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Graduate Course Proposal Form Submission Detail - PHC6434

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Current Status: SCNS Liaison Notified of Graduate Council Approval - 2016-05-18
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: Required for MSPH in Genetic Counc Conc. To GC. Approved 5/12/16 To USF Sys 5/18/16; to SCNS after 5/25/16


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5288 2015-10-11
     
    Department College Budget Account Number
    Global Health PH 640800
     
    Contact Person Phone Email
    Deborah Cragun 8139744232 dcragun@health.usf.edu

  2. Course Information

    Prefix Number Full Title
    PHC 6434 Health Education and Counseling

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

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Health Ed and Counseling
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    Recommended PHC 6432 Patient-centered Communication

    Corequisites

    n/a

    Course Description

    This course will provide students with an understanding of multi-level factors that contribute to individual's lived experiences coping with loss, disabilities and genetic or chronic health conditions. Students will learn advanced counseling skills.


  3. Justification

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

    Needed for new program/concentration/certificate

    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?

    This will be a required course for the proposed MPH- Genomics/MS- Genetic Counseling which will ideally begin admitting new cohorts of students each fall beginning with Fall 2016. Additionally, this course will be required in the proposed sequence to meet the accreditation requirements of the Accreditation Council for Genetic Counseling (ACGC).

    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.)

    To teach in this course individuals should either be a Board Certified Genetic Counselor OR have a terminal degree in public health, education, health communication, psychology, counseling, or related field.


  4. Other Course Information

    A. Objectives

    Weeks 1 and 2: Counseling and Educational Theories and Techniques

    1) Describe models, frameworks and theories related to patient/client counseling and health education.

    2) Assess the strengths and limitations of counseling and educational strategies in various scenarios.

    Weeks 3-5: Individual-level Factors in Health Education and Counseling

    3) Recognize how intellectual ability, emotional state, sexuality, age, physical abilities, health literacy and educational background can potentially impact counseling and health education.

    4) Assess patient/client health literacy and adapt information accordingly.

    5) Identify challenges and approaches to counseling or educating, children, teens, and individuals with intellectual disabilities.

    6) Write concise and understandable information for audiences of varying educational backgrounds.

    7) Elicit psychosocial issues as they relate to counseling and education.

    8) Identify and provide individuals with appropriate resources, support services and referrals to address psychosocial needs.

    Weeks 6-8: Interpersonal Dynamics, Grief and Other Challenges in Counseling

    9) Gain insight into how one’s own ethical/moral belief system, culture, and values can impact education and counseling.

    10) Recognize and respond to client/counselor relationship dynamics, such as transference and countertransference, which may affect interactions.

    11) Recognize different types and stages of grief and bereavement.

    12) Explore different techniques and strategies to facilitate counseling in crisis situations.

    13) Anticipate patient/client reactions to other challenging situations and conditions.

    14) Explore approaches for handling hostility or confrontation.

    Weeks 9-11: Familial and Societal Influences in Health Education and Counseling

    15) Explain the importance of family dynamics and family theories related to counseling and education.

    16) Recognize how family and societal factors (e.g., religious and cultural beliefs) can impact counseling and health education.

    17) Assess and respond to cultural beliefs.

    18) Utilize multicultural resources to plan and tailor counseling/education.

    19) Evaluate materials to identify appropriateness based on cultural, educational and other factors.

    20) Describe ways to identify and resolve issues of competing values among families, communities, cultures, and professionals.

    Weeks 12-15: Coping, Empowerment, Adaptation and Well-being

    21) Explore the concepts of patient “motivation”, “empowerment” and “adaptation.”

    22) Describe practical and everyday challenges that various chronic health problems or genetic conditions create for patients and how they adapt to those challenges.

    23) Describe different coping mechanisms and how they can be beneficial or harmful.

    24) Employ strategies to help individuals deal with uncertainty in health contexts.

    25) Utilize strategies such as anticipatory guidance, emotional support, and provision of resources and referrals to promote client/patient empowerment, decision making, adaptation, and well-being.

    26) Use strategies to promote quality decision-making and adherence.

    B. Learning Outcomes

    Identify and provide clients with appropriate resources, services and support.

    Elicit and evaluate client emotions, individual and family experiences, beliefs, behaviors, valued, coping mechanisms, and adaptive capabilities.

    Use a range of counseling skills and models to facilitate informed decision-making and adaptation to risks/conditions.

    Assess client’s psychosocial needs and evaluate the need for intervention and referral.

    Apply evidence-based models to guide practice such as short-term client-centered counseling, grief counseling and crisis counseling.

    Compare strengths and limitations of different models given the genetic counseling indication.

    Apply genetic counseling skills in a culturally responsive and respectful manner to all clients.

    Effectively educate clients about a wide range of genetics and genomics information based on their needs, their characteristics, and the circumstances of the encounter.

    Recognize potential tension between the values of clients, families, communities, and the genetic counseling profession.

    Seek feedback and respond appropriately to performance critique.

    Demonstrate scholarly approach to genetic counseling, including using available evidence-based principles in the preparation and execution of an encounter.

    Establish and maintain professional inter-disciplinary relationships in both team and one-on-one settings, and recognize one’s role in the larger healthcare system.

    Integrate knowledge of psychosocial aspects of conditions with a genetic component to promote client well-being.

    Understand psychosocial and ELSI (ethical legal and social implications) issues related to encounters.

    Describe common responses to genetic counseling situations.

    Recognize the importance of understanding the lived experience.

    Evaluate the impact of psychosocial issues on decision-making and adherence.

    Evaluate familial implications.

    Describe genetic counseling process.

    Demonstrate knowledge of psychological defenses, family dynamics, family systems theory, coping models, grief process and reactions to illness.

    Develop an appropriate follow up plan to address psychosocial concerns that have emerged including referrals to psychological services when needed.

    Recognize one’s own values and biases as they relate to genetic counseling.

    Recognize and respond to client/counselor relationship dynamics, such as transference and countertransference, which may affect the genetic counseling interaction.

    Tailor communication to a range of service delivery models to meet needs of various audiences.

    Describe the benefits and limitations of distance encounters.

    Tailor genetic counseling to a range of service delivery models using relevant verbal and nonverbal forms of communication.

    Recognize psychosocial concerns unique to distance genetic counseling encounters.

    Describe how aspects of culture including language, ethnicity, life-style, SES, disability, sexuality, age and gender affect the encounter.

    Assess and respond to client cultural beliefs relevant to genetic counseling.

    Utilize multicultural genetic counseling resources to plan and tailor genetic counseling agendas, and assess and counsel clients.

    Identify how the genetic counselor’s personal cultural characteristics and biases may impact encounters and use this to maintain effective client-focused services.

    Identify factors that affect the learning process such as intellectual ability, emotional state, SES, physical abilities, religious and cultural beliefs, motivation, language, and educational background.

    Utilize a range of tools to enhance learning encounters such as handouts, visual aids, and other educational technologies.

    Present balanced descriptions of lived experiences of people with various conditions.

    Write concise and understandable clinical and scientific information for audiences of varying educational backgrounds.

    Develop written educational materials tailored to the intended audience.

    Assess challenges faced by clients with low literacy and modify the presentation of information to reduce literacy burden.

    Assess and determine educational goals and learning objectives based on the needs and characteristics of the audience.

    Develop an educational method or approach that best facilitates the educational goals of the presentation and considers the characteristics of the audience.

    Display initiative for lifelong learning.

    Recognize one’s limitations and capabilities in the context of genetic counseling practice.

    Demonstrate effective interaction with other professionals within the healthcare infrastructure to promote appropriate and equitable delivery of genetics services.

    Identification of the genetics educational needs of clients, patients, community, and lay groups, students, and health and human service professionals.

    Development of educational tools and materials appropriate to a given audience.

    Content area: Delivery and evaluation of educational tools and materials.

    Content area: Theories of counseling.

    Content area: Psychosocial development.

    Content area: Family dynamics.

    Content area: Dynamics of grief and bereavement.

    Content area: Multicultural sensitivity and competency.

    Content are: Disability awareness.

    Content area: Crisis intervention.

    C. Major Topics

    Counseling and educational theories and techniques; The lived experience of individuals with health conditions; Impact of health literacy, numeracy, and educational level; Eliciting and addressing psychosocial needs; Interpersonal dynamics (transference/ countertransference); Grief, bereavement and crisis counseling; Challenging scenarios in counseling and health education; Family dynamics and theories; Religious and cultural beliefs; Competing values and cultures; Motivation, empowerment, adaptation; Coping mechanisms and dealing with uncertainty; Promoting client well-being.

    D. Textbooks

    (1) A Guide to Genetic Counseling, 2nd Edition. Ulman W, Shuette JL, Yashar BM (editors). John Wiley & Sons, Inc. Hoboken, NJ, 2009

    (2) Genetic Counseling Practice: Advanced Skills and Concepts. LeRoy BS, McCarth Veach P, Bartels M. (editors). John Wiley & Sons, Inc. Hoboken, NJ, 2010

    E. Course Readings, Online Resources, and Other Purchases

    Pre-instructional Activities and/or Readings:

    Additional readings and/or PowerPoint slides/presentations and related pre-class activities will be uploaded to canvas before each class. Pre-instructional activities are listed on the course calendar and described in more detail on the canvas site.

    F. Student Expectations/Requirements and Grading Policy

    1. Pre-class assignments 20% (10 at 2 points each)

    2. Participation: 40% of grade (40 points)

    o Active participation in skill-based activities

    o Respect for peers and provision of appropriate feedback

    o Attendance: Chronic tardiness (more than 2 times) and/or unexcused absence will result in a reduction in final class participation points

    3. “The Lived Experience of Patients” assignment (5%) (5 points)

    4. Health Literacy writing assignment (5%) (5 points)

    5. Research paper on counseling skill/educational technique and evidence for its impact on patient/client outcomes 10% (10 points)

    6. Quizzes: 10% (2 at 5 points each)

    7. Simulated encounters and critique 10%: (2 at 5 points each)

    Total points = 100

    A = 100-89.5%

    B = 89.49-79.5%

    C = 79.49-69.5%

    D = 69.49-59.5%

    F =

    G. Assignments, Exams and Tests

    1. Pre-class assignments: Students will submit ten pre-class assignments. Further guidelines are outlined in the course calendar and on Canvas.

    2. Participation: Students are expected to actively engage in class discussions and skill activities about the pre-class assignments, readings and presentations. Class participation will be evaluated based on the following criteria:

    o Active participation in skill-based activities

    o Respect for peers and provision of appropriate feedback

    o Attendance: Chronic tardiness (more than 2 times) and/or unexcused absence will result in a reduction in final class participation points

    3. Assignments: Students will complete two assignments, “The Lived Experience of Patients” and Health Literacy writing assignment

    4. Research paper on counseling skill/educational technique and evidence for its impact on patient/client outcomes

    5. Quizzes: Students will have two quizzes throughout the semester.

    6. Simulated client encounters and critique: Students will be expected to videotape and critique two brief simulated encounters with a partner role-playing and/or standardized patient to demonstrate skills that have been learned throughout the course.

    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

    All late assignments will be assessed a penalty of 1 point per day. Failure to complete any assignment will not be considered an excuse for being assigned an "I" grade in the course. Exceptions to this policy will be made only in the case of severe illness, documented family emergency, or similar problem.

    Disruption of the academic process and violations of the policies regarding academic integrity will not be tolerated. Review USF policies on Disruption of the Academic Process and the Academic Integrity of Students at:

    http://generalcounsel.usf.edu/regulations/pdfs/regulation-usf3.025.pdf

    Plagiarism will not be tolerated and is grounds for failure. Review USF Academic Dishonesty and Disruption of Academic Process Policy at:

    Undergraduate:

    http://www.ugs.usf.edu/pdf/cat1112/20112012.pdf#page=62

    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

    Master of Science in Public Health (MSPH) Genetic Counseling


  5. Course Concurrence Information

    Master of Public Health- Public Health Education



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