Prepare to become a Certified Health Education Specialist (CHES) or Master Certified Health Education Specialist (MCHES) and lead individuals and communities toward healthier futures.
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.
|Quarter||1||Course Code||HLTH 6005||Course||Perspectives on Health and the Developing Professional||Credits||(5 cr.)|
|Quarter||2||Course Code||HLTH 6110||Course||Exploring Health Education in the 21st Century||Credits||(5 cr.)|
|Quarter||2||Course Code||HLTH 6038||Course||Health Behavior Theory||Credits||(5 cr.)|
|Quarter||3||Course Code||HLTH 6205||Course||Assessing Community Needs for Health Education||Credits||(5 cr.)|
|Quarter||3||Course Code||HLTH 6475||Course||Program Planning, Implementation, and Evaluation||Credits||(5 cr.)|
|Quarter||4||Course Code||HLTH 6412||Course||Health Education and Communication Strategies||Credits||(5 cr.)|
|Quarter||4||Course Code||HLTH 6246||Course||Introduction to Research in Health Education and Health Promotion||Credits||(5 cr.)|
|Quarter||5||Course Code||HLTH 6031||Course||Public Health Administration and Leadership||Credits||(5 cr.)|
|Quarter||5||Course Code||HLTH 6207||Course||Grant Writing||Credits||(5 cr.)|
|Quarter||6||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.
Health education and health promotion practitioners use research skills to develop programs and interventions that enhance the health of communities and demonstrate the efficacy of programs. This course will provide students an opportunity to explore various research methods in the fields of health education and health promotion. Concepts include literature reviews, ethics, quantitative, qualitative, and mixed methods, methodology selection processes, sampling, and writing for publication and presentation. An emphasis in utilizing research methods to impact local, regional, national, and global health education and health promotion issues will be presented. This course will culminate in the development of a research poster presentation suitable for presentation at a professional conference within the fields of health education and health promotion.
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.
Grant writing is a highly marketable skill that requires many non-profit, educational and community organizations to secure external funding in order to provide needed services to the community. In this course, students will explore the basic skills needed for grant writing including identifying potential funding sources, creating objectives and a need statement, preparing and justifying a budget, identifying appropriate assessment plans, and writing an executive summary. Course assignments will allow students to directly apply what they are reading and discussing by writing a full grant proposal based on an actual Request for Proposal (RFP).
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.
*Choose either this course or one course from all courses offered within the MS in Health Education and Promotion Specializations as your elective.
Students enrolled in the MS in Health Education and Promotion program may gain further knowledge in a particular area by adding optional specialization courses to their curriculum for a total of 60 quarter credits. These specializations include: