Department of Health & Community Services
Health Education
Internship Seminar: HCSV 490
Fall 2006
Professor:
Dr. Lyndall Ellingson
Office: 637 Butte Hall Office Phone: 898-6310
Office Hours: MWF 9-11 am
Mailbox:
607
Course Description
This course is the capstone course for the competency-based program in Health Education in the Department of Health and Community Services. The seminar meets five times during the semester for three hours. The course is designed to re-visit and merge the competencies gained throughout the degree program, to facilitate students’ successful internship experiences, and encourage the development of career goals and professional job-seeking skills. The Internship and Internship Seminar are intended to allow students to blend coursework with pre-professional work experience offering an opportunity for immediate, objective feedback regarding job performance and problems encountered.
Course Objectives
For successful
completion of this course, students will
1) Have successfully completed their internship, accruing the requisite hours and having received a positive evaluation from their site supervisor.
2) Have exhibited competencies in the seven responsibilities expected for Certified Health Education Specialists developed by the Society of Public Health Educators and the American Alliance for Health Education Baccalaureate Program.
3) Exhibited appropriate professional job-seeking skills (career goal development, interviewing, resume, and cover letter)
Course Schedule for Fall 2006
|
Date |
Class Topics |
Activities & Discussion |
Assignments Due |
|
8/24 |
· Course Requirements · Professional Ethics |
· Placements · Codes of Ethics |
· Internship Contract |
|
9/14 |
· Career planning & Job Search techniques |
·
· Internship activities/issues |
· Organizational description |
|
10/12 |
· Resumes & Cover letters · Interview skills |
· Internship activities/issues |
· Supervisor’s mid-semester evaluation |
|
11/16 |
· Career Alumni Panel · Portfolio development |
· Resumes · Internship activities/issues |
· Resume & Cover letter |
|
12/7 |
· Honors Presentation · Portfolio presentation |
· Exit interview survey · Career plans |
· Evaluation of internship · Supervisor’s final evaluation |
Course Requirements
Attendance
The internship seminar is required for all HCSV interns. To receive credit (credit/no credit basis), you must attend each seminar class meeting for the entire scheduled period. A three page career research paper & class presentation will be assigned for each hour of class missed.
Projects and
Activities
1. Weekly Logs: One complete log submission is due each week via WebCT. Weekly logs should use the template provided in this syllabus and be a description of your internship activities, trainings, meetings, problems and successes, as well as documenting your cumulative hours earned toward completion of your internship.
2. Organizational description: An in-depth description of your internship organization. This paper must be a minimum 3-page (plus attachments) and include the following components:
a. Organizational Mission & Goals
b. Organizational Structure: Draw and describe a brief schematic representation of the organization’s line of control – who is responsible to whom. Include any boards or advisory groups. Place yourself in this description.
c. Organizational name, name and title of supervisor
d. Organizational Services & Target Populations
e. Organizational funding sources
f. Organizational History (when was it founded and how has it evolved since then. Consider aspects such as services, location, population served, staffing structure, kinds of personnel, funding sources)
g. Attach relevant brochures or handouts
3. Supervisor’s Mid-semester evaluation. See attached form. This must be turned in on the due date noted to receive credit, therefore you MUST give your supervisor ample time to complete and return the evaluation to you.
4. Resume and Cover Letter. For this assignment, you will simulate applying for a real job. You will
a. Find, print and attached three professional jobs that you might actually be interested in applying for after graduation. Of these, at least one should be from a newspaper ad and at least one should come from an online source.
b. Develop, print, and submit a professional resume following the guidelines given in class.
c. Write, print and submit a cover letter applying for one of the jobs you found above.
5. Final Evaluation of internship: For your final evaluation of your internship summarize your experience. Answer the following:
a. Where did you intern and what was your general role, responsibilities, and functions?
b. What projects or activities did you complete?
c. What did you observe regarding:
d. Interpersonal relationships on the job including power struggles, competent and incompetent personnel, compromising values/morals, role conflicts, etc.
e. Interorganizational/intraorganizational competition
f. The organization's success at meeting its goals?
g. Financing issues
h. Did you have any attitudinal changes toward this type of organization, its mission or clientele/customers? If so, what?
i. About what did you feel the most positive, the most negative?
j. What problems did you encounter?
k. What aspect of your experience surprised you the most? Why?
l. As you look at your experiences, what are the three most significant things that you learned?
m. What advice would you give the interns going out next semester?
6. Supervisor’s Final Evaluation See Attached form. This must be turned in on the due date noted to receive credit, therefore you MUST give your supervisor ample time to complete and return the evaluation to you.
Portfolio &
Portfolio Presentation: For specific information please see Portfolio
Guidelines available in your HCSV 469 packet, the department office in
The purpose of the portfolio is to:
1. Enable you to document professional skills during a job interview.
2. Demonstrate to potential employers the capabilities of our graduates in health education.
3. Provide the Department with materials for assessing whether our graduates are meeting professional competencies.
4. Assist faculty in identifying strengths and weaknesses in the program curriculum.
5. Assist you to develop confidence as you progress through the program.
6. Help faculty and you to identify skill areas which still need attention.
7. Be supplemented after graduation as you gain more experience and skills.
Portfolio Organization
Organize your Portfolio using the Seven Responsibilities of the Certified Health Education Specialist as a guide (see attached). This format communicates to your faculty and perspective employers that 1) you have accomplished competencies in these responsibilities and 2) that you understand and endorse the importance of professional development of health educators. Your portfolio should be professionally presentable – this means using a quality binder, covers sheets, organizers, etc
Portfolio Materials
Each of your required core classes should have indicated what projects are suitable for inclusion in your portfolio. You should consider these as well as any other media (posters, pamphlets, fact sheets, photos of booths, community events, etc. that you have accomplished during your studies. You should also include examples of your writing and composition skills including lesson plans, research papers, analysis, project evaluations.
Portfolio Presentation
During the final Internship Seminar meeting, you will present your portfolio to your small breakout group, your instructor, and invited guests.
Following are the guidelines for your presentation:
a) 10 minute MAXIMUM time.
b) Explain the layout, organization, and design of your portfolio.
c) Identify the portfolio items you have selected.
d) Complete the following sentences:
e) I am most pleased with item _______ because . . .
f) If I were to do any of these portfolio items over again, I would . . .
g) I think I learned the most from doing ______because . . .
h) After preparing my portfolio presentation, I found out . . .
i) Other relevant information you would like to share.
Standards
All papers turned in for this course must
comply with the following:
a) Use 8 1/2" x 11" paper, with one-inch margins on all sides
b) Type all written materials, with all text, including quotes, double-spaced
c) Do not use covers or cover pages
d) Use a readable font with 12 point letter size.
e) Do not exceed the maximum length for the assignment.
f) Papers must be free of typographical and spelling errors and must be grammatically correct.
Confidentiality: During this course, the instructor, guest speakers, or students may share information regarding specific organizations or individuals. Such information should be treated as confidential and not discussed outside of the classroom. If you are in doubt regarding the confidentiality of any information, consult the instructor.
Student Outcome Assessment: HCSV 490 meets the following program learning objectives in the Department of Health and Community Services. (Please see www.csuchico.edu/hcsv/hed_obj.html or http://www.csuchico.edu/hcsv/hsa_obj.html for a complete listing of the program learning objectives).
Career research paper and class presentation (This is only required if you miss any of the (only) five internship seminar meetings!)
You will prepare a three-page paper and 15 minute classroom presentation on a specific career/job field of interest. In this paper, you must thorough cover:
a. Three different career/job avenues this type of job has (for example, if you are investigating maternal and child health, you could explore public health education and/or services, private hospital prenatal education, and Women, Infants and Children (WIC))
Within these three job directions, investigate (and document with online, interview, and paper materials) the following questions:
b. How are job posted? What kinds of application processes are used? (E.g. county offices and school districts often use a two-tier screening process)
c. What are the requirements (education, etc.) for these jobs?
d. What are the echelons of these organizations and jobs from entry level, to project management to administration. In other words, where could you go if you wanted to stay in that field in that place for a number of years? Do you have to gain advanced degree to move up?
e. What is the physical and bureaucratic environment? Where do people in this field/job work? Outside? Inside? Do people have offices? Cubicles? Are there different settings throughout the day/week/month? How many layers of management are there? How are supervisory units organized?
f. What is the job lifestyle? Number of hours/week, is there travel? What days of the week are required?
g. What are the salary ranges available?
h. Include two interviews transcripts in your paper (this is not included in the three pages). These can also be used as sources for your paper. You MUST provide your interviewee’s name and phone number.
WEEKLY LOG
EXAMPLE
(Your Name!)
Internship Log
Week 8
July 10 through
|
Date |
Internship Activities |
Hours |
|
7/10 |
I attended a car safety inspection at the Willows CHP office and filled out registration cards for Spanish-speaking parents while my co-worker interpreted and the CHP officer installed car safety seats. It was incredibly HOT and I was glad when that was over, but it took all day. And I agreed to do another one on the weekend. Don’t ask me why. |
4 hrs |
|
7/11 |
I checked in with my supervisor at the tobacco section of
the building and sorted through her stack of newspapers to find clippings of
tobacco retail licensing ordinance stories in the news that she missed. She has to submit those as part of her
report to tobacco control documentation. I shouldn’t complain, but that task
seemed rather unimportant to me, and I had black fingers from the ink. I also had to stamp brochures with the |
4 hrs |
|
7/12 |
I continued working on pandemic flu preparation and started saving material in Spanish for a co-worker to translate for me. |
4 hrs |
|
7/13 |
I continued working on my pandemic flu school action kit and I’m getting close to having most of it done without the translation part. I was working on talking points for school officials with a sample press release in case a pandemic should arise. |
4 hrs |
|
7/14 |
I took a breather from the school action kit to try to get a condensed version going for daycares. I also tried to locate material for school-aged kids to have a flu kit that we could give them, but stop the flu coloring books and stuff are not easy to find. I wish resources would be a bit more accessible on the topic. |
4 hrs |
|
7/16 |
I attended a weekend car safety seat inspection with a
co-worker to fill out registration cards for Spanish parents to help out the
CHP officer doing the inspections. It
was hot, but luckily there was a breeze and we had an early start, so we
weren’t out with the heat. I also
created two stories about the event for broadcast purposes, took pictures of
the event for the grant evaluation, and then took pictures at local
supermarkets in |
7 |
|
Total Week Hours |
|
27 |
|
Total Hours To Date |
|
178 |
Responsibilities and Competencies for Professional Health Education
Competency A: Obtain health-related data about social and cultural environments, growth and development factors, needs and interests.
Competency B: Distinguish between behaviors that foster and those that hinder well-being.
Competency C: Infer needs for health education on the basis of obtained data.
Competency A: Recruit community organization, resource people and potential participants for support and assistance in program planning.
Competency B: Develop a logical scope and sequence plan for a health education program.
Competency C: Formulate appropriate and measurable program objectives.
Competency D: Design educational programs consistent with specified program objectives.
Competency A: Exhibit competence in carrying out planned program.
Competency B: Infer enabling objectives as needed to implement instructional programs in specified settings.
Competency C: Select methods and media best suited to implement program plans for specific learners.
Competency D: Monitor educational programs, adjusting objectives and activities as necessary.
Competency A: Develop plans to assess achievement of program objectives.
Competency B: Carry out evaluation plans.
Competency C: Interpret results of program evaluation.
Competency D: Infer implications from findings for future program planning.
Competency A: Develop a plan for coordinating health education services.
Competency B: Facilitate cooperation between and among levels of program personnel.
Competency C: Formulate practical modes of collaboration among health agencies and organizations.
Competency D: Organize in-service training for teachers, volunteers and other interested personnel.
Competency A: Utilize computerized health information retrieval system effectively.
Competency B: Establish effective consultive relationships with those requesting assistance in solving health-related problems.
Competency C: Interpret and respond to requests for health information.
Competency D: Select effective educational resource materials for dissemination.
Competency A: Interpret concepts, purposes and theories of health education.
Competency B: Predict the impact of societal value systems on health education programs.
Competency C: Select a variety of communication methods and techniques in providing health information.
Competency D: Foster communication between health care providers and consumers.
(A
Competency-Based Framework for Professional Development of Certified Health
Education Specialists The National Commission for Health Education
Certification, Inc (1996)..
Code of Ethics for the Health Education Profession
Preamble
The health education profession is dedicated to excellence in the practice of promoting individual, family, organizational and community health. The Code of Ethics provides a framework of shared values within which Health Education is practiced. The responsibility of all Health Educators is to aspire to the highest possible standards of conduct and to encourage the ethical behavior of all those with whom they work.
Article
I:
Responsibility to the Public. A Health Educator's ultimate responsibility is to educate people for the purpose of promoting, maintaining and improving individual, family and community health. When a conflict of issues arises among individuals, groups, organizations, agencies or institutions, health educators must consider all issues and give priority to those that promote wellness and quality of living through principles of self-determination and freedom of choice for the individual.
Article
II:
Responsibility to the Profession. Health Educators are responsible for their professional behavior, for the reputation of their profession, and for promoting ethical conduct among their colleagues.
Article III:
Responsibility to Employers. Health Educators recognize the boundaries of their professional competence and are accountable for their professional activities and actions.
Article IV:
Responsibility in the Delivery of Health Education. Health Educators promote integrity in the delivery of health education. They respect the rights, dignity, confidentiality and worth of all people by adapting strategies and methods to meet the needs of diverse populations and communities.
Article V:
Responsibility in Research and Evaluation. Health Educators contribute to the health of the population and to the profession through research and evaluation activities. When planning and conducting research or evaluation, health educators do so in accordance with federal and state laws and regulations, organizational and institutional policies, and professional standards.
Article VI:
Responsibility in Professional Preparation. Those involved in the preparation and training of Health Educators have an obligation to accord learners the same respect and treatment given other groups by providing quality education that benefits the profession and the public.