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|Discipline and Nbr:
COMMUNITY HEALTH ED||
Community Health Education
|Units||Course Hours per Week|| ||Nbr of Weeks||Course Hours Total
|Maximum||3.00||Lecture Scheduled||3.00||17.5 max.||Lecture Scheduled||52.50
|Minimum||3.00||Lab Scheduled||0||17.5 min.||Lab Scheduled||0
| ||Contact DHR||0|| ||Contact DHR||0
| ||Contact Total||3.00|| ||Contact Total||52.50
| ||Non-contact DHR||0|| ||Non-contact DHR Total||0
Title 5 Category:
AA Degree Applicable
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
| ||Total Out of Class Hours: 105.00||Total Student Learning Hours: 157.50||
Community health worker students will observe and practice health education program planning, promotion, delivery, and evaluation. Health promotion and client self-care techniques will be studied. Community organizing, networking, and client advocacy will also be examined.
Concurrent Enrollment in CHW 152 and CHW 152L
Eligibility for ENGL 100 or ESL 100
Limits on Enrollment:
Schedule of Classes Information
Observe and practice health education program planning, promotion, delivery, and evaluation. Health promotion and client self-care techniques will also be studied and practiced.
Prerequisites:Concurrent Enrollment in CHW 152 and CHW 152L
Recommended:Eligibility for ENGL 100 or ESL 100
Limits on Enrollment:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Both Certificate and Major Applicable
Outcomes and Objectives:
Upon completion of the course, students will be able to:
|CSU GE:||Transfer Area|| ||Effective:||Inactive:
|IGETC:||Transfer Area|| ||Effective:||Inactive:
Upon completion of this course, students will be able to:
1. Analyze and evaluate a health education presentation, its planning,
implementation, and evaluation methods.
2. Formulate a needs assessment for a basic health education
3. Write a behavioral objective and demonstrate the difference between a
process and an outcome objective.
4. Publicize health promotion events, using well-designed flyers,
brochures, press releases, public service announcements and other
5. Identify media resources for Sonoma County.
6. List three practical techniques that would indicate that a health
education presentation accomplished its objectives.
7. Act within your scope of practice as a Community Health Worker(CHW),
demonstrate appropriate basic health education. Contrast it with
inappropriate orientation, diagnosis, treatment, and triage.
8. Accomplish, and evaluate externship-based learning to make ethical or
9. Demonstrate how clients could be shown how to determine when to
consult a physician.
10. Teach clients how to efficiently use time with a health professional,
including how to communicate symptoms.
11. Teach clients to make appropriate use of emergency room and visits to
12. Discuss a minimum of five important messages for health promotion,
self-care, and early detection for 25-30 common health conditions.
13. Demonstrate the ability to provide basic health education on eight
common screening tests and preventive services.
14. Describe four effective techniques for motivating clients to prevent
disease and use early detection.
Topics and Scope
II. Motivating Behavior Changes: Effective and ineffective techniques
III. Program Planning for a Health Education Presentation
a. Needs assessment techniques
b. Writing behavioral objectives
c. Developing a work plan
d. Setting up successful meetings
e. Organizing publicity
f. Networking in the community
g. Evaluating the presentation and writing a brief report
a. Defining self-care
b. Cross-cultural research findings about wellness and self-care
c. Appropriate and efficient use of health services
1. Determining when to consult a health professional
2. Making efficient use of time with the health professional
3. Being active in your health care planning
d. Scope of practice for CHWs--professional boundaries
e. Ethical/legal decision making
V. Helping Clients Use Managed Care Systems
a. Overview of managed care plans
b. Functions of primary care providers
c. Pharmacy services
d. Receiving care outside the systems
e. Appropriate use of emergency rooms
f. Alternative care treatments
VI. Disease Prevention and Early Detection
a. Ten ways to stay healthy
c. Stress factors
f. Tests for early detection
VII. Health Education Messages
a. Common reasons for primary care visits
b. Ten leading causes of death and their controllable causes
VIII. Teaching short segments regarding health topics to individuals
a. Designing and planning
b. Implementing to small groups, to larger groups, plus
facilitating support groups.
1. Plan a health education program using needs assessment techniques.
Write behavioral objectives (process and outcome) for the plan. Lead
a planning meeting.
2. Develop a 3-5 page publicity plan for the health education program.
Include outreach strategies, media communications, and other
promotional materials. Include community networks and methods of
3. Role play health intervention techniques and write a brief evaluation
of an intervention.
4. Describe or demonstrate how to motivate clients to carry out
prevention and early detection behaviors.
5. Research and give oral report on street safety for your work
6. Give class presentations and prepare evaluations of various health
education topics: team, short, then longer presentations. Final
presentation will be 20-30 minutes and include visual aides and
pre/post client testing and a selected health topic.
7. Role play scenarios with Community Health Workers (CHWs) practicing
one-on-one health education sessions based on common situations.
8. Quizzes (2-4); final exam.
9. Reading: 5-15 pages per week.
Methods of Evaluation/Basis of Grade.
Representative Textbooks and Materials:
|Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.||Writing
10 - 20%
|Behavioral obj; publicity plan; evaluation.||
|Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.||Problem Solving
30 - 45%
|Health education scenarios||
|Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.||Skill Demonstrations
25 - 30%
|Client motivation techniques, presentations.||
|Exams: All forms of formal testing, other than skill performance exams.||Exams
5 - 10%
|Multiple choice, Matching items, Short essay||
|Other: Includes any assessment tools that do not logically fit into the above categories.||Other Category
5 - 10%
|Participation & attendance||
Health Profile, Sonoma County Department of Health Services,2000.
Healthwise Handbook. Healthwise, Inc. 2003