Download New HLTH 698-Practicum 16 wk
In this experience, the student applies knowledge and skills related to public health in a supervised setting.
For information regarding the prerequisites for this course, please refer to the Academic Course Catalog.
A real-world field experience will help the student to integrate all the public health competencies through practice and to provide an opportunity to hone skills for his/her future role as a public health professional. This course is conducted in a 16-week format to provide adequate time to gain valuable experience and to fully develop a public health project or to complete meaningful public health research.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Effectively participate in 120 hours of public health practice-based activity.
- Develop professional relationships across disciplines to effectively establish a public health project.
- Design a public health intervention or research project.
- Implement a public health intervention or research project.
- Collect quantitative and/or qualitative data to support or evaluate a public health intervention or research project.
- Analyze intervention or research data using appropriate biostatistical and/or epidemiologic methods.
- Communicate intervention or research outcomes using oral and written formats.
- Discuss the Biblical implications of the public health project on the priority population.
In addition to the course learning outcomes listed above, this course covers Program Learning Outcomes as identified below. The student will be able to:
- Determine population health status, needs, and resources using appropriate assessment and analytical methods.
- Develop, implement, and evaluate effective public health programs and policies to address identified population determinants of health.
- Demonstrate effective written, oral, and electronic methods of communicating health information and advocating for health with diverse audiences.
- Develop public health interventions that address disparities and inequalities in health access and health status in the context of culture, race, gender, and economics.
- Engage community constituencies in collaborative relationships to develop and employ community capacity for health.
- Describe the scientific basis for public health problems and apply public health solutions to address them.
- Describe public health philosophy and organization, including infrastructure, funding, delivery, and fiscal and workforce management in the U.S. and globally.
- Apply principles of public health leadership, including systems thinking, group process, social justice, and ethics.
- Describe health from the perspective of God’s purposes for humanity in creation, fall, and redemption.
This course collectively covers all of the public health foundational and concentration competencies, but these are individuated per student.
Specifically, in addition to the learning outcomes listed above, each student addresses 3 foundational public health competencies and 2 concentration public health competencies as part of their practicum course which is chosen by the student and approved by the department. These competencies are established individually, and approved, as a part of each personal practicum.
Textbook readings and personal research
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.
Logic Model Assignment
Using the provided template, the student will create a logic model. This tool will help organize the practicum outcomes and objectives.
Instructor Contact Assignments (4)
The student must contact the instructor via internet video call software such as Google Hangouts, Skype, or WebEx to discuss project progress during the course. Discussion points for each phone call are outlined to coincide with the completion of the practicum.
Project Paper Assignments
The student will write a paper based on the practicum as an integrative learning experience. For the student undertaking a field research project, this will take the form of a standard research article complete with methodologies, data analysis, results, and discussion. Time spent researching for the paper will not count as practicum site hours. For the student choosing to participate in an ongoing public health program, the paper will take the form of a case study describing and evaluating the particulars of the program. The final document and all citations are expected to meet the standards of the current AMA Style Manual and be of publication quality. The paper will be developed throughout the term according to the stages below. In addition to the usual Blackboard submission, each stage will be submitted to one of the student’s classmates for peer review during the first week of each stage of development. Peers will submit the papers they edit to Blackboard the following week. A grade will be given for the student’s writing skills and their services as an editor.
Annotated Bibliography Assignment
The student will choose 20 relevant research articles or government sources to create an Annotated Bibliography. Annotations must be 100–200 words for each source.
This section will establish the background for the practicum, define the central problem or focus area of the practicum, and address the student’s rationale for pursuing this specific area. At least 5 peer-reviewed or government resources must be included.
The student will give a step-by-step description of the activities that have been or will be undertaken during the practicum. The student must use best practices found in the research literature as a guideline. At least 3 peer-reviewed or government resources must be included.
The instructor will assume that the student has not yet collected the final data at this point. However, the student will be able to write the framework for this section leaving spaces for numerical data as needed. The student must have a concept for the graphs, tables, and figures needed for the final version.
Rough Draft Assignment
The student will submit a rough draft that combines the work completed in the previous stages. The Rough Draft must be 15–20 pages and include at least 20 peer-reviewed or government resources (5 more than the original annotated bibliography).
Peer Review Assignments
The student will provide peer review/editorial services for a classmate during the development of each section of the paper using the Review functions on Word. The edited paper will be submitted for grading of the student edits.
The completed Project Paper is expected to approach a professional level of writing. It must be 15–20 pages (not including the cover page and references) and include at least 20 peer-reviewed or government resources. The student will submit this assignment via Turnitin without subjecting it to further peer editing.
Video Presentation Assignment
The student will create an original oral presentation of his or her practicum using the Video Everywhere tool in Blackboard. This presentation will be viewed by faculty and other students in advance of the student’s exit interview. The video must be 8–10 minutes and provide a professional overview of the practicum’s purpose, design accomplishments, and recommendations. A PowerPoint of 5–8 slides must be uploaded with the oral presentation.
Preceptor Evaluation Assignment
Preceptors will be contacted and supplied with an evaluation form by the practicum coordinator during the first module of the term. The preceptor will evaluate the demonstrated level of student engagement, professionalism, and competency during the practicum. A numeric grade will be assigned to the student for this element based on the preceptor evaluation. A minimum of 120 hours of experience will be required to garner full credit for this portion of the grade.
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