||COH494B - Public Health Capstone Project
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
|Course Description: Summative, integrative experience drawing student curricular and related experiences together. Student initiated written project required addressing a significant health promotion challenge. Completed written project may be presented orally.
|Course Learning Outcomes:
- Analyze the major issues in contemporary environmental health.
- Discuss how climate change and regional wars affect health throughout the world.
- Discuss the effects of environmental health on genetics.
- Discuss the ethics, legal, and justice issues involved in environmental health.
- Analyze the regional effects of air pollution, energy production, urbanization, transportation and water on the health of the people of a region.
- Discuss the impact of radiation, injuries, and workplace health and safety on individuals.
- Conduct a risk assessment of a local area.
- Plan to maintain and improve the environmental health of a local area.
- Analyze the local effects of solid and hazardous waste, pest control, pesticides, food safety, indoor air quality, and radiation on the health of a local area.
- Discuss legal and political solutions for maintaining a healthy environment.
|Specified Program Learning Outcomes:
- Assess the need for health promotion programs in response to the characteristics of diverse communities of interest using primary and secondary data.
- Assess the progress and outcomes of a health promotion program in relation to established standards.
- Categorize communication and advocacy strategies and tactics according to the influence of behavior, environment, and public policy according to a given health need in a given community.
- Compare and contrast the contributions of distress, nutrition, physical activity, and the misuse and abuse of drugs to morbidity and mortality among specific groups, communities, and societies.
- Compare and contrast the resources used to determine the health status of local, state, national, and international groups, communities, and populations.
- Demonstrate knowledge of the core disciplines of public health and their relationship to the ecology of public health.
- Describe behavioral and non-behavioral variables contributing to morbidity and mortality produced by chronic and communicable diseases and injuries.
- Differentiate between the behavioral, biological, environmental, and health services contributions to health from a historical perspective.
- Employ a variety of behavioral, environmental, and policy strategies and tactics to implement health promotion programs.
- Evaluate careers in health promotion that incorporate lifelong learning and high professional standards.
- Incorporate ethical and cultural considerations in health promotion programs.
- Monitor progress of health promotion program in meeting stated goals and objectives.
- Plan health promotion using measurable structural, process, and outcome objectives to address identified needs.
- Review the development of professions and their evolving role in society in the context of health promotion.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures