Prepare to become a Certified Health Education Specialist (CHES) or Master Certified Health Education Specialist (MCHES) and lead individuals and communities toward healthier futures.
The Emergency Preparedness specialization is designed to help you be personally and professionally prepared to respond to a disaster. From mitigating risks to recovering from a catastrophe, health education and promotion plays an integral role in responding to emergency situations. Study critical issues in emergency management; strategies for assessing, preparing for and preventing disasters; and lessons in how to help others deal with disaster, crisis and trauma.
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 specialist at 855-646-5286.
|Course Code||HLTH 6005||Course||Perspectives on Health and the Developing Professional||Credits||(5 cr.)|
|Course Code||HLTH 6110||Course||Exploring Health Education in the 21st Century||Credits||(5 cr.)|
|Course Code||HLTH 6038||Course||Health Behavior Theory||Credits||(5 cr.)|
|Course Code||HLTH 6205||Course||Assessing Community Needs for Health Education||Credits||(5 cr.)|
|Course Code||HLTH 6475||Course||Program Planning, Implementation, and Evaluation||Credits||(5 cr.)|
|Course Code||HLTH 6412||Course||Health Education and Communication Strategies||Credits||(5 cr.)|
|Course Code||HLTH 6245||Course||Applied Research in Public Health||Credits||(5 cr.)|
|Course Code||HLTH 6031||Course||Public Health Administration and Leadership||Credits||(5 cr.)|
|Course Code||HLTH 6800||Course||Health Education and Promotion Capstone||Credits||(5 cr.)|
Students in this course cover the origins and evolution of the concept of health, including some of the important health problems that face the world today and emerging concerns for the future. In this foundational course, stuents are introduced to key events in history as well as some of the health systems and issues that a modern health practitioner may encounter. Strategies for success as graduate-level scholars and health practitioners are integrated in a way that provides meaningful context to learners. Students discuss key concepts with peers, and the course culminates with a reflection paper designed to help learners evaluate their professional goals and how to progress as scholar-practitioners and social change agents. Students explore careers in various public health and health education settings and experience a virtual health department to learn about various functions and personnel.
What does it mean to be a health educator in the 21st century? Students in this foundation course explore the field of health education: historical milestones, current issues, and future opportunities and challenges. They examine settings for practice, professional competencies, interprofessional collaborations, credentialing, professional organizations, use of technology, and ethical issues pertaining to health education. Students analyze current issues in the field by reviewing scholarly publications and research pertaining to health education practice. Course assignments include an introduction to commonly used health education theories and models, and students have the opportunity to develop a philosophy statement for health education practice in the new millennium.
Students in this course are introduced to concepts necessary for promoting positive health-behavior change by examining the most commonly used theories and models in public health and health education and promotion. Coursework focuses on the identification and application of theories and models for promoting and designing effective health behavior programs and interventions. Students explore individual, interpersonal, and community theories and modules to determine the most appropriate application.
It is important for health educators and other health professionals to understand the unique characteristics and health needs of a community in order to provide effective and relevant health education and services. Students in this course are introduced to the principles and processes of needs assessment and community capacity-building as a first step in the program planning process. Students learn about individual, small-group, and community-based assessments as well as quantitative and qualitative approaches. Students directly apply what they are reading and discussing in class to their own communities by conducting a assessment unique to their community. Other topics covered include use of primary and secondary data; selection and development of instrumentation to collect community data; interpretation and analysis of data; and prioritization of health education needs. Community mapping tools and other technology used in the assessment process are also explored.
The focus of this course is on the competencies required of the public health professional in planning for the design, development, implementation, and evaluation of community health promotion and disease prevention initiatives. Attention is given to needs assessment, logic models, and collaboration with stakeholders. Strategic approaches to planning, implementation, and evaluation with particular attention to study design and sampling are addressed. Health behavior theories are considered in the development of health promotion programs, the application of evaluation findings, and prioritization of community concerns and resources.
Effective communication plays a vital role in the diffusion of a health behavior or innovation. This course is designed to introduce the health educator to a wide range of health communication strategies. Assignments allow students to apply and evaluate the use of health education delivery methods for various populations and practice settings (i.e., community, clinical, worksite, global, schools). Principles and theories of health communication and behavior change are applied to a variety of health education case studies. Students also demonstrate how to design and communicate culturally tailored health information to an audience of their choice. They explore the use of emerging technologies and social media in delivering and promoting health education.
Public health professionals use the results of research in many ways, including in the development of programs and interventions designed to enhance the health of communities as well as to demonstrate the efficacy of programs to stakeholders who provide funding. In this course, students will engage in an examination of the research that informs public health programs, policy, and practice. Specific topics to be covered include study designs, sampling, identification of variables, methods of data collection and analysis, key concepts in measurement (including reliability and validity), program evaluation, and research ethics. As a major assignment in this course, students will engage in an integrative literature review and begin to develop what may become their capstone project.
Students in this course acquire the foundational understanding of the administrative, managerial, and organizational practices of public health and healthcare delivery systems. Students examine theories of leadership as well as the professional attributes, skills, styles, and strategies required to advance public health goals. They engage in a variety of contextual and practical assignments focused on management theories, policy processes, systems thinking, strategic planning and partnerships, quality and performance improvement, leadership, and organizational behavior. Students also consider the impact of global trends on public health practice, policy, and systems.
The capstone course is intended to be taken last in the MS in Health Education and Promotion program. Students have an opportunity to synthesize knowledge and skills acquired throughout the program by completing a capstone project focused on social change. The MS in Health Education and Promotion Capstone project is designed to empower students with the skills necessary to secure external grant funding through grant proposal writing. Students will integrate theoretical and practical knowledge as well as scientific research to prepare a grant proposal for funding a health education program that addresses a pressing health need in their community. Emphasis is placed on grant sources and resources, the grant proposal process, grant management, and sustainability.
|Course Code||HLTH 6100||Course||Critical Issues in Emergency Management||Credits||(5 cr.)|
|Course Code||HLTH 6200||Course||Risk Assessment, Preparedness, and Disaster Mitigation||Credits||(5 cr.)|
|Course Code||HLTH 6300||Course||Disaster Response and Recovery||Credits||(5 cr.)|
|Course Code||HLTH 6771||Course||Terrorism: A Systematic Approach for Emergency Preparedness||Credits||(5 cr.)|
|Course Code||HLTH 6740||Course||Disaster, Crisis, and Trauma||Credits||(5 cr.)|
Students in this course examine the theories and concepts underpinning contemporary emergency management and how to understand the phenomena of natural and human-caused disasters. Students examine the historical context of emergency management, the general process of risk assessment, the emergency management cycle, communications within emergency management and crisis planning, and the general policy and legal framework surrounding the process of emergency management in the United States with a focus on the National Incident Management System (NIMS). Case studies of major catastrophes are used to explore contemporary and practical hazard management. Students can complete the FEMA Emergency Management Institute courses IS-100.b - Introduction to Incident Command System and either IS-800.b - National Response Framework: An Introduction or IS700.a - National Incident Management System as part of this course. Nationally recognized certificates are awarded for successful completion of FEMA courses.
Risk assessment and mitigation are key components to effective all-hazards emergency management. In this course, students focus on the methods and techniques required to assess a community's risk and what measures are needed to protect human life and capital assets. Students can learn ways to evaluate the social vulnerability and identify special needs of populations who may be at greater risk during an emergency or disaster. Students then explore methods to reduce risk and build capacity through preparedness and mitigation techniques. In addition, as part of this course, students complete the FEMA Emergency Management Institute course IS-393.a: Introduction to Hazard Mitigation.
A major concern of disaster response professionals is meeting basic and humanitarian needs of disaster-affected populations. In this course, students explore a range of issues, including evacuation, relocation, and tactical and strategic decisions in the immediate aftermath of an emergency episode. Students study important federal policies related to disaster response and recovery, including the National Response Framework (NRF), and they can gain an understanding of how local, state, and federal policies mesh in response and recovery efforts. Through their exploration, they study how recovery begins once the immediate threat of the emergency wanes and the focus shifts to restoring disaster-affected areas. As part of this course, students complete the FEMA Emergency Management Institute course IS208.a: State Disaster Management.
Students in this course are provided with an overview of terrorism—local, national, and international—and the need to develop a systemic approach for emergency preparedness. Topics include terrorism and public health, bioterrorism, biosecurity, cyber terrorism, risk assessment, implications for public health, and components of a systemic preparedness infrastructure. Students participate in online discussions and begin the development and/or analysis of a terrorism preparedness infrastructure.
Students taking this course define natural and human-made disasters such as war, violence, genocide, and terrorist activities, and they review how they impact the psychology of individuals and groups. Topics include theories of trauma; actions and behaviors following a disaster; stress, coping, and adjustment difficulties; psychological disorders (e.g., post-traumatic stress disorder); and available resources to deal with the trauma. Students focus on the importance and development of culturally appropriate service delivery programs and interventions for individuals affected and traumatized by disaster(s).