I am providing overall instructions for this paper;
Please number and type the question above the answer, the document should be written in APA format, and should be 3 pages per question, double spaced, and typed in New Times Roman , 12 font. Do Not use any outside sources for this paper, all resources will be attacthed to this order, more importantly ensure that the paper refers to video links by quoting the professors when answering questions!
Final Exam Instructions and Questions
Please answer all the questions listed below. Each question will be evaluated on quality of content, thoroughness, depth of knowledge, support of viewpoint, and overall organization. When answering questions, consider the following guidelines:
?Be sure to cite the readings and the thoughts presented throughout course content. The number one criteria for success in answering the questions will be documenting that you have reviewed course materials and have synthesized it within your answer. Incorporation of the Health
Education Responsibilities and Health
Behavior Theories, when applicable, is strongly advised.
?Be sure to answer all parts of each question.
?Type your answers.
?Keep your answers between three pages typed, double spaced pages per question (use 12 font size, Times New Roman, margins and spacing).
1.In Module 1, Dr. Green provides some clear guidelines to assist health
education and promotion specialists in the identification and design of health
promotion techniques for implementation in health
promotion and disease prevention programs. Discuss how five of the guidelines presented by Dr. Green could assist you in the selection of an appropriate health
promotion technique. Support your answer with appropriate examples.
2.Dr. Perko discusses the National Cancer Institute?s Health
Communication Wheel. Outline the basic components of this process and explain how this can be used to assist the health
educator to develop effective health
3.Discuss three examples of health
promotion techniques that can effectively achieve environmental change.
4.Discuss the Health Risk Assessment
(HRA) process and explain how HRA?s can be used both as a health
promotion technique and as a data collection instrument.
5.The focus group interview process is an important tool for gathering information from a target population in order to select the appropriate health
promotion technique. Discuss the focus group process and explain how the process will assist in the planning process.
6.The various presentations provided in HHE 530 discuss numerous health
promotion techniques and strategies that can be used in school and worksite settings. Discuss three health
promotion techniques that would be most useful to you in your daily activities. Explain why you selected these techniques.
7.Discuss the role and rationale for using creativity, theatrics and humor when selecting health
8.Discuss 3 health
promotion techniques that health
teachers / educators can use to help design and implement effective intervention strategies.
Module 1 - Health
Promotion Techniques Overview Video Links
Promotion Techniques 1- Dr. Lee Green (57:13)
Promotion Techniques 2- Dr. Lee Green (59:28)
Catefories of Interventions - Dr. Lee Green (57:22)
HHE 530 Module 1 Readings and Resources
1.Griffiths, F., Green, E., and Bendelow, G. (2005). Health
professionals, their medical interventions and uncertainty: A study focusing on women at midlife. Social Science and Medicine. Retrieved from Science Direct database.
2.Cline, R. (2003). At the intersection of micro and macro: opportunities and challenges for physician?patient communication research. Patient Education and Counseling, 50(1), 13-16. Retrieved from Science Direct database.
3.Hollister, M. and Anema, M. (2004). Health
behavior models and oral health
: A review. Journal of Dental Hygiene, 78(3).
The University of Alabama Health
Partners in Information Access for the Public Health
Workforce. This site contains links to resources for health
educators and health
Emory University Public Health
Module 2 - Health
Promotion Technique Considerations Video Links
Education Techniques and Considerations in School Settings (Part 1)- Dr. Greg Wojtowitz (1:00:05)
Education Techniques and Considerations in School Settings (Part 2)- Cindy Simons (54:58)
General Worksite Health
Promotion Techniques - Dr. James Eddy (1:27:32)
HHE 530 Module 2 Readings and Resources
1.Christoffel, K. (2000). Public health
advocacy: process and product. American Journal of Public Health
, 90(5), 722-726. Retrieved from Academic Search Premier database.
2.Mills, P. (2005). The development of a new corporate specific health risk
measurement instrument, and its use in investigating the relationship between health
and well-being and employee productivity. Environmental Health
: A Global Access Science Source 2005, 4(1).
Retrieved from Environmental Health
Web site: http://www.ehjournal.net.
3.Sample Health Risk
4.Healthy Schools, Healthy Youth! Centers for Disease Control website
Education in School Settings handout
Module 3 - The Value of Humor and Theatrics in Health
Promotion Video Links
Humor in Health
Education- Mark Potuck (1:00:07)
Theactrics in Health
Education- Mark Potuck (1:00:05)
HHE 530 Module 3 Readings and Resources
1.Penson, R., Partridge, R., Rudd, P., Seiden, M., Nelson, J., Chabner, B., and Lynch, T. (2005). Laughter: the best medicine? The Oncologist, 10(8), 651-660. Retrieved from The Oncologist Web site: http://theoncologist.alphamedpress.org.
2.News and Views: Humor Therapy
HHE 530 Module 4 - Health
Communication Techniques in Health
Promotion Video Links
Communications- Dr. Mike Perko (1:26:03)
Example of Health
Communication Program & It?s Components- Dr. Mike Perko (41:15)
Dealing With Mass Media- Dr. Steve Nagy (1:20:06)
HHE 530 Module 4 Readings and Resources
1.Merriman, B., Ades, T., and Seffrin, J. (2002). Health
literacy in the information age: communicating cancer information to patients and families. CA: A Cancer Journal for Clinicians. Retrieved from CA: A Cancer Journal for Clinicians Web site: http://caonline.amcancers
2.NIH: Pink Book - Making Communication Programs Work
3.Work with the Media handout
4.Print Materials handout
HHE 530 Module 5 - Health
Education Techniques Used with Groups, Communities, & Policy Settings Video Links
The Focus Group- Dr. Eugene Fitzhugh (1:00:14)
Appraisals- Dr. Eugene Fitzhugh (45:08)
Promotions Case Studies- Dr. Donna Videto (26:16)
Policy Development as a Health
Promotion Technique- Dr. James Eddy (59:40)
HHE 530 Module 5 Readings & Resources
1.Sweet, K., Willis, S., Ashida, S., & Westman, J. (2003). Use of fear-appeal techniques in the design of tailored cancer risk
communication messages: implications for healthcare
providers. Journal of Clinical Oncology. Retrieved from Journal of Clinical Oncology Web site: http://www.jco.org.
2.United States Department of Health
and Human Services (1996). Chapter 6: Understanding and promoting physical activity. Surgeon General's Report on Physical Activity and Health
, 209-260. Retrieved from National Center for Chronic Disease Prevention and Health
Promotion Web site: http://www.cdc.gov/nccdphp/.
3.Facilitating Support Groups handout
4.Program Planning handout
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Adair, J.E. And Thomas, N. (2004). The Concise Adair on Teambuilding and Motivation. Thorogood. London.
Agron P, Berends V, Ellis K, Gonzalez M. (2010). School wellness policies: perceptions, barriers, and needs among school leaders and wellness advocates. J Sch Health. 2010; 80: 527-535.
Eddy, J. Module 5. Policy Development as a Health Promotion Technique- Dr. James Eddy (59:40). Accessed from: mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE530/HHE530_Module5_D_combined.wmv
Fitzhugh, E. Module 5a. The Focus Group- Dr. Eugene Fitzhugh (1:00:14). Accessed from: mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE530/HHE530_Module5_A_combined.wmv
Fitzhugh, E. Module 5b. Health Risk Appraisals- Dr. Eugene Fitzhugh (45:08). Accessed from: mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE530/HHE530_Module5_B_combined.wmv
Forshaw, D. (2009, January, 2009). Let teachers off the leash and kill off boring school lessons. Community Care, 1755, 22-23.
Gerding, DN, Muto, CA, Owens, RC, Jr. (2008) Measures to control and prevent Clostridium difficile infection. Clin Infect Dis;46(suppl 1),S43-S49
Graham, S., Estrin, D., Horvitz, E., Kohane, I. And Mynatt, E. 2010. Information Technology Research Challenges for Healthcare: From Discovery to Delivery (This paper is an outgrowth of the workshop, "Discovery and Innovation in Health IT," sponsored by the National Science Foundation, the Office of the National Coordinator for Health Information Technology, the National Institute of Standards and Technology, the National Library of Medicine, the Agency for Healthcare Research and Quality, the Computing Community Consortium, and the American Medical Informatics Association. The workshop was held at the Parc 55 Hotel in San Francisco on October 29 and 30, 2009.). Computing Community Consortium.
Green, L. Module 1a. Health Promotion Techniques 1- Dr. Lee Green (57:13). Accessed from: mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE530/HHE530_Module1_A_combined.wmv
Green, L. Module 1b. Health Promotion Techniques 2- Dr. Lee Green (59:28). Accessed from: mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE530/HHE530_Module1_B_combined.wmv
Hersey, P. And Blanchard, K.H. (1969a). Management of Organizational Behavior -- Utilizing Human Resources. New Jersey/Prentice Hall.
Hersey, P. And Blanchard, K.H. (1969b). Life cycle theory of leadership. Training and Development Journal, 23 (5), 26 -- 34.
Hersey, P. And Blanchard, K.H. (1977). Management of Organizational Behavior 3rd Edition -- Utilizing Human Resources. New Jersey/Prentice Hall.
Isakow, W, Morrow, LE, Kollef, MH (2007) Probiotics for preventing and treating nosocomial infections: review of current evidence and recommendations. Chest;132,286-294
Kollef, M. (2008). SMART Approaches for Reducing Nosocomial Infections in the ICU. Washington University School of Medicine, St. Louis, MO.
Kramlinger, K. (2002). Mayo Clinic on Depression. Mason Crest. Philadelphia.
Maly, J., Anderson, D., (2008). The metamorphosis of directors: From thinkers to doers. The Globe and Mail. Canada, Monday, January 28: B5.
McFarland, LV (2006) Meta-analysis of probiotics for the prevention of antibiotic associated diarrhea and the treatment of Clostridium difficile disease. Am J. Gastroenterol;101,812-822
McMullen, KM, Zack, J, Coopersmith, CM, et al. (2007) Use of hypochlorite solution to decrease rates of Clostridium difficile-associated diarrhea. Infect Control Hosp Epidemiol;28,205-207
Medpac. 2004. Information technology in health care. Report to the Congress: New Approaches in Medicare.
Muto, CA, Blank, MK, Marsh, JW, et al. (2007) Control of an outbreak of infection with the hypervirulent Clostridium difficile BI strain in a university hospital using a comprehensive "bundle" approach. Clin Infect Dis;45,1266-1273
Perkins, S.S. (2009). Teaching young children in multicultural classrooms (2nd ed.). Clifton Park, NY: Wilma Robles de Melendez and Vesna Beck.
Perko, M. Module 4. Example of Health Communication Program & It's Components- Dr. Mike Perko (41:15). Accessed from: mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE530/HHE530_Module4_B_combined.wmv
Potuck, M. Module 3a. Humor in Health Education- Mark Potuck (1:00:07). Accessed from: mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE530/HHE530_Module3_A_combined.wmv
Potuck, M. Module 3b. Theactrics in Health Education- Mark Potuck (1:00:05). Accessed from: mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE530/HHE530_Module3_B_combined.wmv
Reinecke, M. And Davison, M.R. (2002). Comparative Treatments of Depression. Springer. New York.
Simons, C. Module 2. Health Education Techniques and Considerations in School Settings (Part 2)- Cindy Simons (54:58). Accessed from: mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE530/HHE530_Module2_B_combined.wmv
United States Department of Health and Human Services (1996) (USDHHS). Chapter 6: Understanding and promoting physical activity. Surgeon General's Report on Physical Activity and Health, 209-260. Retrieved from National Center for Chronic Disease Prevention and Health Promotion Web site: http://www.cdc.gov/nccdphp/.