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Graduate Course Proposal Form Submission Detail - PHC6434

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Current Status: -
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): Faculty within the College requested that the course title be changed because they felt it was confusing for the health education concentration students and that another title would be more descriptive.
Comments:


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5429 2016-03-23
     
    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 D - Discussion (Primarily) -
     
    Abbreviated Title (30 characters maximum)
    Health Ed & Counseling
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    none

    Corequisites

    none

    Course Description

    This course will explore multi-level factors that contribute to individual's experiences coping with loss, disabilities and genetic or chronic health conditions. Students will learn advanced counseling skills to empower individuals.


  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?

    This course is required for the new Genetic Counseling Concentration MSPH.

    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.)

    A Master's degree and board certification in genetic counseling is required for the instructor as the Master's is a terminal degree for genetic counseling. Alternatively the instructor could have a PhD in a related field such as Psychology or Public Health Education or Counseling.


  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

    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.

    C. Major Topics

    Educational and counseling theories and techniques; individual-level factors in health education and counseling; interpersonal dynamics, grief, and other challenges in health; family and societal influences in health education and counseling; coping, empowerment, adaptation and well-being.

    D. Textbooks

    none required, but there is a recommended text

    E. Course Readings, Online Resources, and Other Purchases

    On Canvas

    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

    Section 1: Counseling and educational theories and techniques

    Week 1: Introduction and begin counseling and educational theories Review syllabus prior to class

    Week 2: Counseling and educational theories and techniques

    Section 2: Individual-level factors in health education and counseling

    Week 3: The lived experience of individuals Reading TBD

    Week 4: Health literacy, numeracy, and educational level Reading TBD

    Week 5: Eliciting and addressing psychosocial needs DUE: The lived experience assignment

    Section 3: Interpersonal dynamics, grief, and other challenges in counseling and health promotion

    Week 6: Interpersonal dynamics (transference / countertransference)

    Week 7: Grief, bereavement and crisis counseling DUE: Health literacy writing assignment

    Week 8: Challenging scenarios in counseling and health education In Class Quiz #1 content from weeks 1-7

    Section 4: Familial and societal influences in health education and counseling

    Week 9: Family dynamics and theories DUE: Simulated encounter and critique #1

    Week 10: Religious and cultural beliefs Reading TBD

    Week 11: Competing values and cultures Reading TBD

    Pre-class assignment #8:

    Section 5: Coping, empowerment, adaptation and well-being

    Week 12: Motivation, empowerment, adaptation Reading TBD

    Pre-class assignment #9:

    Week 13: Coping mechanisms and dealing with uncertainty Reading TBD

    Pre-class assignment #10:

    Week 14: Putting it all together: Promoting positive outcomes through education and counseling (presentations) DUE: Research paper on counseling skill/educational technique and evidence for its impact on patient/client outcomes

    Week 15: Presentations continued DUE: Simulated encounter and critique #2

    In Class Quiz #2: Content from weeks 8-14

    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

    Late Assignments: 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.

    Students are expected to be active members of the class, attend all classes and participate in class discussions.

    Class attendance will be taken into consideration when evaluating students’ participation in the course. Students who miss more than one class session will, in general, have difficulty achieving the level of active participation expected on a consistent basis.

    Students who anticipate that they will be unable to complete any aspect of this course due to the observation of a major religious observance must provide written notice to the instructor by the end of the second week of the course.

    Policy on academic integrity is followed: http://regulationspolicies.usf.edu/regulations/pdfs/regulation-usf3.027.pdf

    COPH policy: http://publichealth.usf.edu/academicaffairs/academic_procedures.html

    J. Program This Course Supports

    Genetic Counseling Concentration MSPH


  5. Course Concurrence Information

    Open to other USF Health students



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.