Evaluation of the Health Education Program; Acting as a Resource
For this assignment, you will prepare a PowerPoint presentation with a voice-over narrative. You need access to a microphone for this assignment. This may take more time than previous assignments, so plan ahead. Before you begin, read the Expectations listed below.
Throughout the session you have been developing a proposal for a health education program. Your supervisor is impressed by your progress so far. She would like you to present your program plan to the Commmunity Health Foundation’s Board of Directors. Unfortunately, not all of the Board members will be at the next meeting. Therefore, you are being asked to prepare a voice-over narrative with your slides. That way, the missing members will be able to see and hear the same presentation as those who attended the meeting.
Tell the Board why the Commmunity Health Foundation should fund your proposed program. In real life, you would specify how much money is being requested. For this assignment, that’s not required.
Your 5 – 6 minute presentation should include a description of the health issue, why it is a problem in your area, what you propose to do about it, and who your potential partners will be (i.e. community groups, other organizations, etc.).
Throughout the presentation, explain your role as a health educator (going through each of the 7 Areas of Responsibility for Health Educators). Think about who your audience is and what the purpose of your presentation is.
Time yourself so you are sure the presentation is at least 5 minutes but no more than 6 minutes long. That’s the time slot you have been assigned at the meeting. The Board (and I) will cut off the presentation after 6 minutes. The Board will hear several presentations and will then decide which programs to fund. Competition is stiff and money is limited, so do your best to impress them!
ASSIGNMENT EXPECTATIONS
Your PowerPoint presentation must include an oral narrative. Review the instructions available at Trident’s support website how to add Audio files in Power Point. It provides guidance so you are sure that the audio file is linked to your slides when you submit your work.
The BSHS Oral Communication Rubric linked below will be used to assess the quality of your presentation and assign a grade for this assignment. Please review it carefully before you begin this assignment. Your presentation will be graded on the following attributes: organization, content, adaptation to audience, and delivery. The point value for each attribute and what you must do in order to earn the maximum possible points on this assignment can be found in the rubric.
The purpose of using the rubric is to assist you in strengthening your presentation/oral communication skills. As you know, this is a skill set that’s essential for a successful career. If you have any questions regarding the expectations as outlined in the rubric, please don’t hesitate to ask me. I want you to do well on this assignment.
The BSHS Oral Communication Rubric has been developed to measure student success in meeting the expectations related to oral communications. Review it carefully before beginning this assignment. Focus on the column to the far right, labeled "Strong". Once you complete the assignment, review the rubric again to make sure you have met the criteria for a Strong presentation.
In order to earn full credit:
You will be assessed on your ability to communicate your points from the perspective of a health educator.
In addition to the criteria on the BSHS Oral Communication Rubric, you will be evaluated on the following factors:
References – citations are used
Precision – you follow all instructions and you answer each part of the assignment.
Breadth – you show broad knowledge of the module’s topic.
Depth – you go into detail to show more critical thought about the specific assignment.
Clarity – the extent to which you elaborate and include discussion or examples as asked.
Application – the extent to which you apply the information to a real-life situation related to the assignment, as appropriate. Recommended Readings
Centers for Disease Control and Prevention. (1999, September 17). Framework for Program Evaluation in Public Health. Morbidity and Mortality Weekly. Retrieved from http://www.cdc.gov/mmwr/PDF/rr/rr4811.pdf
Community Toolbox. (2010). The Community Toolbox. Retrieved from http://ctb.ku.edu/en/ (NOTE: This is a comprehensive resource that will help with every aspect of health education program development– once you have accessed this page, click on the "Table of Contents" link to help you find what you are looking for).
Powell, K., Edelson, V., O’Leary, J., Christianson, C., & Henrich, V. (2011). Focus Group Evaluation of Customized Family Health History Education Materials in A North Carolina Community. American Journal of Health Education, 42(3), 161-170.
Weiler, R.W., Pigg, R. M. (2004). The School Health Portfolio System: A New Tool for Planning and Evaluating Coordinated School Health Programs. The Journal of School Health, 74(9), 359. Retrieved from Proquest.
University of Colorado. (2003-2007). Coalition Building. Retrieved from http://www.beyondintractability.org/essay/coalition_building/
University of Colorado. (1999-2007). The Conflict Resolution Information Source. Retrieved from http://www.crinfo.org/
National Commission for Health Education Credentialing, Inc. (2010). The health education specialist: A companion guide for professional excellence. (6th ed.). Allentown, PA: The National Commission for Health Education Credentialing, Inc.
Explore the role of health educator as administrator of health education programs
Describe how you will serve as a resource person in health education
Demonstrate effective communication skills.
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