Proposal for New Courses

WINONA STATE UNIVERSITY PROPOSAL FOR NEW COURSES

Department __Communication Studies______Date ______1/24/12______

Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular changes.

_CMST385______Health Communication______3______Course No. Course Name Credits

This proposal is for a(n) ___X___ Undergraduate Course ______Graduate Course

Applies to: ____X__ Major ___X___ Minor ______University Studies* _____ Required _____ Required ______Not for USP __X___ Elective __X___ Elective

Prerequisites __CMST191: Introduction to Public Speaking

Grading method ______Grade only ______P/NC only ___X___ Grade and P/NC Option

Frequency of offering ___Yearly______

*For General Education Program course approval, the form Proposal for General Education Program Courses must also be completed and submitted separately according to the instructions on that form. For University Studies Program course approval, the form Proposal for University Studies Courses must also be completed and submitted separately according to the instructions on that form.

Provide the following information:

A. Course Description

1. Catalog description.

This course provides an up-to-date overview of the health care industry, spotlighting communication issues and theories in patient care, health care organizations, public relations, human resources, health education, and the media. It includes coverage of diverse cultures and ethical considerations.

2. Course outline of the major topics and subtopics (minimum of two-level outline).

**Sample syllabus is attached.**

I. Defining health communication and establishing the context for the study of health communication

A. Definition of health communication

B. Health industry

A.1. History of medicine and healthcare

A.2. Current events

A.3. Healthcare reform options

II. Interpersonal communication in health contexts

A. Patient-caregiver communication B. Caregivers’ perspectives

C. Patients’ perspectives D. Social support

III. Effects of culture on communication in health settings

A. Diversity among patients and caregivers

B. Cultural conceptions of health and illness

IV. Organizational communication in health contexts

A. Communication issues in healthcare organizations

B. Communication skills related to leadership and teams in health settings

C. Culture and diversity in healthcare organizations

V. Crisis communication management in health organizations

A. Definition of health crisis communication

B. Crisis communication management plans

VI. Ethical Issues in health communication; issues will include, but are not limited to,

A. HIPAA

B. Informed consent

C. Privacy

VII. Health in the media

A. Media images about health

B. Influence of media images on communication

VIII. Health promotion

A. Definition

B. Key steps in a health promotion campaign, including

1. Planning a campaign

2. Implementing a campaign

3. Assessing a campaign

3.a Instructional delivery methods utilized: (Please check all that apply). Lecture: Auditorium ITV Online Web Enhanced Web SupplementedXXX Lecture: Classroom XXX Service Learning Travel Study Laboratory Internship/Practicum Other: (Please indicate) 3.b. MnSCU Course media codes: (Please check all that apply). None: 3. Internet 6. Independent Study 9. Web Enhanced 1. Satellite 4. ITV Sending 7. Taped 10. Web Supplemented XXX 2. CD Rom 5. Broadcast TV 8. ITV Receiving

3. Instructional methods utilized. Please indicate the contributions of lectures, laboratories, web-based materials, internships, and other instructional methods to this course. Instructional methods for this class will focus on 1) class discussions, 2) case analyses, 3) in-class activities, 4) web-based scenarios, 5) lecture, and 6) student presentations

4. Course requirements (papers, lab work, projects, etc.) and means of evaluation. a. Minitests (daily reading quizzes) (on all readings for class) b. Exams (2) c. Debate on managed care d. Research presentation e. Team project and presentations (multiple step project with several presentations) f. Peer and instructor feedback of presentations

5. Course materials (textbook(s), articles, etc.).

du Pré, A. (2010). Communicating about health: Current issues and perspectives (3 rd). New York: Oxford University Press. Additional readings will be assigned as deemed necessary by advances in the field.

6. Assessment of Outcomes

Please see attached appendix for details about the relationship of course content to course objectives and course assignments. 7. List of references. Handbooks/Casebooks: Lederman, L. C. (Ed.) (2007) Beyond these walls: Readings in health communication. New York: Oxford University Press. Ray, E. B. (Ed.) (2005) Health communication in practice: A case study approach. Mahwah, NJ: Erlbaum. Thompson, T.L., Dorsey, A., Parrott, R., & Miller, K. (2003). Handbook of health communication. Mahwah, NJ: Lawrence Erlbaum. Other References: Allman, J. (1998). Bearing the burden of baring the soul: Physician self-disclosures and boundary management regarding medical mistakes. Health Communication, 10, 175-197. American College of Physicians. (2008, January). Achieving a high-performance health care system with universal access: What the United Sates can learn from other countries. Annals of Internal Medicine, 148(1), 55-75. Arrington, M. I. (2003). “I don’t want to be an artificial man”: Narrative reconstruction of sexuality among prostate cancer survivors. Sexuality & Culture, 7(2), 30-58. Babrow, A. S. (2001). Uncertainty, value, communication, and problematic integration. Journal of Communication, 51(3), 553-573. Banja, J. D., & Amori, G. (2005). The empathic disclosure of medical error. In Medical errors and medical narcissism (pp. 173-192.). Boston, MA: Jones and Bartlett. Berry, L. L., & Seltman, K. D. (2008). Management lessons from Mayo Clinic: Inside one of the world’s most admired service organizations. New York: McGraw-Hill. Borreani, C., Brunelli, C., Miccinesi, G., Morino, P., Piazza, M., Piva, L., & Tamburini, M. (2008). Eliciting individual preferences about death: Development of the End-of-Life Preferences Interview. Journal of Pain and Symptom Management, 36(4), 335-350. Braithwaite, D. O., & Harter, L. M. (2000). Communication and the management of dialectic tensions in the personal relationships of people with disabilities. In D. O. Braithwaite & T. L. Thompson (Eds.), Handbook of communication and people with disabilities: Research and applications (pp. 17-36). Mahwah, NJ: Lawrence Erlbaum. Capossela, C., Warnock, S., & Miller, S. (1995). Share the care: How to organize a group to care for someone who is seriously ill. New York: Fireside. Charmaz, K. (1987). Struggling for a self: Identity levels of the chronically ill. In J. Roth & P. Conrad (Eds.), Research in the sociology of health care (pp. 283-321). Greenwich, CT: JAI Press. Dutta, M. J., & de Souza, R. (2008). The past, present, and future of health development campaigns: Reflexivity and the critical-cultural approach. Health Communication, 23(4), 326-339. Ford, L. A., & Christmon, B. C. (2005). “Every cancer is different”: Illness narratives and the management of identity in breast cancer. In E. B. Ray (Ed.), Health communication in practice: A case study approach (pp. 157-170). Mahwah, NJ: Lawrence Erlbaum. Foster, E. (2007). Communicating at the end of life: Finding magic in the mundane. Mahwah, NJ: Lawrence Erlbaum. Gillespie, S. R. (2001). The politics of breathing: Asthmatic Medicaid patients under managed care. Journal of Applied Communication Research, 29(2), 97-116. Grady, M., & Edgar, T. (2003). Racial disparities in healthcare: Highlights from focus group findings. In. B. D. Smedley, A. Y. Stith, & A. R. Nelson (Eds.), Unequal treatment: Confronting racial and ethnic disparities in health care (pp. 392-405). Board on Health Sciences Policy. Institute of Medicine. Retrieved December 3, 2008, from http://books.nap.edu/openbook.php?isbn=030908265X Groopman, J. (2007). How doctors think. Boston, MA: Houghton Mifflin. Hirschmann, K. (2008). Blood, vomit, and communication: The days and nights of an intern on call. In L. C. Lederman (Ed.), Beyond these walls: Readings in health communication (pp. 58-73). New York: Oxford University Press. Jenkins, H. S. (2008, February 15). Patients love my broken Spanish: This determined ER physician taught himself a second language so he could communicate with all his patients. Medical Economics, 85(4), 42-43. Lederman, L. C., Stewart, L. P., Goodhart, F. W., & Laitman, L. (2008). A case against ‘binge’ as the term of choice. In L. C. Lederman (Ed.), Beyond these walls: Readings in health communication (pp. 292-303). New York: Oxford University Press. Lee, F. (2004). If Disney ran your hospital: 9½ things you would do differently. Bozeman, MT: Second River Healthcare Press. Mayer, T. A., & Cates, R. J. (2004). Leadership for great customer service: Satisfied patients, satisfied employees. Chicago, IL: Health Administration Press. Mills, C. B. (2005). Catching up with Down syndrome: Parents’ experiences in dealing with the medical and therapeutic communities. In E. B. Ray (Ed.), Health communication in practice: A case study approach (pp. 195-210). Mahwah, NJ: Lawrence Erlbaum. Monohan, J. L. (1995). Thinking positively: Using positive affect when designing health messages. In E. Maibach & R. L. Parrott (Eds.), Designing health messages: Approaches from communication theory and public health practice (pp. 81-98). Thousands Oaks, CA: Sage. Morgan, S. E., Harrison, T. R., Afifi, W. A., Long, S. D., & Stephenson, M. T. (2008). In their own words: The reasons why people will (not) sign an organ donor card. Health Communication, 23(1), 23-33. Nathanson, A. I., & Yang, M.-S. (2003, January). The effects of mediation content and form on children’s responses to violent television. Human Communication research, 29(1), 111-134. Rimer, B. K., & Kreuter, M. W. (2006). Advancing tailored health communication: A persuasive and message effects perspective. Journal of Communication, 56, S184-S201. Thompson, T. L., Robinson, J. D., Anderson, D. J., & Federowicz, M. (2008). Health communication: Where have we been and where can we go? (2008). In K. B. Wright & S. D. Moore (Eds.), Applied health communication (pp. 3-33). Cresskill, NJ: Hampton Press. Transue, E. R. (2004). On call: A doctor’s days and nights in residency. New York: St. Martin’s Griffin. What’s right in health care: 365 stories of purpose, worthwhile work, and making a difference. (2007). Compiled by Studer Group. Gulf Breeze, FL: Fire Starter Publishing. Whitten, P., Sypher, B. D., & Patterson, J. D., III. (2000). Transcending the technology of telemedicine: An analysis of telemedicine in North Carolina. Health Communication, 12(2), 109-135. Wright, K. B., Frey, L., & Sopory, P. (2007, March). Willing to communicate about health as an underlying trait of patient self-advocacy: The development of the willingness to communicate about health (WTCH) measure. Communication Studies, 58(1), 35-49. B. Rationale

1. Statement of the major focus and objectives of the course.

The major focus of this course is understanding how communication processes affect and are affected by issues related to health. Specifically, after taking this class, students will be able to

1. Develop a clear understanding of the definition of health communication and the role it plays in healthcare organizations

2. Knowledgably discuss current issues in health care

3. Critique and discuss current healthcare reform options

4. Describe the history of medicine and health care

5. Analyze patient–caregiver communication

6. Engage in informed dialogue about ethical issues in health communication

7. Describe patients’ and caregivers’ perspectives

8. Define the role of social support in maintaining health and coping with illness

9. Identify and discuss the types of diversity among patients and caregivers

10. Describe cultural viewpoints about health

11. Analyze and describe organizational issues in health communication (management, public relations, marketing, human resources, crisis management, and so on)

12. Understand and use communication skills related to leadership and teams in health settings

13. Identify media images about health and their influence on communication

14. Comment knowledgeably on health crisis communication

15. Create and evaluate a crisis communication management plan for a hypothetical healthcare situation

16. Identify the key steps in planning, implementing, and assessing health promotion campaigns

2. Specify how this new course contributes to the departmental curriculum. Health communication is one of the fast growing areas of study in the field of communication. It is also, according the National Communication Association website, one of the most visible areas of the communication discipline (http://www.natcom.org/interestgroups/).While the CMST department at one time offered a health communication course, that course was dropped from the curriculum approximately 10 years ago. This course will provide students with knowledge and experiences that are relevant to both their personal and professional lives. While we tend not to focus on health when we are feeling well, health and healthcare are important aspects of human life and how we communicate about health can affect health outcomes (du Pre’, 2010). The healthcare industry continues to have professional job openings for people without clinical expertise. Between 2008 and 2018, employment for non-clinical workers is expected to grow approximately 17% (http://www.bls.gov/oco/cg/cgs035.htm#related).

3. Indicate any course(s) which may be dropped if this course is approved. No courses will be dropped if we add this course.

C. Impact of this Course on other Departments, Programs, Majors, or Minors

1. Does this course increase or decrease the total credits required by a major or minor of any other department? If so, which department(s)? No.

2. List the department(s), if any, which have been consulted about this proposal. Members of the HERS department have, in the past, expressed an interest in the CMST department offering a course like this.

Attach a Financial and Staffing Data Sheet.

Attach an Approval Form with appropriate signatures.

Department Contact Person for this Proposal:

___Tammy Swenson Lepper ______#[email protected] Name (please print) Phone e-mail address Form Revised 4-13-05 WINONA STATE UNIVERSITY FINANCIAL AND STAFFING DATA SHEET

Course or Program______CMST385______

Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised program.

Please answer the following questions completely. Provide supporting data.

1. Would this course or program be taught with existing staff or with new or additional staff? If this course would be taught by adjunct faculty, include a rationale.

This course would not necessitate additional faculty. It would be added to our regular rotation of courses; there are at least 3 faculty members who have the background and experience necessary to teach it.

2. What impact would approval of this course/program have on current course offerings? Please discuss number of sections of current offerings, dropping of courses, etc.

In general, offering this course yearly means that we would likely offer some of our other 300-level theory courses on a yearly basis. This would not affect majors because they are allowed to choose their theory courses from the relevant 300-level courses. Currently, this course has been taught as a topics course.

3. What effect would approval of this course/program have on the department supplies? Include data to support expenditures for staffing, equipment, supplies, instructional resources, etc.

None, although we may request library resources to support student research in this area. [Revised 9-05] Appendix Main Topic Related Course Objective Assessment Measure I. Health Communication Develop a clear understanding of the Formative: Minitest, discussions, definition of health communication and class activities the role it plays in healthcare organizations (Objective 1) Summative: Exam

II. Health Industry Knowledgably discuss current issues in Formative: Minitest healthcare (Objective 2) Summative: Group debate Critique and discuss current healthcare about health care system; exam reform options (Objective 3)

Describe the history of medicine and health care (Objective 4)

III. Interpersonal Analyze patient–caregiver Formative: Minitest, role playing communication in communication (Objective 5) health contexts Summative: Exam

Define the role of social support in maintaining health and coping with illness (Objective 8)

Describe patients and caregivers’ perspectives (Objective 7)

IV. Effects of culture on Identify and discuss the types of Formative: Minitest, in-class communication in diversity among patients and caregivers case analysis and response health settings and the effect that diversity has on communication (Objective 9) Summative: Exam

Describe cultural viewpoints about health and how that affects communication about health (Objective 10)

V. Organizational Analyze and describe communication Formative: Minitest, in-class communication issues issues in health care organization case analysis and response in healthcare (communication issues in management, organizations public relations, marketing, human Summative: Exam resources, and so on) (Objective 11)

Understand and use communication skills related to leadership and teams in health settings (Objective 12)

VI. Crisis communication Comment knowledgeably on health Formative: Minitest, group management crisis communication (Objective 14) discussion

Summative: Create and evaluate a crisis management plan for a Create and evaluate a crisis hypothetical healthcare communication management plan for a organization hypothetical healthcare situation (Objective 15)

VII. Ethical issues in health Engage in informed dialogue about Formative: Minitest; group communication ethical issues in health communication discussion of case analysis (Objective 6) Summative: Exam VIII.Health in the media Identify media images about health and Formative: Minitest, large and their influence on communication small group discussions (Objective 13) Summative: Exam

IX. Health promotion Identify the key steps in planning, Formative: Minitest, group implementing, and assessing health discussions promotion campaigns (Objective 16) Summative: Create a health promotion plan and assessment measures that is presented in writing and orally; exam SAMPLE SYLLABUS: CMST 385: Health Communication Winona State University Contact Information Required Reading Professor du Pré, A. (2010). Communicating about health: Current issues and perspectives (3rd). New York: Oxford Dr. XXX University Press. Office and Office Hours Other readings as posted on D2L. 204 PAC M: 12:00-3:00, W: 12:00-2:00, T/TH: 12:00-2:00 Required Materials TH: 3:30-4:30 Course packet, available at D2L. Phone Class Meets Office: 457-XXXX. Note: The best way to reach me is T/TH: 2:00-3:20 via e-mail. PAC221 E-mail Address Pre-Requisites [email protected] CMST 191

Course Description

This course provides an up-to-date overview of the health care industry, spotlighting communication issues and theories in patient care, health care administration, public relations, human resources, health education, and the media. It includes coverage of diverse cultures and ethical considerations. Student Learning Outcomes The guiding mission of this course is to attain knowledge and awareness you will continue to use 5 years from now. To help us achieve long-lasting benefit from our time together, we will develop an understanding of the following learning objectives. Global Objective: To foster critical thinking, writing, and presentation skills. Learning Objectives: This course is designed to help you understand how the health industry operates and what role you might play in it. To really understand any component of the industry, you must understand how the components work together and what factors have shaped (and continue to shape) the industry. To accomplish this, you will: 1. Develop a clear understanding of the definition of health communication and the role it plays in healthcare organizations 2. Knowledgably discuss current issues in health care 3. Critique and discuss current healthcare reform options 4. Describe the history of medicine and health care 5. Analyze patient–caregiver communication 6. Engage in informed dialogue about ethical issues in health communication 7. Describe patients’ and caregivers’ perspectives 8. Define the role of social support in maintaining health and coping with illness 9. Identify and discuss the types of diversity among patients and caregivers 10. Describe cultural viewpoints about health 11. Analyze and describe organizational issues in health communication (management, public relations, marketing, human resources, crisis management, and so on) 12. Understand and use communication skills related to leadership and teams in health settings 13. Identify media images about health and their influence on communication 14. Comment knowledgeably on health crisis communication 15. Create and evaluate a crisis communication management plan for a hypothetical healthcare situation 16. Identify the key steps in planning, implementing, and assessing health promotion campaigns

You will demonstrate proficiency of these skills by: 1. Performing well on daily minitests and two exams 2. Taking part in class discussions 3. Researching and performing presentations about an aspect of health communication that interests you 4. Taking part in a community-based team project related to health communication Course Policies Be a professional – meet every deadline, be on time, be honest. The following policies will be enforced in this course:

1. Late Work: All work is due at the beginning of the class listed in the syllabus (within the first 10 minutes of class). Being there on time is half the battle! To reward a “Make It Happen” attitude, the following policies will be enforced in this course:  Work submitted more than 10 minutes after class begins will be penalized 50%.  Work will not be accepted after the class period in which it is due.  If you must miss class on the day work is due, submit it early or send it with someone else. Deadlines apply even when you cannot be there.  No make-up exams or presentations will be allowed. If you do not deliver your presentation on the assigned day, you will receive a zero.  Live by the 24-hour rule – have your work done 24 hours in advance so that you will not receive a zero because of a faulty printer, a failed computer, or other last minute crisis. 2. Attendance: As in the “real world,” success in this course depends on how prepared you are and how willing you are to share ideas and take part in activities and assignments. Consequently, attendance is imperative. This course is based on communication and we cannot communicate if you are not present. Two absences are acceptable.  If you are absent on the day you are scheduled to present, take an exam, or take a minitest, you will receive a zero for the assignment.  If you are absent on a presentation day when you are not presenting, your absence will count as two unexcused absences.  Each absence in excess of two will result in a loss of three percent of your final grade. Each late arrival or early departure in excess of two will result in the loss of one percent of your final grade. It is your responsibility to get the information from a classmate you miss during an absence, including any assignments made during that time. I will not re-lecture during my office hours or provide you with a copy of my lecture notes. Acceptable reasons for late assignments or missed classes are serious personal illness, with doctor’s note, family crisis such as an ill child, death of a relative or close friend, or other unavoidable problems you have discussed with me, and you must provide appropriate documentation. Most importantly, we must discuss your reason and agree that it merits an excuse before you miss class or reschedule exams or speeches. 3. Written work should be typed, double spaced, and stapled. Assignments must be written in APA style and should include a title page. No matter what you do with your life, it is important that you know how to write; writing well will make you more successful in any career. Writing assignments will be docked significantly if they do not use appropriate spelling, grammar, sentence and paragraph structure, and style. 4. Class Participation: You are expected to participate in this class and will be graded on your participation. Note the following:  You will be exposed to many divergent views during this class; after all, it is primarily experiential learning. Please respect everyone’s point of view, even if it is contrary to your own. You don’t have to agree with everyone (including me!), but you do have to be willing to listen.  Try to participate at least once per class. Remember, you can over-participate, too. That means you should try to participate at least once but probably no more than four or five times per class discussion.  Laptops and other electronics should be put away unless required for class. You won’t learn much if you are IM’ing or using Facebook. 5. Academic conduct/plagiarism policy: I strongly believe that academic misconduct hurts you as a student, your peers, the university, and me. Therefore, in this course academic dishonesty will not be tolerated, and will result in a lowered or failing grade for the assignment or the course, depending on the situation. Academic dishonesty includes:  using material without appropriately citing its source (doing this will result, at minimum, in a considerably lowered grade on the assignment)  cheating on an assignment or exam (doing this will result, at minimum, in a failing grade in the course)  interfering with another student's learning (after one warning, this will result in a failing grade in the course). 6. Incompletes: I only give incompletes when there are extreme circumstances or emergencies. Incompletes require documentation for consideration and must be arranged in advance. If you do not arrange an incomplete, I will assume that you accept the grade you would be assigned based on your total points at the end of the semester. 7. Complaints about Grades: If necessary, complaints about grades must occur within one week after you receive the grade. All complaints must be typed and submitted on paper or via e-mail before they will be considered. Make sure that you carefully re-read the assignment and the grading criteria prior to making a grade complaint. Refer directly to the grading criteria in your complaint. 8. Communication Devices: Please turn off your cell phones and laptops during class, as they will disturb other class members; not doing so will qualify as interfering with another student’s learning. Campus Resources

Student Support Services, Krueger Library 219, 457-5465 (http://www.winona.edu/studentsupportservices/) Student Support Services provides a wide variety of tutoring options. If you’re struggling in a class, give them a call.

Inclusion and Diversity Office, Kryzsko Commons Room 236, 457-5595 (http://www.winona.edu/culturaldiversity/) The Inclusion and Diversity Office works with students from various ethnic and cultural backgrounds as well as those who are of different genders, ages, sexual orientations, ability levels, socioeconomic statuses, and religions.

Disability Services, Maxwell Hall 314, 457-2391 (http://www.winona.edu/disabilityservices/) If you have a disability, the Disability Resource Center (DRC) can document it for your professors and facilitate accommodation. If you have a documented disability that requires accommodation, please let me know as soon as possible. If you suspect you may have a disability, you are encouraged to visit the DRC as soon as possible.

Counseling Center, Integrated Wellness Complex 222, 457-5330 (http://www.winona.edu/counselingcenter/) College can be very stressful. The Counseling Center is there to help you with a wide range of difficulties, ranging from sexual assault, depression, and grief after the loss of a loved one to stress management, anxiety, general adjustment to college, and many others.

Writing Center, Minné Hall 348, 457-5505 (http://www.winona.edu/writingcenter/) For help with writing and the development of papers, the English department has a Writing Center available to students and staffed by trained graduate students pursuing their Master’s degree in English. You can make an appointment on the sign-up sheet on the door or call 457-5505.

GLBTA Advocate, Integrated Wellness Complex 222, 457-5330 (http://www.winona.edu/counselingcenter/) The GLBTA Advocate is responsible for documenting homophobic incidents on campus and working with the appropriate channels to get these incidents resolved. In addition, the advocate can direct people to GLBT resources on campus and in Winona. Contact the Counseling Center for the name and number of the current GLBTA Advocate.

Advising Services, Maxwell Hall 314, 457-5600 (http://www.winona.edu/advising/) Don’t know who your advisor or is need help with basic advising questions? Contact the Advising and Retention Office. Course Assignments Individual Work

Individual work will consist of several components: Minitests, exams, in-class assignments, academic integrity exercise, and a brief research presentation. Minitests will occur every time a new reading is due for class. Each one will cover the basic concepts of the chapter or packet and consist of 10-12 questions (multiple choice and true/false) per chapter. Exams will occur twice during the semester. They may consist of multiple choice, true/false, matching, short essay, and longer essay questions. You will receive a study guide in advance and some information about what type of exam you will be taking. In-class assignments will vary depending on the course material covered, but will include a syllabus quiz (found on the last page of this syllabus). Return it by the deadline, with the self-introduction sheet, to earn 5 points. The academic integrity exercise/honor code provides the opportunity to learn about academic misconduct and how you can avoid it. The research presentation consists of creating a brief presentation about a research topic related to health communication. More details about this assignment are in the course packet.

Group Work

Group work will consist of three main parts: group minitests, a debate on managed care, and a team health communication project. Minitests will occur every time new reading is due for class. Each one will cover the basic concepts of the chapter and consist of 10-12 questions, worth ½ point each. The healthcare debate will allow your team to choose one of four perspectives on healthcare and then debate its value during a debate. The health communication team project consists of an idea submission form, an overview presentation, a presentation of your team’s goals, objectives, and action plan, a final presentation, and a group portfolio. More details are found in the course packet.

Peer Evaluations Peer evaluations (where you evaluate your group members), will be done online in Qualtrics. I will send you the appropriate link when the peer evaluation are due. Make sure that you fill them out by the deadline, or you will receive have 5 points deducted from the relevant assignments. You will evaluate your peers for all group assignments.

Grading Final grades are based on an absolute point total established by the instructor. Your final grade is a function of the number of points earned in the course divided by the total number of points, yielding a percentage. The scale shown below is used to compute final grades. Borderline grades may, at the discretion of the instructor, receive the next higher grade. Borderline cases are defined as scores within three (and only three) points (not percent) of the next highest grade. You will be given the higher grade based upon participation and improvement between assignments, particularly improvement in exam scores. % Scale Grade Guidelines

100-90 A Exceptional work, inspired, rare. Achievement that is outstanding relative to the level necessary to meet course requirements. 89-80 B Strong, consistent work, insightful. Achievement that is significantly above what is required for the course. 79-70 C Basic, adequate work fulfilling all requirements. 69-60 D Below par, revealing minimal participation/knowledge. Achievement that is worthy of credit, even though it does not meet course requirements. 59-0 F Achievement not worthy of credit. Will be given for no shows and didn't knows. S Satisfactory, at least C work

N Unsatisfactory, D or below

I Will be given only in the rarest of circumstances. A grade of ‘I’ will be only with advance notification and agreement between instructor and student. ‘I’ must be made up by the middle of the following semester.

Schedule (This schedule is tentative; if changes are made you will be notified in class.) DayClass Plan Readings Deadlines

January 10Intro to the class 12Definition of Health Ch. 1 Syllabus quiz/self-introduction Communication questionnaire 17History and Current Events Ch. 2 Academic Integrity Exercise and Honor Code (Online Quiz) 19Team Project/Course Packet (Minitest on course Assignments packet/assignments) Team Project Exercise 1: Identifying Areas of Interest 24Patient-Caregiver Ch. 3 Communication Team Project Exercise 2: Submitting Your Idea 26Caregivers’ Perspective Ch. 4 Work Log 1 (Google Docs & Dropbox) 31Managed Care Debate (45 Project Idea (One per team; use minutes) form in packet (Dropbox) Team Project Exercise 3: Meeting with People in the Community February 2Patients’ Perspective Ch. 5 Work Log 2 (Google Docs & Dropbox) 7Team Presentations: Overview of Project (8-10 min) 9Peer Coaching Exercise for Work Log 3 (Google Docs & Expert Sources Dropbox) Remember that you must have Bring to class: your assignment in hand and be  ‘Peer Coaching’ form for present in class to receive peer Expert Sources coaching comments and credit.  Five reference citations Team Project Exercise 4: (typed) Establishing Goals, Objectives,  Full-text photocopy of each and an Action Plan article

14 Diversity among Patients Ch. 6 Completed ‘Peer Coaching’ form from last week; Typed reference list of five trustworthy, primary sources 16Social Support Ch. 7 Work Log 4 (Google Docs & Dropbox) 21Exam One (Ch. 1-7 and readings) 23Team Presentations: Goals, Work Log 5 (Google Docs & Objectives, Action Plan (12-16 Dropbox) minutes) 28 Cultural Conceptions of Health Ch. 8 and Illness March 1Public Health Crises and Health Ch. 12 Work Log 6 (Google Docs & Care Promotion Dropbox) 6Crisis Management and Health online Mid-semester Peer Evaluation Communication (Qualtrics link) 8Peer Coaching Exercise for Mini- Work Log 7 (Google Docs & Research Report Dropbox) Remember that you must have One copy of your research your assignment in hand and be report outline (see Grading present in class to receive peer coaching comments and credit. Criteria) Bring to class: · One copy of the Grading Criteria for Research Presentation · One copy of your research report outline (see Grading Criteria) Day Class Plan Readings Deadlines March 13Spring Break 15Spring Break 20Individual Research Presentations (5-7 min) 22Individual Research Presentations (5-7 min) Work Log 8 (Google Docs & Dropbox) 27Planning Health Promotion Campaigns Ch. 13 29Planning Health Promotion Campaigns, con’t. Work Log 9 (Google Docs & Dropbox) April 3Designing and Implementing Health Campaigns Ch. 14 5Designing and Implementing Health Campaigns Work Log 10 (Google Docs & Dropbox) 10Health Images in the Media Ch. 11 12Health Images in the Media, con’t. Work Log 11 (Google Docs & Dropbox) 17Culture and Diversity in Health Organizations Ch. 9 19Culture and Diversity in Health Organizations, con’t. Work Log 12 (Google Docs & Dropbox) 24Leadership and Teamwork Ch. 10 26Exam Two (Ch. 8-14 and readings) Exam WeekMay 1, 1-3 p.m. Team Presentations Team Presentations: Final Presentations (20-25 Team Portfolios minutes) End of Term Peer Evals (Qualtrics link) Individual Reflection Papers WINONA STATE UNIVERSITY PROPOSAL FOR GENERAL EDUCATION PROGRAM COURSES

Department __Communication Studies Date __1/25/12______

___CMST385______Health Communication ______Course No. Course Name 3Credits

Prerequisites___CMST191______

GEP Goal Area(s):*

CORE GOAL AREAS _____Goal 1: Communication _____Goal 3: Natural Science _____Goal 4: Mathematics/Logical Reasoning _____Goal 5: History and the Social and Behavioral Sciences _____Goal 6: The Humanities and Fine Arts THEME GOAL AREAS _____Goal 7: Human Diversity _____Goal 8: Global Perspective _____Goal 9: Ethical and Civic Responsibility _____Goal 10: People and the Environment

* Courses may be submitted for up to two Goal Areas.

Additional Requirement Categories:

_X____Intensive: _____ 1. Writing _X____ 2. Oral Communication _____ 3. a. Mathematics/Statistics _____ b. Critical Analysis

_____ Physical Development and Wellness

Provide information as specified in the previous directions.

Attach a General Education Program Approval Form.

Department Contact Person for this Proposal:

_Tammy Swenson Lepper______#[email protected]__ Name (please print) Phone e-mail address [Revised 9-6-11]WINONA STATE UNIVERSITY GENERAL EDUCATION PROGRAM APPROVAL FORM

Routing form for General Education Program Course approval. Course__CMST385______

Department Approval

[email protected]______Department Chair Date e-mail address

Dean’s Recommendation _____ Yes _____ No*

______Dean of College Date

*If the dean does not approve the proposal, a written rationale shall be provided to the General Education Program Subcommittee.

GEPS Recommendation _____ Approved _____ Disapproved

______General Education Program Director Date

A2C2 Recommendation _____ Approved _____ Disapproved

______Chair of A2C2 Date

Faculty Senate Recommendation _____ Approved _____ Disapproved

______President of Faculty Senate Date

Academic Vice President Recommendation _____ Approved _____ Disapproved

______Academic Vice President Date

Decision of President _____ Approved _____ Disapproved

______President Date

Please forward to Registrar.

Registrar ______Please notify department chair via e-mail that curricular change has been recorded. Date entered

[Revised 7-13-11]