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Essay Instructions: 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 messages.

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 promotion techniques.

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

Health Promotion Techniques 1- Dr. Lee Green (57:13)
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE530/HHE530_Module1_A_combined.wmv

Health Promotion Techniques 2- Dr. Lee Green (59:28)
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE530/HHE530_Module1_B_combined.wmv

Catefories of Interventions - Dr. Lee Green (57:22)
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE530/HHE530_Module1_C_combined.wmv

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).

4.Consumer Health Resources:

The University of Alabama Health Science Library

5.Health-Related Information:
Partners in Information Access for the Public Health Workforce. This site contains links to resources for health educators and health promotion specialists.
Emory University Public Health InfoLinks


Module 2 - Health Promotion Technique Considerations Video Links

Health Education Techniques and Considerations in School Settings (Part 1)- Dr. Greg Wojtowitz (1:00:05)
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE530/HHE530_Module2_A_combined.wmv

Health Education Techniques and Considerations in School Settings (Part 2)- Cindy Simons (54:58)
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE530/HHE530_Module2_B_combined.wmv

General Worksite Health Promotion Techniques - Dr. James Eddy (1:27:32)
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE530/HHE530_Module2_C_combined.wmv

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 Appraisal
4.Healthy Schools, Healthy Youth! Centers for Disease Control website
5.Health 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)
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE530/HHE530_Module3_A_combined.wmv

Theactrics in Health Education- Mark Potuck (1:00:05)
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE530/HHE530_Module3_B_combined.wmv

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

Health Communications- Dr. Mike Perko (1:26:03)
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE530/HHE530_Module4_A_combined.wmv

Example of Health Communication Program & It?s Components- Dr. Mike Perko (41:15)
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE530/HHE530_Module4_B_combined.wmv

Dealing With Mass Media- Dr. Steve Nagy (1:20:06)

mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE530/HHE530_Module4_C_combined.wmv

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
oc.org/.

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)
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE530/HHE530_Module5_A_combined.wmv

Health Risk Appraisals- Dr. Eugene Fitzhugh (45:08)
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE530/HHE530_Module5_B_combined.wmv

Community Health Promotions Case Studies- Dr. Donna Videto (26:16)
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE530/HHE530_Module5_C_combined.wmv

Policy Development as a Health Promotion Technique- Dr. James Eddy (59:40)
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE530/HHE530_Module5_D_combined.wmv

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

Essay Instructions: Guidelines for the fall Risk screening??"Appraisal/Assessment.
A. Describe the age, race, and sex and the corresponding morbidity and mortality related risks for this demographic.
B. Describe any hereditary risks.
C. Describe any lifestyle risks
D. Document priority areas for health promotion and wellness
E. Document barriers to improved health promotion and wellness
F. Identify three individual changes
G. Present your health risk assessment to the group and why it should be included in health promotion and wellness.

Writer Case study in APA 6th EDITION format......PLEASE!!!!!!!!!!!

References to use
http://journals.lww.com/jgpt/Fulltext/2010/10000/Falls_Risk_Factors_and_a_Compen
dium_of_Falls_Risk.5.aspx

http://www.nursingtimes.net/nursing-practice-clinical-research/falls-risk-predic
tion-tools-for-hospital-inpatients-do-they-work/1999146.article

An Evidence-based Approach
to Fall Risk Assessment,
Prevention, and Management
Lessons Learned
Stephanie S. Poe, MScN, RN; Maria M. Cvacb, MS, RN, CCRN


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Essay Instructions: Associate Level Material

Chronic Disease Risk Assessment

The Life Resource Center (LRC) is a valuable free tool available to University of Phoenix students. Taking some time to explore its website to discover some of the many topics, resources, and tools available is a great way to find information to enhance and support health and wellness.

Complete the following assignment:

Take one of the health risk assessments located on the LRC website. After completing the assessment, write a 500- to 750-word summary that includes the following:

? Description of the disease
? Risk factors for the disease
? Lifestyle choices you can make in your life to decrease your modifiable risk factors for this disease

To locate the health risk assessments follow these instructions:

? Login to the student website.
? Click on the Programs tab at the top of the page, and then on Life Resource Center under Services.
? From the LRC home page, click on Thriving.
? Click on Health Tools.
? Click on Assess Your Health.
? Click on the Health Risks tab.

Note. Do not submit or divulge your assessment results. Results should remain private.

Essay Instructions: Instructions
Answer each Question using VIDEO LECTURES and other resources submitted to you. Answer must be below the Question.

Responses, in general, must:
• outline the parameters of the topic,
• meet the requirements of the question,
• not contain conjecture and /or speculation, and
• contain a defensible argument that pertains to the question.
Be sure to cite the readings and the anecdotal information presented by the speakers within the videos. The criteria for evaluating your answers on the exam will be your ability to ship evidence of the fact that you have read and viewed the course materials and used the data contained within to frame your answers. Be sure to answer all parts of the question.
1. Discuss the differences between basic evaluation and accepted research procedures. How would you integrate evaluation techniques in your daily work routine to improve your job performance.

2. Describe the following in detail: Focus group interviews, nominal process, and Delphi techniques. Select one (1) of these and describe how the process would integrate into the program planning and evaluation process.

3. Outline the steps you would follow to develop a valid and reliable questionnaire.

4. Define formative evaluation. Discuss the four phases of formative evaluation.

5. Describe (in detail) the five research designs commonly used in outcome evaluation; indicate the specific purpose of each. Provide a description of the shorthand used to document these procedures.

6. Describe three different methods of collecting data. For each method, identify key issues or problems you might encounter when collecting data in this manner.

7. Discuss community-focused evaluation (How is it different from generic evaluation?). Define the following terms within the context of community focused evaluations:
a. Input
b. Activity
c. Output
d. Outcome
e. Indicator
f. Target
8. Dr. 0’Rourke provides a primer on survey research and the development of effective instrumentation. Following the guidelines provided by Dr. O’Rourke, develop a survey instrument. Select a target population and develop a simple 10-item survey.

9. In general terms, discuss how you would use the guidelines (as a Teacher or Teachers Aide) provided by Dr. Wojtowicz in Module 5 to evaluate the effectiveness of school health education in a school setting?


USE VIDEO LINKS BELOW FOR LECTURES

Program Evaluation - Overview and Definitions
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE566/Module_1_1_Combined.wmv
Needs Assessment
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE566/Module_1_2_Combined.wmv
Focus Group Interviews
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE566/Module_1_3_Combined.wmv
Role of Health Educator as Evaluator
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE566/Module_2_1_Combined.wmv
Integrating Research and Practiceâ€"Some Tools for the Practitioner
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE566/Module_2_2_Combined.wmv
Outcome Evaluation
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE566/Module_2_3_Combined.wmv
Outcome Evaluation Continued
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE566/Module_3_1_Combined.wmv
Community Health Evaluation
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE566/Module_3_2_Combined.wmv
Developing Tests and Questionnaires
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE566/Module_4_1_Combined.wmv
Survey Research
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE566/Module_4_2_Combined.wmv
Evaluation Issue I: Creativity in Teaching
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE566/Module_5_1_Combined.wmv
Evaluation Issue II: Data Collection
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE566/Module_5_2_Combined.wmv
Evaluation Issues III: Planning and Evaluation
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE566/Module_5_3_Combined.wmv
Evaluation Issues IV: Health Risk Assessment
mms://mediasrv1.ccs.ua.edu/CCS-AO2/HHE566/Module_5_4_Combined.wmv



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