and organized crime are felt throughout communities domestically and around the globe. In this course, students explore these implications as well as domestic and international law enforcement efforts in managing issues contiguous to drugs and crime. Students have the opportunity to gain real world insight into urban problems involving drugs, gang processes and activity, and organized crime through examination of current information and trends. They further dissect these concerns to learn what impact such issues have on crime in general and the cost of policing in the United States. CRJS 1001.)
Acts of physical and psychological violence to create fear have occurred throughout the ages, but they have only recently begun to affect the United States directly. The American public, now more than ever, must be aware of the possible threat of further terrorist attacks. In this course, students learn about current legislation to counter terrorism as well as to provide U.S. citizens with knowledge of these efforts and any further threats. Students engage in assignments on topics related to domestic and international terrorism, including theory, history of and trends related to terrorism, causes and goals of terrorist groups, and responses to terrorist acts by the criminal justice system. Students examine and analyze contemporary terrorist threats and movements and contemplate future trends. CRJS 1001.)
In an age of technological innovation, nuclear advancement, and virtual spread of knowledge, terrorism is at the vanguard of governmental action. In this course, students explore and discuss methods used by the criminal justice system to counter and manage disaster incidents, and they examine law enforcement responses to such incidents. Students learn about the function of the National Incident Management System (NIMS) and the Incident Command System (ICS)—agencies created specifically to provide specialized guidance and support to all levels of government and nongovernmental organizations who respond to disasters. They examine different types of weapons of mass destruction (including biological and chemical threats) as well as cyber terrorism. Through this course, students work toward gaining practical skills to engage in organizational preparation efforts in many different professional positions, including disaster response. CRJS 1001.)
|Course Code||PUBH 4900||Course||Capstone in Public Health||Credits||(5 cr.)|
In this capstone course, students have the opportunity to examine contemporary global public health issues, as well as to evaluate and synthesize the key concepts and skills they have gained from this program of study. Students complete a final capstone project based on service learning, field observations, or a review of literature. All required core and concentration courses, if applicable, within the BS in Public Health.)
Choose four courses from general education, BS in Public Health, or other Walden bachelor’s degree programs. Your elective credits should total 20 to meet your program requirements. You may also be eligible to transfer previous credit to meet your elective requirements. Note on minors: Electives can also be used to complete a six-course minor. Although this program requires fewer than six elective courses, you have the option to complete a minor and graduate with more than the required number of credits for this program.