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Graduate Course Proposal Form Submission Detail - PHC7103

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Current Status: Approved by SCNS - 2013-10-11
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 5/6/13 for DrPh Changes. Approved. Cleared Syst Concurrence 7/31/13. to SCNS 8/5/13. 7610 approved as 7103 eff 9/1/13


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    3104 2013-02-28
     
    Department College Budget Account Number
    Community and Family Health PH HSC 10000 640500 PUB001
     
    Contact Person Phone Email
    Rita DeBate 8139746683 rdebate@health.usf.edu

  2. Course Information

    Prefix Number Full Title
    PHC 7103 Transforming Public Health Practice

    Is the course title variable? Y
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable?
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) -
     
    Abbreviated Title (30 characters maximum)
    Transforming PH Practice
     
    Course Online? Percentage Online
    B - Face-to-face and online (separate sections) 0

    Prerequisites

    None

    Corequisites

    None

    Course Description

    An introduction to the needs for developing the contemporary public health infrastructure. An overview of current issues and methods of public health practice in addition to issues and methods of public health leadership and management.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed for accreditation

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    All DrPH students would be required to take this course.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    No

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    Experience in public health practice.


  4. Other Course Information

    A. Objectives

    1.Demonstrate a commitment to public health professional values

    2.Develop collaborative partnerships with communities, policy makers, and other relevant groups.

    3.Develop capacity-building strategies at the individual, organizational, and community level.

    B. Learning Outcomes

    1.Discuss the history of public health and its impact on current public health services

    2.Discuss the complex problems challenging public health organizations

    3.Describe the public health system’s need for change

    4.Identify the characteristics of quality in the field of public health.

    5.Acknowledge the need for partnerships in dealing with the health problems associated with chronic disease

    6.Recognize the role of leadership and politics in the changing healthcare environment

    7.Identify opportunities available to improve community health through collaboration among the major players in the delivery of health care services in our county

    8.Identify the role of the public health leader and the empowered worker in improving quality in the health care system.

    9.Define strategies for sustaining partnerships

    10.Define key elements for assessing partnerships

    11.Articulate the need for public health leaders to achieve the Millennium Development Goals

    12.Identify the major components of continuous quality improvement process

    13.Comprehend the value of risk communication in preventing the development of chronic disease and their complications

    14.Identify how health inequities are systematically created and delineate elements of an effective strategy within health care and at the community level to reduce inequalities in health and safety

    15.Identify goals for future of public health practice

    C. Major Topics

    Session 1: Introduction to course and the need for change in the practice of public health

    • Reading: Chapter 1 in course text

    • Due: Discussion questions #1

    Session 2: Critical factors for the success of public health programs

    • Reading: Chapter 2 in course text

    • Due: Discussion questions #2

    Session 3: Critical issues for the future of healthcare in the US

    • Reading: Chapter 3 in course text

    • Due: Discussion questions #3

    • Due: Case study 1: Innovation in health education programs

    Session 4: Application of epidemiological concepts for health care delivery and

    • Reading: Chapter 4 in course text

    • Due: Discussion questions #4

    • Due: Case study 2: The power of data: Osceola County secures a federally qualified health center

    Session 5: Shifting the focus from communicable to chronic diseases

    • Reading: Chapter 5 in course text

    • Due: Discussion questions #5

    • Due: Case study 3: Disabilities

    Session 6: Issues in public health practice: Expert panel presentation and discussion.

    Session 7: Leadership and politics in public health

    • Reading: Chapter 6 in course text

    • Due: Discussion questions #6

    • Due: Case study 4: Municipal health department leadership inside out

    Session 8: Empowering public health workers

    • Reading: Chapter 7 in course text

    • Due: Discussion questions #7

    • Due: Case study 5: Formation of community partnerships to prepare for H1N1

    Session 9: Developing partnerships to improve public’s health

    • Reading: Chapter 8 in course text

    • Due: Discussion questions #8

    • Due: Case study 6: Partnering for improved infant health in Stanislaus County

    Session 10: Leading and managing change in public health organizations

    • Reading: Chapter 9 in course text

    • Due: Discussion questions #9

    Session 11: Developing an outcomes orientation in public health organizations

    • Reading: Chapter 10 in course text

    • Due: Discussion questions #10

    • Due: Case study 7: Using MAPP to Get up & Go! In St. Clare County

    Session 12: Opportunities for improvement in public health practice

    • Reading: Chapter 11 in course text

    • Due: Discussion questions #11

    • Due: Case study 8: Innovation in colorectal cancer education programs

    Session 13: Local solutions to reduce inequities in health and safety

    • Reading: Chapter 12 in course text

    • Discussion questions #11

    Session 14: Challenges in the new world of public health practice

    • Reading: Chapter 13 in course text

    • Discussion questions #13

    Session 15: Issues and methods of public health leadership and management: Expert panel presentation and discussion

    D. Textbooks

    Healey BJ, and Lesneski CD. Transforming public health practice: Leadership and management essentials. San Francisco: Jossey-Bass, 2011.

    E. Course Readings, Online Resources, and Other Purchases

    Readings are from the textbook listed above

    F. Student Expectations/Requirements and Grading Policy

    1.Class participation (150 pts; 31%)

    2.Discussion questions (13 sets @ 10 pts each= 130 pts; 27%)

    3.Case studies (8 @ 25 pts each for a total of 200 pts; 42%)

    G. Assignments, Exams and Tests

    Session 1: Introduction to course and the need for change in the practice of public health

    • Reading: Chapter 1 in course text

    • Due: Discussion questions #1

    Session 2: Critical factors for the success of public health programs

    • Reading: Chapter 2 in course text

    • Due: Discussion questions #2

    Session 3: Critical issues for the future of healthcare in the US

    • Reading: Chapter 3 in course text

    • Due: Discussion questions #3

    • Due: Case study 1: Innovation in health education programs

    Session 4: Application of epidemiological concepts for health care delivery and

    • Reading: Chapter 4 in course text

    • Due: Discussion questions #4

    • Due: Case study 2: The power of data: Osceola County secures a federally qualified health center

    Session 5: Shifting the focus from communicable to chronic diseases

    • Reading: Chapter 5 in course text

    • Due: Discussion questions #5

    • Due: Case study 3: Disabilities

    Session 6: Issues in public health practice: Expert panel presentation and discussion.

    Session 7: Leadership and politics in public health

    • Reading: Chapter 6 in course text

    • Due: Discussion questions #6

    • Due: Case study 4: Municipal health department leadership inside out

    Session 8: Empowering public health workers

    • Reading: Chapter 7 in course text

    • Due: Discussion questions #7

    • Due: Case study 5: Formation of community partnerships to prepare for H1N1

    Session 9: Developing partnerships to improve public’s health

    • Reading: Chapter 8 in course text

    • Due: Discussion questions #8

    • Due: Case study 6: Partnering for improved infant health in Stanislaus County

    Session 10: Leading and managing change in public health organizations

    • Reading: Chapter 9 in course text

    • Due: Discussion questions #9

    Session 11: Developing an outcomes orientation in public health organizations

    • Reading: Chapter 10 in course text

    • Due: Discussion questions #10

    • Due: Case study 7: Using MAPP to Get up & Go! In St. Clare County

    Session 12: Opportunities for improvement in public health practice

    • Reading: Chapter 11 in course text

    • Due: Discussion questions #11

    • Due: Case study 8: Innovation in colorectal cancer education programs

    Session 13: Local solutions to reduce inequities in health and safety

    • Reading: Chapter 12 in course text

    • Discussion questions #11

    Session 14: Challenges in the new world of public health practice

    • Reading: Chapter 13 in course text

    • Discussion questions #13

    Session 15: Issues and methods of public health leadership and management: Expert panel presentation and discussion

    H. Attendance Policy

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    Graduate:

    http://www.grad.usf.edu/inc/linked-files/USF_Grad_Catalog_2011-2012.pdf#page=39

    The University of South Florida has an account with an automated plagiarism detection service (Turnitin), which allows instructors and students to submit student assignments to be checked for plagiarism. I (the instructor) reserve the right to 1) request that assignments be submitted as electronic files and 2) submit students’ assignments to Turnitin, or 3) request students to submit their assignments to Turnitin through the course site. Assignments are compared automatically with a database of journal articles, web articles, the internet and previously submitted papers. The instructor receives a report showing exactly how a student’s paper was plagiarized.

    NOTE: An institution may not release a paper to a plagiarism detection software without the student’s prior consent unless all personally identifiable information has been removed, such as a student’s name, social security number, student number, etc.. Note that a paper/essay is considered an educational record and an institution may not ask a student to waive their rights under FERPA for the purpose of submitting papers to a plagiarism detection software.

    For more information about Plagiarism and Turnitin, visit:

    Plagiarism tutorial: http://davon.etg.usf.edu/share/plagiarism/story.html

    Turnitin: http://turnitin.com/en_us/training/student-training/submitting-a-paper

    J. Program This Course Supports

    DrPH


  5. Course Concurrence Information

    Medicine, nursing



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