SDSU College Dean Curricular Proposal Approval
(NOTE: This form must accompany all proposals submitted for University-wide processing.
A separate form should be submitted for each department.)
April 23, 2013
TO:
FROM:
Sandra Cook
Assistant Vice President, Academic Affairs
Joyce M. Gattas, Dean CJ.~
Colle2e of Professional ~tu dies and Fine Arts
DEPARTMENT:
COMMUNICATION
PROPOSAL(S):
List proposal(s) bein2 submitted.
Department Telephone: 40895
Course, Change, Deletion or Reinstatement
COMM 321 - Introduction to Health Communication
General Education Course Proposal
The curricular proposals listed above have been recommended to me for approval by the curricular screening
committees of this Colle e. Attached also are m answers to the s ecific uestions raised.
roa
~·
PR 2 3 2013
orv.xls 9/98
Yes
1.
Do you approve all of these proposals?
2.
Which do you not approve?
3.
Can the proposals you approve be offered with the teaching positions you now have?
4.
If not, how do you intend to staff them?
5.
Will additional resources be required for these proposals?
Library
No
x
x
x
Lab Materials
x
Instructional Materials
x
Space
x
Other
x
None
COMMENT FOR AFFIRMATIVE ANSWERS:
x
6.
Will you provide the needed resources from your own budget?
7.
Will staffing these proposals preclude other offerings which in turn
may delay the progress of students in their majors?
x
Are you going to encourage dropping any courses to make room for
these new courses?
x
8.
roa
rv.xis 9/98
College Control
No.
15 D eans v"
SDSU Course Change, Deletion, or Reinstatement
NOTE : Enter only one course on this fonn. Please type.
Use New Course Proposal Form to change level of a course.
Three copies are needed of all attachments.
20G.E.~
w
University
15 W.C.
l-3-
Control No.
15 Curr.
15 G.C.C.C.
0/ B
c
4. TYPES OF CHANGE(S)
D Delete existing course
D Rubric Change
D Course number change
D Course title change
0 Unit value change
D Prerequisite change
D Delete prerequisite
D Add prerequisite
D Description change
D Other:
Provost
G.E. Cu1Ticulum Committee _ _ _ _ __ _ _ W1iting Committee - - - - - - - Undergrad. Curr. Comm.
Graduate Council C.C. _ _ _ _ _ __
Senate
Graduate Council _ _ _ _ _ _ __ _
5.
DELETION. Department Abbreviation
Course No.
Catalog Number
Title
D Mode of inst111ction
change (CS/S No.)
D Grading change
D Divide existing course
181 tnclude in G.E.
D Satisfy U.D. W1iting
D Distance Education
D Other:
Units
6. CHANGES
Course Number 321
Department Abbreviation COl\'11\1
Existing:
Title Introduction to Health Communication
Course Number
Department Abbreviation
New:
Title
7.
If course is being deleted, will it be replaced by a course now ofTered?
lf yes, which course(s)?
8.
Will this be a Variable Title course?
9.
Is course proposed for Distance Education?
1 O. A. ls course being proposed for General Education?
B. Is course being proposed to satisfy GE cultural diversity?
11. Can student enroll more than once for credit?
D Reinstate course
Catalog Number 32931
u.~."" 3 (
tJ ~)
Yes 0 No 0
Submit "Change in Program" ifnecessaty.
Yes 0 No 0
Yes 0 No 0
Yes 181 No 0 ; lf yes to IOA, what area? Ill B
Yes D No 181
Yes D No D
12. NEW COURSE PREREQUlSITES AND DESCRIPTION (if appropriate).
A. Hours:
B. Prerequisites:
C. Description: (Limit to 40 words.
13. INDICAT E WHEN COURSE WILL BE OFFERED: FalJ 0 Spring 0 Summer 0 Irregular 0
14. GRADING: Cr/NC only D Letter Grades D Letter grade with Cr/NC option D
15.
;~~i1i~e~!:i;~~~;;t~;;· incl. spaces)
16. MODE OF INSTRUCTION:
Staffing Formula
C-_ _
C-_ _
C-_ _
C-_ _
S-_ _
Units
Lecture
Seminar
Laboratory
Activity
Supervision
r--r-1
I -,---,I1---.-1-.--.I1-.-1,_,...I1--.-1.-.--I
I -.--.
I 1---.-1-.----,.
1 1-.1 .......-r-11--.-1,.-,-I
I --,--,II
17. Predicted enrollment per section: _ _
Offering frequency: Eve1y Semester D Once a year D
eve1y _ _ semester
Number of sections offered per semester: _ _
18. JUSTCFICATION. (Use sentence fragments.) Complete items appropriate to change.
A. Need for course revision, deletion, or reinstatement. (lnfonnation for use by Curriculum Committee and Senate to make decision.)
A wide range of disciplines across the SDSU campus would find value in a GE course of this nature, including Nursing,
Physical Therapy, Speech & Hearing, Social Work, Gerontology, Exercise & Nutrition, Public Health, Psychology, to
name a few
B. Justify level of course.
C. Justify Cr/NC only grading (if requested).
D. Is course being revised in response to academic review or accreditation recommendations? Yes D No D
If yes, explain fully and attach.
19. GENERAL EDUCATION. lfthis course change is being proposed for G.E. , but is not approved for that purpose, do you still want it to be considered as a change?
Yes D No D
Note: Refer to ""General Education"" section of current Curric ulum Guide. Attac h answers to appropriate criteria questions for GE courses.
I of I
8//08
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SDSU General Education Course Proposal
Page 1 of3
Attach this form to a New Course Proposal Form or to a Course Change, Deletion, Reinstatement, or Distance
Education Form. Submit three copies of this form and attachments (e.g., syllabus).
1.
DEPARTMENT School of Communication
2.
CHAIR William B. Snavely
<wsnavely@m ail.sdsu.edu>,
3.
~
/ DATE April 3, 2013
EMAIL
TEL .:.59.:.4
_,_-_,,0"'8" '9"'5'------- -
FACULTY CONTACT =-P=at=r_,_,ic=ia"-G=e=is_,_t-"'"'l\"'fa""r"'"'ti""'n'---------- EMAIL [email protected]
TEL _,_59=-4=--~41=8=2~-----
4.
COURSE NO. and TITLE COMM 321: Health Communication
A.
Refer to the first sections under "General Education" in the SDSU Curriculum Guide regarding the classification of GE courses.
Then identify the GE Section and Study Area for this course (check only needed boxes).
I. Communication and Critical Thinking
0
D
D
1. Oral Communication
2. Composition
3. Intermediate Composition and Critical Thinking
II. Foundations of Learning (lower division only)
D
0
D
A. Natural Sciences and Quantitative Reasoning
D 1. Physical Sciences
0 2. Life Sciences
D 3. Laboratory
D 4. Mathematics/Quantitative Reasoning
B. Social and Behavioral Sciences
C. Humanities and Fine Arts
D 1. Literature
D 2. Art, Classics, Dance, Drama , Humanities, and Music
D 3. History
D 4. Philosophy and Religious Studies
D 5. Foreign Language
Ill. Explorations (upper division only)
0
A. Natural Sciences and Quantitative Reasoning
[gl B. Social and Behavioral Sciences
D
C. Humanities and Fine Arts
Describe the specific characteristics of this course that justify this classification.
Introduction to Health Communication explores basic tenns. concepts. and domains of the process of communicating about health in the
contexts of: (a) families, (b) groups that fonn based on health/illness categories, (c) hospitals and clinics. (d) provider collaboration, (e)
community collaborations on health and social issues, and (f) policy development (e.g.health insurance.health/illness specific research, and
acti vism/advocacy). The course content is cented on the complexities of communicating about health, including the personal, cultural. and
political complexities that infonn how indi viduals think about and interact with others in health and illness. A wide range of disciplines
across the SDSU campus wou ld find value in a GE course of this nature, including Nursing, Physical Therapy, Speech & Hearing, Social
Work. Gerontology, Exercise & Nutrition. Public Health, Psychology, to name a few.
B.
Again referring to sections of the Curriculum Guide under "General Education ," for each of the broad GE goals in the area of
study checked above, list one representative expected learning outcome and briefly describe specific coursework
supporting achievement of that outcome. Each GE study area incorporates four broad goals except for "Communications and
Critical Thinking," which incorporates two goals.
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6-28- 12
SDSU General Education Course Proposal
Page 2 of3
Goal 1
Representative Learning Outcome: Explore and recog nize basic term s, concepts, and domains of health communication.
Coursework: Develop an education plan regarding treatment and management of a chronic ill ness, at the health literacy level of the
client.
Goal 2
Representative Learning Outcome: Comprehend diverse theories and methods of commun icating health.
Coursework: Demo nstrate the abil ity to engage in reasoned analysis and critique of existing theories and methods fo r
understanding and enha ncing health communication (e.g. understanding diverse theories about communicating and managing social
stigma surrounging particular illnesses and the disabled body) through weekly reading responses.
Goal 3
Representative Learning Outcome: Identify patterns of communicating about health and illness and discuss their
interrelatedness and disti nctiveness
Coursework: Understand the historical and cultural significance of comm unicating about particular illnesses and treatment,
analyzing the politics of health, illness, and healing by considering diverse voices, points of views, and options in the reflective blog
assignment.
Goal 4
Representative Learning Outcome: Enhance understanding of the social worlds of health and illness through the application
of conceptual frameworks of health communication to first-hand engagement with contemporary health/illness issues.
Coursework: Engage in a process of critically analyzing and understanding communicative dilemmas surround ing health and
illness by investigating in depth the personal, cultural and political complexities of communicating about illness in U.S. society.
Offer a particular approach to communicating about a health-related problem through the problem-solution assignment.
C.
Under the heading General Education in the Curriculum Guide, refer to "Seven Essential Capacities Developed through
General Ed ucation and Study Area Goals." Below, check three of the Seven Essential GE Capacities that are developed
extensively in this course.
Essential GE Capacities
18] 1. Construct, analyze, and communicate arguments.
18] 2. Apply th eoretical models to the real world.
18] 3. Contextua lize phenomena.
0
0
0
0
D.
4.
5.
6.
7.
Negotiate differences.
Integ rate global and local perspectives.
Illustrate relevance of concepts across boundaries.
Eval uate conseq uences of actions.
For each of these three capacities (use the numbering from above), provide a specific example of the coursework that will
support development of that capacity and a description of how the course will assess achievement of that capacity.
Capacity #1
Coursework: Read ing Responses
Assessment: The Readi ng Responses assignment requires students to read and analyze course readings, by responding to one
question from a set of guided reading questions. Assessement w ill be based on a 1-10 scale that evaluates students' ability to
analyze, construct and commu nicate an argu ment based on their close reading of the material.
1-2 = Key cla ims not clearly articulated, specific reference to research is not consistently provided.
3-4 = Key cla ims incomplete, vague, or poorly evidenced.
5-6 = Key claims articulated but inconsistencies in warrants and evidence.
7-8 = Key claims articulated with warrants an d evidence b ut needs development.
9-10 = Clear, comprehensive arguments, claims, warrants, and evidence
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SDSU General Education Course Proposal
Page 3 of3
Capacity #~
Coursework: Problem-Solution Analysis Assignment
Assessment: The Problem Analysis Assignment requires students to apply theoretical models to the real world. ln groups,
students are asked to conduct an analysis of a significant problem, challenge, or obstacle related to health communication that spans
one or more of the following areas: (l)engaging in supportive communication (e.g.. supportive communication in close and family
relationships through diagnosis and treatment), (2) navigating the complexities of health care organizations (e.g.. occupational
stress and burnout for health care providers), (3) constructing persuasive health communication campaigns (e.g .. "Are you man
enough to be a nurse?" or "Es el ti em po" communicated to Latina population for annual pap smear), ( 4) creating effective patientprovider partnerships (e.g.. strategies for communicating risk and bad news), and (5) advocating health-related public policy (e.g.,
use of stem cells in medical research or medical mari juana). Assessment will be based on a 200 point scale with two criteria:
A. Problem: Present information relevant to the (1) history, (2) development, and (3) theoretical underpinnings of one existing
problem (100 pts)
1-20 = A problem is not clearly identified in the text of the paper.
30-40 =A problem is presented, but information on two of three items above is missing.
50-60 =A problem is presented, but information on one of three items above is missing.
70-80 =A problem is presented with information on items one through three.
90-100 =A proble m is presented with information on items one through three that is well documented.
B. Solution: Present information relevant to a solution, with clear claims articulating the value, strengths, and weaknesses of the
proposed solution (100 points)
1-20 =A solution is not clearly identified in the text of the paper.
30-40 =A solution is presented but key claims are incomplete, vague, or poorly evidenced.
50-60 =A solution is presented with key claims, but there a re inconsistencies in warrants and evidence.
70-80 =A solution is presented with key claims articulated with warrants and evidence, but needs development
90-100 =A solution is presented with key claims articulated with clear, comprehensive warrants and evidence.
Capacity #~
Coursework: Reflection Biogs
Assessment: The Reflection Blog assignment requires students to contextualize the health communication concepts they are
learning in the course. Reflection by definition is continuous, connected, challenging, and contextualized, requiring students to pose
questions that connect course concepts to their own experiences, challenging them to think critically and differently about their
experiences, and contextualizing these concepts to the experience of patients, families, and providers through health a nd illness.
Assessment will be based on a 10 point scale that evaluates students ability to write biogs that includes (1) personalizing, (2)
challenging critical issues, and (3) contextualizing insights.
1-2 = A reflection that includes only one of the three criteria above with minimal connections to context
3-4 =A reflection that includes one of the three critiria above with sufficient connections to context
5-6 =A reflection that includes two of the three criteria above with sufficient connections to context
7-8 =A reflection that includes all three criteria above with sufficient connections to context
9-10 =A refelction that includes all three criteria above with superior connections to context
E.
What forms of communication and information literacy will students learn in the course? Describe the approximate amount and
kind of written work required and how students will be required to access and evaluate sources of inform ation
Low health literacy is associated with poor health (du Pre, 2009). Health literacy involves developing skills in accessing, reading,
understanding, critically evaluating, contextualizing, and applying health information. Through four assignments, this course is designed to
promote health literacy and communication skills: (l) Reading Responses, (2) Problem-Solution Analysis, (3) Reflection Biogs, and (4)
Examinations. Each assignment is designed to promote and assess health literacy by requiring students to read, evaluate, and compare
sources of information: ( 1) readily available on line, (2) in the popular media, (3) in academic, scholarly journal articles/books, and (4)
verbally passed down through family communication. Each assignment requires the development of oral communication skills in that
students are writing about their analysis of contexts for oral communication (e.g. communicating about health in families, in on-line support
groups, in provide-patient encounters, in society as they advocate for themselves and others concerning health and illness). In addition, the
Problem-Solution Analysis requires the development and assessment of presentation skills, since one component of this written assignment
involves presenting the analysis to the class.
F.
ls thi s course required for majors?~ yes
D
no. If yes, how does it serve both majors and GE students?
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SDSU General Education Course Proposal
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While this course is required for Health Communication majors, it offers the general education communication skills
desired in all students and particularly for students in health care fields. Other schools and departments across
campus have expressed interest in such a course, particularly for the health-related professions. A GE cou rse such
as this one enables students to achieve both the communication objectives and skills essential in communicating in
health care settings with patients, patients' families, administrators, and policy decision makers. As emphasis is
placed on interprofessional education throughout academic settings and health care institutions, a course such as
this provides the opportunity for students across health related disciplines to learn and work together. It supports the
goals of communication as a GE requ irement and interprofessional education as a tool to support coordinated health
care for the community.
G.
Is the course proposed to satisfy the cu ltural diversity requirement? (must be upper division)
If yes, describe how its content emphasizes the perspectives of non-dominant cultures.
D
yes
~ no.
ATTACH A SYLLABUS (in triplicate) THAT CONTAINS THE FOLLOWING
~
Student learning outcomes
Required reading and written work
~ Grading standards and sample rubric
~ Required language explaining the place of the course in General Education. For the exact language that must be included,
see SDSU Curriculum Guide, "Guidelines for Submitting a Proposal for a Course in General Education."
~
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6-28- 12
COMM 321 :GE Proposal
1
COMMUNICATION 321
INTRODUCTION TO HEALTH COMMUNICATION
COURSE DESCRIPTION
Health communication includes analysis of how people understand, share ideas about, and
adjust to health and illness. Explores personal, interactional, cultural, and political complexities
of health beliefs, practices, and policies.
This course is designed to be an introduction to the field of health communication. The course is
divided into two specific components.
First, we will explore the various ways that individuals, organizations, and societies define basic
terms like illness and wellness and consider what promotes and complicates effective
communication about health and illness (e.g., core competencies such as listening, asking
questions, supporting, caring, contextualizing, and considering the whole person). From this
foundation, we will explore the ways that personal relationships across the lifespan contribute to
(and detract from) total health. We will discuss ways that individuals can use health information
to bring about positive changes in their relationships, communities, and society at large.
Second, we will apply these core competencies by exploring the ways that we communicate
about health and illness in families, professions, organizations, and societies. Throughout the
semester, students will have the opportunity to apply their knowledge of health communication
by analyzing their understanding and application of course concepts to their experience with
communicating about health and illness.
Course Objectives
By the conclusion of the semester, students will:
• Define and critique personal, cultural, social, and organizational understandings of
"health."
• Analyze the effect of significant relational events on personal health and wellness
behavioral outcomes.
• Understand the principles of health advocacy, including health communication
campaigns and personal advocacy of health behaviors.
• Demonstrate the ability to identify core assumptions and claims of several historically
and contemporarily perspectives in health communication research.
• Demonstrate the ability to engage in reasoned analysis and critique of existing efforts
to promote or enhance health communication.
• Engage in the process of solving health problems by presenting a cogent, credible, and
complete argument in favor of a new approach to a health-related problem.
• Present writing in a scholarly form that is consistent with the guidelines of the American
Psychological Association's Publication Manual.
COMM 321:GE Proposal
1
General Education
This is an Explorations course in Social and Behavioral Sciences. Completing this course
will help you learn to do the following with greater depth: (1) explore and recognize basic terms,
concepts, and domains of the social and behavioral sciences; (2) comprehend diverse theories
and methods of the social and behavioral sciences; (3) identify human behavioral patterns
across space and time and discuss their interrelatedness and distin ctiveness; and (4) enhance
your understanding of the social world through the application of conceptual frameworks from
the social and behavioral sciences to first-hand engagement with contemporary issues.
In order to develop these abilities in all our students, San Diego State University's General
Education program will emphasize the following seven essential capacities: (1) construct,
analyze, and conununicate arguments; (2) apply theoretical models to the real world ; (3)
contextualize phenomena; (4) negotiate differences; (5) integrate global and local perspectives;
(6) illustrate relevance of concepts across bounda1ies; and (7) evaluate consequences of
actions. - Taken directly fi'om the General Catalog regarding General Education Requirements
Upon completing this area of our General Education program , students will be able to:
1. Explore and recognize basic terms, concepts, and domains of health communication as
a social and behavioral science;
2. Comprehend diverse theories and methods of the social and behavioral science of
health communication;
3. Id entify human behaviora l patterns of health communication across space and time (the
lifespa n) and di scuss their interrelatedness and distinctiveness;
4. Enhance understanding of the social word through the application of conceptual
frameworks from the social and behavioral science of health communication to first-hand
engagement with contemporary issues.
REQUIRED TEXTBOOK
Wright, K. B., Sparks, L. , & O'Hair, H. D. (2008). Health communication in the 21st century.
Malden, MA: Blackwell Publishing. ISBN: 978-1-4051 -5594-6.
ASSIGNMENTS & GRADING
Final grades will be based on the accrual of points over the course of the semester. Graded
ass ignments include:
1. Reading Responses (5@ 10 points each)
2. Problem-Solution Analysis (1 @ 200 points)
50 points
200 points
3. Oral Presentation of Problem-Solution Analysis
75 points
4. Reflection Biogs (5@ 10 points each)
50 points
5. Exa ms (3@ 100 points each)
300 points
COMM 32 1:GE Proposa l
6. Class attendance and participation
50 points
TOTAL
725 POINTS
Reading Responses (5@ 10 points each= 50 points)
T he Reading Responses assignment requires students to read and analyze course readings, by
responding to one question from a set of guided reading questions. Assessment will be based on a 1-10
scale that evaluates students' ability to analyze, construct and communicate an argument based on their
close reading of the material.
1-2 = Key claims not clearly articulated , reference to research is not consistently provided.
3-4 = Key claims incomplete, vague, or poorly evidenced.
5-6 = Key claims articulated but inconsistencies in warrants and evidence .
7-8 =Key claims articulated with warrants and evidence but needs development.
9-10 =Clear, comprehensive arguments, claims, warrants, and evidence
Problem-Solution Analysis (1 @ 200 points)
The Problem Analysis Assignment requires students to apply theoretical models to the real world . In
groups, students are asked to conduct an analysis of a significant problem , challenge, or obstacle related
to health communication that spans one or more of the following areas: (1 )engaging in supportive
communication (e.g., supportive communication in close and family relationships through diagnosis and
treatment), (2) navigating the complexities of health care organizations, (e.g., occupational stress and
burnout for health care providers) . (3) constructing persuasive health communication campaigns (e.g. ,
"Are you man enough to be a nurse?" or "Es el tiempo" communicated to Latina population for annual pap
smear ), (4) creating effective patient-provider partnerships (e.g., strategies for communicating risk and
bad news), and (5) advocating health-related public policy (e.g., use of stem cells in medical research or
medical marijuana). Assessment will be based on a 200 point scale with two criteria:
Problem: Present information relevant to the (1) history, (2) development, and (3) theoretical
A.
underpinnings of one existing problem (100 pts)
1-20 = A problem is not clearly identified in the text of the paper.
30-40 =A problem is presented, but information on two of three items above is missing .
50-60 =A problem is presented, but information on one of three items above is missing.
70-80 = A problem is presented with information on items one through three.
90-100 = A problem is presented with information on items one through three that is well
documented.
Solution: Present information relevant to a solution, with clear claims articulating the value,
B.
strengths, and weaknesses of the proposed solution (100 points)
1-20 =A solution is not clearly identified in the text of the paper.
30-40 =A solution is presented but key claims are incomplete, vague, or poorly evidenced .
50-60 = A solution is presented with key claims, but there are inconsistencies in warrants and
evidence.
70-80 =A solution is presented with key claims articulated with warrants and evidence, but needs
development.
90-100 =A solution is presented with key claims articulated with clear, comprehensive warrants
and evidence.
Oral Presentation of Problem-Solution Analysis (75 points)
The last four days of class, groups will present their problem-solution analysis to the entire
class. The evaluation of the presentation is based on oral presentation skills. Please bring a
copy of the attached evaluation sheet the day that has been designated for your oral
presentation (see the attached evaluation form).
Reflection Biogs (5@ 10 points each= 50 points)
The Reflection Blog assignment requires students to contextualize the health communication concepts
they are learning in the course. Reflection by definition is continuous , connected , chal lenging, and
COMM 321 :GE Proposal
contextualized , requiring students to pose questions that connect course concepts to their own
experiences, challenging them to think critically and differently about the ir experiences, and
contextualizing these concepts to the experience of patients, families , and providers through health and
illness. Assessment will be based on a 10 point scale that evaluates students' ability to write biogs that
includes (1) personalizing, (2) challenging critical issues , and (3) contextualizing insights.
0-2 =A reflection that includes only one of the three criteria above with minimal connections to
context.
3-4 = A reflection that includes one of the three criteria above with sufficient connections to
context.
5-6 = A reflection that includes two of the three criteria above with sufficient connections to
context.
7-8 =A reflection that includes all three criteria above with sufficient connections to context.
9-10 =A reflection that includes all three criteria above with superior connections to context.
Exams (3@ 100 points= 300 points)
The class has three exams consisting of objective (multiple choice) questions targeted at a
variety of skills: fami liarity with basic concepts, application of concepts to practical scenarios,
and analysis of complex problems/situations. Each exam is worth 100 points.
Class Participation (50 points)
Most weeks we will engage in a brief class discussion or activity of some type. The dates for
these activities will not be announced in advance. You are able to miss ONE of these
unannounced in-class activities with NO adverse effect on your grade whatsoever. Students
with university-related absences (individua ls on athletic teams , the debate team , etc.) may be
excused from missed activities provided they give the instructor a published schedule listing
their absences in advance.
1
COMM 321 :GE Proposal
1
TENTATIVE COURSE SCHEDULE
Although every effort will be made to follow the proposed schedule as closely as possible, the
instructor reserves the right to make changes in the order in which certain topics are presented .
Week 1
UNIT 1: DEFINING "HEALTH:" PERSONAL AND SOCIAL COMPLEXITIES
Introduction to the course
Syllabus
Chap. 1
Thinking about "health communication"
Week2
Illness, narrative, identity, and healing
Blog 1 due
Week3
Cultural complexities of health and illness
Chap.5
Chap.9
RR 1 due
Week4
Interacting with healthcare providers
Chap . 2
Blog 2 due
Week5
WRAP-UP AND REVIEW
EXAM 1, 5:15PM
Week6
In-Class Workday #1
Week 7
Healthcare management and organizations
US Healthcare: The Good News
Communicating within healthcare organizations
Week8
Chap.6
Chap . 11
RR 2 due
UNIT 2: HEALTH COMMUNICATION ACROSS THE LIFESPAN
Beginning relationships: Birth
Blog 3 due
Week9
Maintaining relationships: Intimacy & support
Chap. 4
RR 3 due
Week 10
Dealing with personal challenges in relationships
End-of-life communication
Chap. 3
Blog 4 due
Week 11
Week 12
WRAP-UP AND REVIEW
EXAM 2, 5: 15PM
UNIT 3: USING HEALTH INFORMATION TO EFFECT CHANGE
Evaluating health information
Chap. 12
Health Literacy
RR 4 due
Week 13
Media, technology, and health information
In-Class Workday# 2 (5:30 - 6:40)
Week 14
Health Campaigns
Week 15
Activism and advocacy: Some conclusions
WRAP-UP AND REVIEW
Exam 3: FINAL EXAM
Chap. 7
Chap.8
Blog 5 due
Chap. 10
RR 5 due
COMM 321 :GE Proposal
1
Problem/Solution Analysis Assignment
Over the course of the semester, students will work in groups of 4-5 students to conduct an
analysis of a significant problem, challenge, or obstacle related to health communication that
spans one or more of the following areas: (1) supportive communication , including relationship
in close relationships as well as support-based interventions, (2) healthcare organizations, (3)
health communication campaigns , (4) effective/ineffective patient-provider communication, and
(5) health-related public policy.
Students will conduct a thorough analysis of a problem that is situated within one (or possibly
more) of these domains and offer an evidence-based solution to the problem. The final result of
this analysis will be a problem-solution paper that includes the following parts:
Statement of the Problem (1 pages)
This portion of the paper will introduce the problem that existing solutions have
attempted to address. For example, if the goal of the paper is an analysis of an antismoking campaign , the statement of the problem should focus on health outcomes
associated with tobacco use. This portion of the paper should establish the importance
of the problem and clearly identify both the scope and outcomes related to the issue.
Existing Solutions (2-3 pages)
This portion of the paper should present an analysis of an existing solution that attempts
to address the problem identified with the previous section. For example, if the problem
is related to poor patient-provider communication, this section might examine pamphlets
and/or websites with information on "how to talk to your doctor." This portion of the paper
should address the development of the existing solution, the strengths of the existing
solution, and a critique of the existing solution.
Evidence-Based Research (4-5 pages)
This portion of the paper should present results of eight to ten empirical research studies
that have accomplished one or both of the following ends: (1) examined one or more
facets of the problem or (2) tested possible interventions that might help to alleviate the
problem. For example, if the problem is related to public policy, this portion of the paper
might introduce research that has ( 1) identified structural disparities within the healthcare
system and/or (2) examined the feasibility of new health delivery systems targeting
underserved populations. This section should have a clear focus on identifying and
describing empirical research that addresses practices that can alleviate the problem.
Proposal of a New Solution (3-4 pages)
Building upon the work of the previous section, the paper should culminate with the
proposal of a new solution that can help to alleviate the problem. This section of the
paper must: (1) clearly describe the new solution (including methods, materials,
messages, and involved parties), (2) identify how the proposed solution incorporates the
best practices identified in the previous section, and (3) addresses the shortcomings of
the existing solution analyzed in Section II.
The final document should be presented in accordance with APA formatting guidelines. Each
section should start on a new page and should be clearly identified by the appropriate section
name.
COMM 321 :GE Proposal
1
Possible Topics for the Problem-Solution Analysis Assignment
Supportive Communication
1. support-based interventions and drug/alcohol abuse/addiction
2. support-based interventions and stress/coping/bereavement
3. Support-based interventions and healthy behaviors (exercise, weight loss, etc.)
4. support-based interventions and intimate partner violence
5. family/marital/domestic counseling programs
6. effects of parental conflict/separation/divorce on children
Healthcare Organizations
1. patient load/physician workload and quality of health information
2. wellness promotion/preventive care
3. health education/community outreach programs
4. use of technology and the web in health promotion, management, and engagement
Health Communication Campaigns
1. analysis of any comprehensive health communication campaign currently in practice
(analysis of a single advertisement/message is NOT sufficient)
Patient-Provider Communication
1. patient health literacy
2. physician communication training programs
3. empathy/understanding in the patient-provider relationship
4. direct-to-consumer advertising of healthcare products/services
5. mediated sources of health information and effects on communication with primary care
providers
Health-Related Public Policy
1. government health promotion (foodguide, Get Out and PLAY, etc.)
2. access to healthcare/disparities in healthcare
3. legislation of health-related behaviors (tobacco use, diet, alcohol use, drug use, etc.)
4. public debate surrounding healthcare systems and reform
COMM 321 :GE Proposal
The Problem-Solution Analysis Oral Presentation (75 points)
Group
Members:
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
TIME: _ _ __
POINTS______
/ . ;_75;; . . .i:;_po..; ;_;i;.:_; n-==ts
Possible Points
Introduction
5 points
Gained Attention
Stated Significance of topic
Established Speaker Credibility
Previewed Points
Body
15 points
Main Points Clear
Main Points Fully Supported
Quality of Evidence
Organization Well Planned
Transitions Effective
Conclusion
5 points
Prepared Audience for Ending
Reviewed Points
Memorable Closing (tie back to intro)
Visual Factors
5 points
Effective Eye Contact
Effective Facial Expression
Effective Gestures
Effective Use of Note Cards
Confidence/Poise
Enthusiasm
Oral Factors
Effective Rate
Effective Volume
Effective Pitch
Effective Articulation
Sincerity
5 points
Your Score
1
COMM 321 :GE Proposal
PowerpointNisual Aid(s)
25 points
Used Visual Effectively
Illustrated Points Effectively
Professional (neat & easy to read)
APA sites of sources at bottom of slide
Overall Evaluation
15 points
10-12 minutes in length
Organized, practiced, interesting
Presented equally by all members of the group
Allowed audience to be actively involved in some way.
Selective-there is not enough time to tell us everything in your paper.
Conversational (NOT read from written notes).
TOTAL POINTS
175
1