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Meet with your advisor and review the class schedule.
This course will cover various aspects of sports medicine professions and the Sports Medicine program at Missouri State. Students will have the opportunity to explore the Sports Medicine professions by completing five clinical observation hours.
Students are introduced to many of the emergency management and clinical skills required by allied health care professionals in a variety of clinical settings.
Techniques, principles and theory underlying prevention and care of athletic injuries.
Procedures, techniques, principles and theory relative to development of essential cognitive and psychomotor competencies commonly used in athletic training.
Clinical observation hours and experience for students considering a career in a sports medicine field. Students will explore various sports medicine settings and learn basic skills. Must be repeated to a minimum of four hours.
Supervised clinical experiences in athletic training. Emphasis on developing clinical skills required by athletic trainers. Students may be required to be in attendance during periods when regular university classes are not in session.
Continuation of supervised clinical experiences in athletic training. Emphasis on developing and refining clinical skills required by athletic trainers. Students may be required to be in attendance during periods when regular university classes are not in session.
Special study of sports medicine and athletic training. Variable content course. May be repeated to a maximum of four hours. Same topic may be repeated once.
Development and administration of current theories, methods and techniques related to the organization and administration of athletic training programs. Integration of leadership behaviors into the practice and management of athletic training practice areas such as program management, budget, insurance, facility design, legal issues, global issues, and ethics in the profession of athletic training will be discussed. Public Affairs Capstone Experience course.
A study of the theory and application of various therapeutic modalities used in the treatment of many injuries, including ultrasound, diathermy, electrical stimulation, hydrotherapy, cryotherapy, and thermotherapy. May be taught concurrently with OTE 624. Cannot receive credit for both ATC 324 and OTE 624.
Theoretical and practical synthesis of area often requiring instruction on the part of an athletic trainer to enhance performance opportunities for athletes and other areas of physical activity. Emphasis on subject matter and skills necessary to recognize potential problems, help in understanding the interventions, and develop techniques for referral.
Content addresses observation and evaluation techniques for injuries to the lower body. Students must integrate anatomical structures to provide a basis for critical decision making in an injury management environment.
Content addresses observation and evaluation techniques for injuries to the upper body. Students must integrate anatomical structures to provide a basis for critical decision making in an injury management environment.
Interactive study of importance and process of conducting ethical research in the sports medicine and other healthcare professions. Emphasis placed on research design, ethics, collection of data, and the dissemination of results.
Continuation of supervised clinical experiences in athletic training. Emphasis on developing clinical decision making skills used by athletic trainers. Students may be required to be in attendance during periods when regular university classes are not in session.
Continuation of supervised clinical experiences in athletic training. Emphasis is on refining clinical decision making skills used by athletic trainers. Students may be required to be in attendance during periods when regular university classes are not in session.
Content addresses basic concepts, foundations and principles of musculoskeletal rehabilitation relating to the body. Orthopedic surgical procedures of the body common in athletic training with a focus primarily on joint and musculoskeletal structures, tissue pathology for each protocol, healing constraints, and implications for rehabilitation will also be presented.
Applied study of advanced principles of musculoskeletal rehabilitation. Course will focus on clinical decision making as it relates to rehabilitation progression, exercise selection, reconditioning, return to activity and other relative aspects of the rehabilitation process.
Special study of sports medicine and athletic training. Variable content course. May be repeated to a maximum of four hours. Same topic may be repeated once.
This course will cover various aspects of health informatics and data collection, storage, retrieval, and analysis. Special focus on widely available informatic systems, medical terminology, and their application to the healthcare field. Identical with IPE 413. Cannot receive credit for both ATC 413 and IPE 413.
Students are exposed to various medical specialties which contribute to an understanding of comprehensive health care program. Topics stressed include injury and illness prevention, definitive medical treatment, indications for referral, and injury rehabilitation from the perspective of health care specialists in the community.
Discussion of current issues and problems facing the athletic training profession.
Continuation of supervised clinical experiences in athletic training. Emphasis on developing critical thinking skills associated with injury rehabilitation used by athletic trainers. Students may be required to be in attendance during periods when regular university classes are not in session.
Continuation of supervised clinical experiences in athletic training. Emphasis is on refining critical thinking skills associated with injury assessment, management, and rehabilitation. Students may be required to be in attendance during periods when regular university classes are not in session.
This course will cover applied human anatomy with a special focus on musculoskeletal anatomy and principles of human movement. The course will involve hands-on palpation and movement analysis activities.
This course offers a concentration in subject matter to improve skill and knowledge in specific areas. Each workshop or seminar will be concerned with a single topic. Number of class hours is determined by length and specificity of workshop/seminar. Thirty clock hours equal one semester hour. May be repeated to a maximum of three hours.
This course provides an opportunity to enhance research skills within a specific topic area of athletic training. The student would conduct a research project under faculty supervision. May be repeated once to a maximum of six hours.
This course provides opportunities to pursue specific subject areas in athletic training. The independent study may be a reading project or a practical application of theories under faculty supervision. May be repeated to a maximum of three hours.
This course will cover various aspects of the history, development, socialization and standards of practice of the athletic training profession. Key terms and concepts utilized in the field, areas of practice, roles and responsibilities, and other essential knowledge and skills for the athletic training profession will be discussed.
This course will provide a foundation of knowledge for injury/illness evaluation and therapeutic intervention.
Students are introduced to various procedures, techniques, principles and theories relative to development of injury and illness prevention and essential immediate and emergency management clinical skills required of an athletic trainer.
This course covers an examination and application of leadership and professional theories and the attributes, behaviors, and values necessary for leadership in health professions (specifically to aspects of the practice of athletic training).
This course will address the neuromotor coordination and integration of human movement. Concepts of brain mapping, the visual and vestibular systems, movement, and disassociation will be addressed.
This course covers an examination and application of leadership and professional theories and the attributes, behaviors, and values necessary for leadership in health professions (specially to aspects of the practice of athletic training.) The organization and function of professional associations, activities that serve the professional community and service to the public, the AT's role in healthcare delivery systems, outcome measurement, the role of evidence-based practice in the AT profession, cultural competence, and medical legal situations will also be covered.
This is a supervised, 16-week clinical experience designed to provide students familiarity with the athletic training profession and a variety of work settings. Emphasis will be placed on the foundational behaviors of athletic training, professional communication skills and an understanding of pertinent clinical practice topics and issues. Students may be required to be in attendance during periods when regular university classes are not in session.
This course provides an overview of the etiology, incidence and prevalence, signs and symptoms, course and prognosis, and medical management of common conditions impacting physical activity. Content focuses on observation and evaluation techniques for injuries/impairments affecting the lower body. Students will incorporate information gained from evaluation process and assessment techniques to make a clinical diagnosis.
An intensive clinical or administrative leadership experience requiring students to apply leadership knowledge and skills to real world issues. The leadership experience must also embrace the MSU public affairs mission and culminate in a meaningful response to an issue within the athletic training profession.
Course content emphasizes the management of patients with injuries/impairments of the lower body. Students will integrate skills and knowledge of examination, assessment, diagnosis, prognosis, treatment, analysis of functional outcomes, and re-assessment to develop and manage appropriate patient plans of care. Emphasis will be placed upon using a systematic process, critical thinking, progression of techniques, and evidence based decision making.
Detailed analysis and application of manual therapy techniques for treating musculoskeletal pathologies involving the spine and upper and lower extremities.
This course will cover the theoretical and practical application of interventions (therapeutic exercise, modality devices, manual techniques) designed to enhance performance and function with an emphasis on lower extremity injuries and conditions.
Course will analyze the clinical reasoning process used in health care disciplines, examine the different types and levels of clinical evidence and explore the implementation of evidence-based practice skills into the student's health care profession/practice.
This course provides an overview of the etiology, incidence and prevalence, signs and symptoms, course and prognosis, and medical management of common conditions impacting physical activity. Content focuses on observation and evaluation techniques for injuries/impairments affecting the upper body. Students will incorporate information gained from evaluation process and assessment techniques to make a clinical diagnosis.
This course builds on the knowledge and skills acquired in Therapeutic Interventions I. This course will cover the theoretical and practical application of interventions (therapeutic exercise, modality devices, manual techniques) designed to enhance performance and function with an emphasis on lower extremity injuries and conditions.
Course content emphasizes the management of patients with musculoskeletal injuries/impairments of the upper body. Students will integrate skills and knowledge of examination, assessment, diagnosis, prognosis, treatment, analysis of functional outcomes, and re-assessment to develop and manage appropriate patient plans of care. Emphasis will be placed upon using a systematic process, critical thinking, progression of techniques, and evidence based decision making.
This course is designed to provide students with continued familiarity with a variety of patients, diagnoses, age ranges, and situations; to see the roles of athletic trainers. This is a supervised, 16-week clinical experience that provides the opportunity to observe and apply knowledge and skills gained from didactic courses and clinical experiences. Students may be required to be in attendance during periods when regular university classes are not in session.
Special study of sports medicine and athletic training. Variable content course. May be repeated to a maximum of three hours. Same topic may be repeated once.
Provides a forum for topics germane to the clinical practice settings and transition to professional practice. Topics of interest will cover areas such as performance enhancement principles, diagnostic assessment techniques, surgical procedures, pediatric athletic medicine, clinical education principles, and current professional topics. May be repeated to a maximum of two hours.
Students will be engaged in real cases that develop both problem solving strategies and disciplinary knowledge. Students will be placed in the active role of problem-solvers within situations that simulates the kind of problems faced by health care providers. Emphasis will be placed upon decision making and evidence based rationale. Must be repeated to a minimum of three hours.
This course is a structured clinical experience under the supervision of a qualified preceptor. Students are expected to develop their clinical decision making skills and apply skills and knowledge gained in didactic courses and clinical experiences. Students may be required to be in attendance during periods when regular university classes are not in session.
Introduction of fundamental movement patterns of the body and how to assess these movement patterns. Concepts of neuromotor human development and how these relate to the learning/patterning of these fundamental movement patterns.
This course provides continued clinical practice in the form of an eight-week, immersive clinical practicum and an eight-week, integrated clinical practicum under the supervision of a qualified preceptor. Students are expected to continue to develop their clinical decision making skills and apply skills and knowledge gained in didactic courses and clinical experiences. Students may be required to be in attendance during periods when regular university classes are not in session.
This course serves as an introduction to the evaluation and application of research methodology in the context of health and human services. The specific aim of this course is to help students grasp the relations between the research question, design, and method(s), the measurement of constructs, and the data/theoretical interpretations. The material will be presented in a matter to strike a balance between fundamental, conceptual, technical, and methodological activity to scientific and clinical research. Identical with NUR 772, PBH 760, and RCH 730. Can only receive credit for one of the following: ATC 732, NUR 772, PBH 760, or RCH 730.
This course will cover the corrections of impairments and compensations to the fundamental movement patterns.
This course introduces the student to the role of the athletic trainer as a leader within their own site, the profession, and the broader interprofessional health care system. Integration of the University's Public Affairs mission into the practice and management of fiscal management, marketing, and human resource functions. Discussion of regulatory systems, legal considerations, global issues, and ethics in the profession will be discussed.
This course builds on the knowledge and skills acquired in Therapeutic Interventions I and II. This course will cover the theoretical and practical application of interventions with an emphasis on manual techniques and corrective exercises.
Advanced concepts and evidence-based principles of rehabilitation programs. Enhancement of previously learned therapeutic exercise techniques and integration of therapeutic modalities and therapeutic exercise, including objective and functional goal setting and evaluation for appropriate progression and expedited return to activity.
This course will expose students to various medical specialties which contribute to an understanding of comprehensive health care program. Emphasis on subject matter and skills necessary to recognize potential problems, help in understanding the interventions, and develop techniques for referral.
This course will allow students to review their previous coursework, discuss current issues facing the profession, and develop personal learning plans for their future endeavors.
This course is the final clinical practicum. Students will complete both an immersive and an integrated clinical experience. Students will continue to develop their clinical decision making skills and applying skills and knowledge gained in didactic courses and clinical experiences. Students may be required to be in attendance during periods when regular university classes are not in session.
In-depth scientific study of an area of interest that culminates in a scholarly project and formal community presentation.
The course provides opportunities to pursue specific subject areas of interest in athletic training or as needs arise which are not covered by courses or content in the program. May be repeated to a maximum of three hours.
Active participation in the ongoing research and/or clinical activities of athletic training faculty or clinical experience supervisor. Culminates in a presentation of an extensive scholarly project. Must be repeated to a minimum of three hours.
Special study of sports medicine and athletic training. Variable content course. May be repeated to a maximum of four hours. Same topic may be repeated once.
Demonstration of the capacity for research and independent thought culminating in a thesis. Must be repeated to a minimum of six hours.
This course investigates basic concepts and methods from the social sciences to examine food, eating, and human nutrition. Culture, policy, and social influences related to health behaviors and food consumption at different stages of the life span will be explored.
A nutrition course for health science related majors. Study of nutrients with emphasis on their sources and functions in human growth and health. Discussion of nutrition topics as they relate to health including digestion, absorption and food metabolism, weight management, sports nutrition, and nutritional needs for various life stages. A C grade or better is required in this course in order to take BMS 567.
This service component for an existing course incorporates community service with classroom instruction in one of the Dietetics and Nutrition courses to provide an integrative learning experience that addresses the practice of citizenship and promotes an awareness of and participation in public affairs. Includes 40 hours of service that benefits an external community organization, agency, or public service provider. Approved service placements and assignments will vary depending on the specific course topic and learning objectives; a list of approved placements and assignments is available from the instructor and the Citizenship and Service-Learning Office. May be repeated.
This course is open only to potential dietetics majors. Examination of the role of dietetics in the health care system, exploration of the responsibilities of nutrition and dietetics professionals, legal and ethical considerations, educational requirements and career opportunities.
Students will be introduced to and learn computer software applications related to education material design, media, productivity, nutrition informatics, food production, nutrition analysis, and cloud storage. Various software will be utilized to develop computer skills in productivity, design, nutrient analysis, social media, and research. Cannot be taken Pass/Not Pass.
Selection and preparation of food that supports optimum health. Food and nutrition information on grocery shopping, dining out, preparation of meals, snacks, and special occasion foods.
Experimental approach to the study of physical and chemical factors influencing food quality during processing, preparation and storage.
Exploration of ethnic, religious and regional influences on nutrition and health status, including the role of diet in traditional health beliefs.
Factors that influence nutrient requirements during pregnancy, lactation, infancy, childhood, adolescence and aging. Recommendations for food intake based upon assessment of case studies.
This course is designed to help students and practitioners understand how nutrients affect health and athletic performance as well as the role of diet in performance and in disease prevention. Nutrition assessment of anthropometric, biochemical, clinical and dietary factors will be covered as to their application to sport and performance. Basic meal planning for athletes and a general introduction to sports supplements will also be taught. This is a course for non-dietetics majors and does not meet any requirements for the Dietetics major. This course may be used for the Nutrition minor.
Methods used to assess the nutritional status of individuals and populations. Interpretation of anthropometric, biochemical, clinical and dietary data as a basis for recommending nutritional care.
Sanitation policies and procedures for dietitians, food service professionals, restaurant owners and foodservice employees. Includes chemical, biological, and physical food hazards, basics of food safety systems including HACCP, methods of safe food handling, equipment cleaning and sanitizing, and controlling pests. A passing score on the National ServSafe Food Safety Certification examination is required for a C grade or better in this course.
Application of educational theories and techniques to nutrition education. Emphasis on subject matter and skills necessary to develop, implement, evaluate and document nutrition education sessions for individuals and groups utilizing a variety of communication methods. Development of nutrition educational materials.
Global issues related to hunger and nutrition including sustainability, inequity, food production, malnutrition, biotechnology, ecological destruction, population growth, globalization, and aid. Public Affairs Capstone Experience course.
This course is designed to assist the student in understanding the use of the Exchange System and Carbohydrate Counting in the dietetics profession, as well as being able to apply MyPlate and nutrient content of foods to the creation of menus. This course may count towards the Nutrition minor. It is not required for the Dietetics major but may be beneficial. Variable content course. With different topics, may be repeated to a maximum of two hours.
This course is designed to teach students the basics of food science as applied to home food preservation at varying times of the year utilizing what is in season. Students will utilize a variety of home canning equipment and a wide variety of fruits and vegetables in the production of different home food preservation projects. Variable content course. With different topics, may be repeated to a maximum of four hours.
This is an Intersession Education Abroad opportunity that requires travel to a Mediterranean country to study the Mediterranean diet. The instructor and students will travel to an identified country and students will complete assignments based on the food and culture of the region and attend experiences related to food and health. Tour is provided by an outside vendor and fees are collected by the vendor and course fees by the Office of Education Abroad. Variable content course. With travel to different countries/regions, may be repeated to a maximum of four hours.
This course is designed to assist the student in understanding the current guidelines for the different types of eating disorders (EDO) and how the Registered Dietitian (RD) may assist in their treatment. This course may be helpful to the practicing RD if they do not have a background in psychology of eating disorders. Students in related disciplines will be able to understand eating disorders and the role the dietitian would play as a member of the team.
This course is designed to assist the student in understanding the use and abuse of alcohol and other substances in the American diet and nutrition interventions that may be needed.
Selected topics on heart healthy cooking techniques. Variable content course. With different topics, may be repeated to a maximum of six hours.
The integrated service-learning component for this course incorporates international community service with classroom instruction in nutrition specifically focusing on malnutrition and nutrition education in a developing country. This course provides an integrative learning experience addressing the practice of citizenship and promotes an awareness of and participation in international public affairs. Includes 15 service hours benefiting an international community organization, agency, or public service provider. Approved service placements and assignments will vary depending on the course topic and learning objectives; a list of approved placements and assignments is available from the instructor and the Citizenship and Service-Learning Office. May be repeated to a maximum of six hours.
Nutrition as related to athletic performance and other areas of physical activity, including training and competition nutrition, fluids and hydration, weight management, supplements and ergogenic aids, the child athlete, and eating disorders.
Application of sanitation policies and procedures, preparation, production, and distribution of food to people in hospitals, schools, community programs, and senior living facilities. Other topics include menu planning, recipe developments, food procurements, receiving and storage, food production, quality assurance, equipment select and layout. A passing score on the National ServSafe Food Safety Certification examination is required for completion of this course. Transportation is required.
Must be taken last spring term before expected graduation. Factors affecting the nutritional status of the community; nutritional assessment and surveillance methodologies; governmental nutrition policies and legislation; community resources. The role of the community dietitian in nutrition program planning, implementation and evaluation. Transportation required.
Selected topics in nutrition and dietetics which will vary from semester to semester. Variable content course. May be repeated to a maximum of six hours, selected topics must be different.
Individualized and directed research. May be repeated to a maximum of eight hours.
Food nutrients, their digestion, absorption and metabolism. Methods of determining requirements and interrelationships of nutrients.
Principles and application of medical nutrition therapy as related to disease and stress. Transportation required.
This course will teach the application of managerial processes in various food service establishments. Areas covered include quality management, risk management, strategic management, theories of management and leadership, financial management, and computer-assisted management systems. Additional topics include human resource management in food service operations including hiring, training, supervision and evaluation. Transportation is required.
Must be taken last fall term before expected graduation. Procedures and application process for obtaining professional status through dietetic registration and licensure. Professional ethics and legal responsibilities. Strategies for integration of current issues into dietetic practice.
Principles and application of medical nutrition therapy as related to complex disease states. Transportation required.
Interviewing techniques, counseling theory and methods applied to nutrition counseling. Emphasis is on development of skills necessary to plan, implement, evaluate and document culturally sensitive nutritional care for individuals and groups. Includes simulated techniques and work with clients in selected settings.
Fundamentals of research in nutrition including research design, methodology, data collection and analysis, and presentation. Grant writing and funding process for research. Class discussions to include critiques of published research. Class projects to include research proposal/project and presentation.
This is the first of a two-semester course sequence providing field experience in patient/client nutritional management at various sites under professional supervision (37 hours per week). Emphasis will be on utilizing the nutrition care process in providing basic medical nutrition therapy to include at least diabetes, heart disease, lung disease and basic health promotion in an acute or clinical setting.
This is the second of a two-semester course sequence providing eight weeks of field experience in patient/client nutritional management at various sites under professional supervision (40 hours per week). Emphasis will be on utilizing the nutrition care process in providing medical nutrition therapy to include at least tube feeding, TPN, pre/post surgery patients in an acute or clinical setting with a research component required as part of the practicum.
This course provides a 222 hour field experience in the delivery of population health and community nutrition programs at local, state, national levels at various sites under professional supervision. Current issues relating to nutrition promotion and preventive health care will be examined. Students will evaluate nutrition components of various community health agencies and participate in the delivery of services.
This course provides a five week field experience (37 hours per week) practicing a systems approach to nutrition services management, including the human dimensions of management, management tools and techniques for assessing accountability, cost containment, productivity and marketing plans. Projects include development of a personnel and operational budget for nutrition services.
This course provides a minimum of 200 hours in either Population Health, Public Affairs or Rural Health. Field placements and experiences will be developed with each student and the program director.
This course provides a six week forum (3 hours per week) for topics pertinent to the practice setting and transition to professional practice. Topics of interest will cover areas such as managed health care, ethical decision-making, registration examination, charting, etc. May be repeated to a maximum of three hours.
Advanced study of metabolic demands in complex disease processes using the Nutrition Care Process in an evidence based approach to altered nutritional needs.
Advanced population health information in preparation for the registered dietitian examination, including review of basic community information. Overview of interpretation of census data and assessing disparities within the population. Other topics include: nutrition public policy, local and global food insecurity, and population health determinants with an emphasis in rural communities.
Project and research based application of management concepts and skills to deliver food to people in various settings including schools and hospitals. In addition, review of basic foodservice management concepts and knowledge to include foodservice systems, menu planning, sustainability, and quality improvement.
Advanced counseling techniques, nutrition interventions, and behavior change theories applied to nutrition counseling. Emphasis on motivational interviewing, including application in practice to provide the learner with strategies and counseling skills to promote behavior change in patients/clients.
Course designed as a continuation of DTN 752 to further analyze population health disparities and to develop and implement community programs/policy strategies. Graduate students will be actively involved in developing strategies for implementation based on community needs assessment. This course will include both didactic and experiential components where much of the framework for student learning and evaluation will take place in partnership with community nutrition practitioners.
Examination of key leadership theories and application of theory to various nutrition and dietetics contexts. Emphasis on diversity and inclusive leadership while focusing on skill development using self-assessments and learning projects, in addition to preparing for the credentialing examination in nutrition and dietetics.
In-depth scientific study of a nutrition and dietetics problem of interest that culminates in a scholarly paper and formal community or professional presentation. Student must have research project proposal approved by faculty supervisor and program director prior to enrollment. Must be repeated for a total of three hours. Graded Pass/Not Pass only.
Demonstration of the capacity for research and independent thought culminating in a thesis. May be repeated to a maximum of six hours. Graded Pass/Not Pass only.
Analysis of organizational structure, the nature of health and health care delivery. Emphasizes the interrelatedness of cultural, economic, political, and social aspects of health care delivery along with its services and management.
Introduction to the legal system as it relates to health care. Legal responsibilities and issues related to health care institutions, health provider/patient relationships, medical records, malpractice insurance, licensure of health professionals, and ethical problems/questions in health care.
Recommended Prerequisite: ECO 165 or AGB 144. A basic study of the major economic issues facing the health care industry. Emphasis will be placed on the major elements of economic theory from a micro-economic perspective and how these theories are applied in the area of health care. Identical with ECO 504. Cannot receive credit for both HCM 504 and ECO 504. May be taught concurrently with HCM 604. Cannot receive credit for both HCM 504 and HCM 604.
Designed to familiarize students with a variety of health career opportunities, and to provide guidance in early curriculum planning and alternative career options. Identical with BMS 195. Cannot receive credit for both HLH 195 and BMS 195.
A supervised learning experience that integrates on-the-job training with academic credit. The student will be required to complete assigned academic work related to the area of practical experience.
This is an advanced level course for students who have had an introduction into health behavior theories and are interested in working in the health field. Course content will include an exploration into the attitudes and motivations of personal health behavior and an in-depth exploration of motivational interviewing principles and applications. May be taught concurrently with HLH 682. Cannot receive credit for both HLH 582 and HLH 682.
This course will introduce students to the basic foundational principles of social and behavioral health. Students will be exposed to the differences between public, community and individual health, frameworks to both understand and address health issues, social determinants of health and behavior change theory with a focus on interprofessional cultural competence. May be taught concurrently with IPE 540. Cannot receive credit for both IPE 540 and HLH 640.
This is an advanced level course for students who have had an introduction into health behavior theories and are interested in working in the health field. Course content will include an exploration into the attitudes and motivations of personal health behavior and an in-depth exploration of motivational interviewing principles and applications. May be taught concurrently with HLH 582. Cannot receive credit for both HLH 582 and HLH 682.
This is an introductory course in which students will gain a general understanding of the health promotion and wellness management (HPWM) field. The job opportunities, history, mission, terminology, philosophy, ethical principles, organizations, concepts and foundations of HPWM will be explored.
Organizational and administrative approaches utilized in the conduct of wellness/health promotion programs will be studied. Emphasis will be placed upon the selection, development, promotion, conduct, and evaluation of the various components of wellness/health promotion programs.
Procedures and instrumentation utilized in the identification and assessment of risk factors associated with cardiovascular and other major life-style generated diseases and conditions will be studied. Emphasis will be placed upon the utilization of risk factor data in the conduct of a wellness/health promotion program.
A culminating course in the MS in Health Promotion and Wellness Management degree program. This course will focus on the development of health promotion in the workplace: Topics discussed will include effects of health promotion, the compression of morbidity, developing awareness strategies, health assessments, theories of health behavior (self-efficacy, social learning theory, health belief model, theory of planned behavior, stages of change theory), and evaluating existing workplace health promotion programs (physical activity in the workplace, worksite nutrition programs, worksite weight management, tobacco control and cessation, and stress management). The current professional literature related to health promotion will also be reviewed.
Review of the professional literature relating to current issues in health promotion and wellness. Topics researched and discussed include health care ethics, diversity, cultural aspects, long-range planning, public relations, legal considerations, and grant-writing. Includes guided development and completion of an extensive research paper.
Supervised field experience in a health promotion or health care setting. Directly involves the student in the application of organizational skills and wellness manager skills. Student must complete a minimum number of clinical hours. May be repeated.
Independent research and study connected with the preparation of a thesis. May be repeated but no more than six hours may be counted toward degree.
This service component of an existing course provides students with exposure to a variety of health care fields and practices, while providing a beneficial public service to the community. Students will be able to contribute in a meaningful way to the betterment of the community learning site and the clients it serves. Additionally, students will expand their experiential base and will increase their skills in critical thinking and problem solving. May be repeated.
This course provides an introduction to interprofessional health care education and collaborative practice for students in health professions programs. Topics include the history of interprofessional health care education in the U.S. and internationally, philosophical and theoretical foundations, and competencies required for effective collaboration to improve health care outcomes. Students explore the roles of various health professions in collaborative patient/client, family, and community health care. Public Affairs Capstone Experience course.
This course explores issues and challenges that can be encountered in the health care setting working with cultural and ethnically diverse patient populations.
This course introduces students to the principal health systems of the world's populations, and major challenges to improving health globally. Students will explore interdisciplinary factors accounting for health patterns that impact global health, health care delivery systems worldwide, and the governmental, economic, social and political forces that influence them.
This course provides a survey of the basic principles and techniques of quality management in healthcare including high-reliability concepts that help organizations achieve safety, quality, and efficiency goals. The course will examine a range of topics from measuring performance to creating high-quality services that represent excellence in a healthcare organization.
This course examines the impact of health care access, quality of health services, individual behaviors, social environments, physical environments, biological factors, and policies and programs on population health outcomes. Emphasis will be placed on the role of the interprofessional health care team in improving the health of the public.
This course introduces statistical data analysis and interpretation, with an emphasis on techniques used in the health professions. Descriptive statistics including measures of central tendency and variability, probability, estimation, and graphing will be discussed. Students will use computer-based statistical software for hypothesis testing, including independent and repeated measures tests, analysis of variance, correlation, regression, and non-parametric testing. Emphasis is given to interpretation using effect size, confidence intervals, power analysis, and presentation of findings using APA style. Cannot receive credit toward a degree for more than one of the following courses: AGR 330, IPE 381, MTH 340, PSY 200, QBA 237, REC 328, or SOC 220.
This course focuses on the development of health insurance and managed care practices in the United States. Topics include the impact of managed care on health care delivery systems and reimbursement; public and private sector health insurance and benefit plans; key regulations and laws governing health care and health insurance; and current topics in health care reform. Emphasis will be placed on the impact of managed care practices on the interprofessional health care team.
This course will cover various aspects of health informatics and data collection, storage, retrieval, and analysis. Special focus on widely available informatic systems, medical terminology, and their application to the healthcare field. Identical with ATC 413. Cannot receive credit for both IPE 413 and ATC 413.
This course provides a foundation for patient safety and health care quality improvement for students in the health professions with an emphasis on the roles of both individuals and systems. Topics include: the scope of the problem, terminology and basic concepts of safety systems, patient safety interventions, measuring and reporting safety, incident investigations, institutional responses to adverse events, communication and teamwork, and models to improve patient safety.
This course will enable students to develop the analytical and critical thinking skills necessary to assess the scientific literature, clinical guidelines, and other information resources needed to integrate evidence into practice to improve health care outcomes.
This course will introduce students to the basic foundational principles of social and behavioral health. Students will be exposed to the differences between public, community and individual health, frameworks to both understand and address health issues, social determinants of health and behavior change theory with a focus on interprofessional cultural competence. May be taught concurrently with HLH 640. Cannot receive credit for both IPE 540 and HLH 640.
This course explores theories, models and responsibilities of leadership within an interprofessional health care context. Students apply leadership practices that support collaborative practice and synthesize prior learning to plan, implement, and evaluate a health project designed to improve patient/client health outcomes.
This course is designed to prepare future health care professionals to identify, critically examine, and address issues that occur in the interprofessional health care environment. Students will utilize professional ethics and evidence-based decision-making to analyze various case studies and propose possible solutions to issues identified.
This course offers an interdisciplinary approach to understanding functional health literacy and how the public's literacy skills affect interactions with health and human services professionals. Includes an examination of the data for national and international literacy levels and populations at risk for low literacy; research on health literacy; assessment tools; and practical techniques for addressing literacy issues in spoken and written communications at the practitioner and organizational levels. Identical with SWK 599; may be taught concurrently with SWK 696 or PBH 699. May only receive credit for one of the following: IPE 599, SWK 599, SWK 696, or PBH 699.
This course offers an interdisciplinary approach to understanding functional health literacy and how the public's literacy skills affect interactions with health and human services professionals. Includes an examination of the data for national and international literacy levels and populations at risk for low literacy; research on health literacy; assessment tools; and practical techniques for addressing literacy issues in spoken and written communications at the practitioner and organizational levels. Identical with SWK 696; may be taught concurrently with IPE 599, SWK 599, or SWK 696. Can only receive credit one of the following: IPE 599, SWK 599, SWK 696, or PBH 699.
This course is an introduction to the epidemiological methods and procedures utilized in a clinical environment. The course will include the study of infectious and non-infectious disease epidemiology. Students will learn how to use basic epidemiological concepts and methods in the clinical setting in order to make better decisions regarding evidence based medicine and quality of care. Basic statistical measures used in the analysis of clinical and epidemiologic evaluations, including measures of disease frequency and measures of absolute and relative effects, will be covered. Additional topics include accessing and evaluating sources of data, qualitative and quantitative systematic reviews of literature based evidence, and meta-analyses. This course cannot be counted toward the Master of Public Health. It is designed for students in clinical fields such as nursing practice.
An introduction to the epidemiological methods and procedures utilized in the study of the origin, distribution, and control of disease. It will include the study of infectious and non-infectious disease etiology, including vector control, host defenses and resistance, and investigation of disease outbreaks. Students will learn to use basic epidemiological concepts and methods for program planning, evaluation, and research. Basic statistical measures used in the analysis of clinical and epidemiologic evaluations, including measures of disease frequency and measures of absolute and relative effects, will be covered. Identical with NUR 700. Cannot receive credit for PBH 720 and NUR 700.
This course focuses on the management and application of data generated by research completed in the context of health and human services. It will integrate the use of statistical methods, understanding the results of applying these methods, and drawing conclusions based upon data analysis. The intent of the course is to help students prepare to join local, national, and international research, practitioner, and/or application communities. Identical with RCH 710. Can only receive credit for one of the following: RCH 710 or PBH 730.
This course will provide an overview of important software and databases that are commonly used in public health surveillance, program planning and research. Students will learn to access, analyze, and interpret morbidity and mortality data from a variety of national and statewide data sources (e.g., NHANS, BRFSS, MICA, CDC Wonder, vital statistics). Data will be analyzed descriptively using statistical software including Excel, CDC's EpiInfo, SPSS and/or SAS.
This course examines selected theories of health behavior relevant to individual and community health promotion program planning. Students will analyze biological, psychological, sociological, and environmental influences on health behavior and evaluate strategies for health promotion.
This course will investigate and examine the relationships of environmental health problems to human health. Students will survey the major environmental issues facing developed and developing countries. Topics include water supply, air and noise pollution, sewage treatment and waste disposal, pest and pesticides, toxic waste, energy alternatives, food and drug quality assurance, population control, and environmental disease control.
Politics of health policy formulation and planning. A study of participants in policy formulation, role of the different levels of government, issues and problems in health care planning, interrelationship of agencies involved, Medicare, Medicaid, national health insurance. Identical with PLS 754. Cannot receive credit for both PBH 754 and PLS 754.
This course will provide a general introduction to public health. It will discuss the history of public health; international, federal, state, and local agencies; voluntary health agencies; professional health organizations; the legislative process as it relates to public health, environmental health, health promotion, basic public health statistics and an introduction to epidemiology.
In-depth consideration of pertinent issues, trends, controversy, and current research in public health.
This course serves as an introduction to the evaluation and application of research methodology in the context of health and human services. The specific aim of this course is to help students grasp the relations between the research question, design, and method(s), the measurement of constructs, and the data/theoretical interpretations. The material will be presented in a matter to strike a balance between fundamental, conceptual, technical, and methodological activity to scientific and clinical research. Identical with ATC 732, NUR 772, and RCH 730. Can only receive credit for one of the following: ATC 732, NUR 772, PBH 760, or RCH 730.
A study of toxic substances and their effects in the environment and in living organisms. This course also includes a study of safety methods for identifying, monitoring, handling, processing, containing, storing, and disposing hazardous and toxic substances in the environment and workplace. Students are encouraged to have had courses in physiology, biochemistry and/or pharmacology.
This course is designed to provide a comprehensive overview of the administrative, managerial and organizational practices of health professionals in a variety of settings. Opportunities for the development and application of administrative competencies in health education/health care settings will be provided.
This course examines problems and methods used in studying chronic diseases. Focus will be on the collection and interpretation of chronic disease data, and application of epidemiological and statistical principles pertaining to cancer, cardiovascular diseases, cerebrovascular diseases, chronic lung diseases, diabetes, musculoskeletal diseases, neurologic disorders and other chronic diseases.
This course will investigate the health risks and hazards associated with emergency situations, and the roles of public health professionals and volunteers in the preparation for and response to emergencies and disasters.
This course will investigate the epidemiology, impact, and control of infectious diseases in the context of the international environment. Topics will include the structure and financing of health systems in the developing world, the medical community's ability to respond to infectious disease risks, and the specific impacts of major infectious diseases with an emphasis on tuberculosis, AIDS, and malaria. This course is not a clinical course and will not address the diagnosis or treatment of disease.
Variable topics course. The study, analysis, and discussion of timely issues in public health. May be repeated for credit if topic is different.
The Public Health practicum is required of all students enrolled in the Professional Option of the MPH program. It will involve developing, implementing and establishing a public health intervention that includes, reflects, and integrates public health principles, theory, and practice as identified in the Masters in Public Health curriculum. All required courses must be completed in order to be eligible. Project selection must be approved by the course instructor.
The independent study in Public Health is a carefully planned experience which allows the advanced student to investigate a clearly defined problem that will enhance their academic preparation. May be repeated for credit.
The required field experience provides experience in program development, community relations, public education, and research. Possible sites include: official health agencies, voluntary health agencies, or community social agencies. Selection is dependent on the students' backgrounds and career expectations. Students may choose to spend their entire time in one agency, or, for shorter periods, in 2 or more agencies. The field experience can be done during the fall, spring, or summer and can be no less than 200 hours. All field experiences must be approved by the field experience faculty supervisor and the Program Director to ensure the site acceptability. May be repeated.
The Capstone Project provides students the opportunity to integrate knowledge gained in the classroom with real-world problems through completion of a major research, program planning, policy development, management, service delivery, or evaluation project. Some aspect of the project must be original, whether it is the topic itself, an analysis of newly collected or extant data, the reinterpretation of others' finding, or the design and completion of a community project. While student led, the project is designed in consultation with, and carried out under the guidance of, a faculty supervisor. Student must have the capstone project proposal form approved by the faculty supervisor and Program Director prior to enrollment.