Online Offerings | Health & Behavior Studies

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The Department of Health and Behavior Studies

Health & Behavior Studies

Online Offerings

Health Education

Program: Health Education

Semester(s) typically offered: Summer A

Typically open or restricted: Open

This course provides an introduction to the field of environmental health, while focusing upon those environmental factors that affect the health of communities - including biological, physical, and chemical factors. The relationship between the natural and built environments on human health are focused upon. In addition, the course incorporates the use of case studies and current peer-reviewed literature in the field of environmental health to promote knowledge acquisition. Health education curriculum and program development processes are incorporated into the course as well.

Program: Health Education

Semester(s) typically offered: Spring, Summer B

Typically open or restricted: Open

This course is primarily intended for graduate students in health education and related education, health, and human service delivery fields (including allied health technologies, medicine, nursing, public health, social work, international education, adult education, counseling psychology, and urban planning).  The course will provide a survey and analysis of concepts, issues and strategies relevant to planning community-based programs.  The purpose of the course is to enable students to develop knowledge and skills in the process of planning community-based programs, including, but not limited to health related programs.  A common thread weaved throughout the course is the importance of sensitivity to cultural sanctions and rituals, which are exemplified in the required text.  The course will combine lectures, group discussion and activities, and student assignments to illustrate the major aspects in the process common to planning and implementing educational interventions for a variety of community settings.

Program: Health Education

Semester(s) typically offered: Summer A

Typically open or restricted: Open

This course provides a detailed study of social marketing and health communication efforts and their role at facilitating behavior changes at both an individual and community-wide level. Students in this course will learn how to use peer-reviewed research and key social marketing principles to develop a comprehensive and effective social marketing campaign; learn how to target health communication efforts towards specific audiences and via varied channels of distribution; understand the role of social media and technology in facilitating/influencing behavior changes; study current examples of successful social marketing initiatives; use data analytic tools to inform changes to a campaign; discuss the ethics surrounding health communication and social marketing efforts. The course incorporates reviews of current research being conducted on social marketing and health communication efforts on a range of health issues and across different communities.

Program: Diabetes Education and Management

Semester(s) typically offered: Summer A, Summer B

Typically open or restricted: Open

HBSD 4110 explores different approaches to working with people who have diabetes and ways health care professionals can help them successfully manage and live well with diabetes. Students will also explore the role of generations in behavior change. Particular focus will be placed on language and how messages/words can influence patient-provider relationships, and possibly health outcomes.

Program: Diabetes Education and Management

Semester(s) typically offered: Fall

Typically open or restricted: Open

HBSD 4120 is a core course for the Master’s Degree program in Diabetes Education and Management and the Certificate in Advanced Diabetes Topics.  It covers the physiology of normal energy metabolism and the pathophysiology of energy metabolism as seen in metabolic syndrome/pre-diabetes, the progression to type 2 diabetes, overt type 2 diabetes, as well as type 1 diabetes, gestational diabetes and drug-induced diabetes. The risk factors for type 2 diabetes are discussed. The metabolic crises precipitated by hyperglycemia are described along with their symptoms and diagnostic features. Comorbid conditions and disorders commonly associated with diabetes (e.g., hypertension, dyslipidemia, depression) are reviewed. The acute and chronic complications related to diabetes are discussed. The pathophysiologic pathways, signs and symptoms of diabetes-related complications including microvascular and macrovascular disease are also addressed.

Program: Diabetes Education and Management

Semester(s) typically offered: Spring

Typically open or restricted: Open

HBSD 4130 is a core course in the Master of Science in Diabetes Education and Management program and the Certificate in Advanced Diabetes Topics program. This course builds on the knowledge gained in HBSD 4120 as it applies to assessment of the patient with diabetes. Students discuss how to conduct a diabetes-focused assessment of the person with diabetes, including consideration for family dynamics, psychosocial issues and support. Emphasis is placed on cognitive, behavioral and affective assessments, as well as select elements of the clinical assessment, i.e., the assessment of the whole person with diabetes. The findings from the assessment are then used as the basis for goal-setting, which is done in collaboration with and respect for the person with diabetes, and with input from the person’s health care team. The importance of defining measurable, realistic and attainable goals – both clinical and behavioral – and the research behind goal setting are discussed. The role of the diabetes educator in creating a trusting environment to enhance open communication with patients/clients is emphasized.

Program: Diabetes Education and Management

Semester(s) typically offered: Fall

Typically open or restricted: Open

HBSD 4140 is a core course for the Master of Science program in Diabetes Education and Management and the Certificate in Advanced Diabetes Topics. It covers the specific components of multimodal therapies used to treat/manage diabetes and associated comorbidities, as well as prevent the acute and chronic complications of diabetes, according to evidence-based clinical practice guidelines. The major elements of, indications for, rationale for, and complications of the following components of therapeutic regimens are explored: nutrition therapy, pharmacological therapies (including complementary and alternative methods) and physical activity regimens. Monitoring blood glucose levels and using those results to manage hyperglycemia are covered. The importance of additional metabolic monitoring (e.g., ketones, blood pressure, lipids, kidney function) is also discussed. Insulin pump therapies, their rationale, usefulness, risks and benefits are discussed. Therapies for hypoglycemia resulting from diabetes treatment and possible adjustments to diabetes therapies for stress, surgery, illness and infection are also presented. Transplantation, other surgical therapies, and preventive treatments are introduced. Considerations for specific populations are addressed. The diabetes educator’s role in referring to other health care professionals is explored.

Program: Diabetes Education and Management

Semester(s) typically offered: Summer A, Summer B

Typically open or restricted: Open

HBSD 4150 is a core course for the Master of Science program in Diabetes Education and Management. It provides specific guidance regarding implementation of the National Standards for Diabetes Self-Management Education to create DSME programs that will fulfill ADA recognition or AADE accreditation requirements. The course covers the following areas addressed by the Standards:
· Organizational structure; the program’s mission statement, and goals
· Creating an advisory group
· Assessing the needs of a target population and the availability of resources to meet those needs
· Appointing a qualified coordinator to oversee the planning, implementation and evaluation of the DSME program
· Recruiting a multidisciplinary health care team to provide DSME
· Developing or adopting a written curriculum that uses the principles and concepts of the AADE7 self-care behavior framework
· Documenting patient visits and goal achievement
· Ongoing follow-up with and support for the patient
· Communicating with the referring health care provider
· Creating a continuous quality improvement (CQI) program that identifies and collects appropriate data to measure attainment of goals and outcomes in order to evaluate the effectiveness of the program, and to determine opportunities for improvement.
Emphasis is also placed on allocation of resources, moving the program into the community, advocacy, and documentation.

Program: Nursing Education

Semester(s) typically offered: Fall

Typically open or restricted: Open

This course introduces the history of nursing education and how this foundation has shaped and continues to shape nursing education. This course introduces students to major theoretical perspectives on nursing education/practice/research and how this body of knowledge can be used to guide policies and practices in nursing education to promote student learning and development, nursing research, and ultimately nursing practice. Finally, this course introduces ways to combine educational approaches to effectively teach nursing theory.

Program: Nursing Education

Semester(s) typically offered: Spring

Typically open or restricted: Open

This course examines themes/patterns of intellectual advancement among students in education and how these relate to learning and development of desired outcomes in nursing education.  Online Nursing Education can enroll without permission; Open to other students, but permission must be obtained. Email oconnell@tc.columbia.edu

Program: Nursing Education

Semester(s) typically offered: Fall

Typically open or restricted: Open

This course will examine innovations in education that support and promote a culture of active teaching and learning.  Student centered learning pertaining to nursing education will be emphasized based on models of teaching and clinical care. Use of technologies in nursing education will be a focus of innovations. Evidence based teaching strategies will be identified for use in the classroom and clinical settings.  Online Nursing Education can enroll without permission; Open to other students, but permission must be obtained. Email oconnell@tc.columbia.edu

Program: Nursing Education

Semester(s) typically offered: Summer

Typically open or restricted: Open

This course will examine evaluation methods in nursing within the classroom, laboratory, and clinical setting. Current issues, trends, and research related to educational testing instruments, alternative to standardized evaluation methods, and outcome measurement in education will be discussed. Students will explore item response theory and measurement theory to evaluate strategies related to cognitive, affective, and psychomotor domains. Students will develop reliable and valid evaluation measures.  Online Nursing Education can enroll without permission; Open to other students, but permission must be obtained. Email oconnell@tc.columbia.edu

Program: Nursing Education

Semester(s) typically offered: Spring

Typically open or restricted: Open

This course explores the teaching strategy of role play, focusing specifically on simulation and its application for both classroom and clinical practice within nursing education. Evidence based simulation strategies will be explored using active teaching strategies. Students will participate in a practicum where they will gain skills at a local simulation facility.  Online Nursing Education can enroll without permission; Open to other students, but permission must be obtained. Email oconnell@tc.columbia.edu

Program: Nursing Education

Semester(s) typically offered: Spring

Typically open or restricted: Open

This online course investigates best practices in nursing education for planning and developing student-centered clinical activities. A preferred specialty area of nursing practice will be the focus for planning and developing these activities. NOTE: Selected area will be in agreement with faculty.  Online Nursing Education can enroll without permission; Open to other students, but permission must be obtained. Email oconnell@tc.columbia.edu

Program: Nursing Education

Semester(s) typically offered: Spring

Typically open or restricted: Open

In this course students will examine and implement the role of the nurse educator in higher education and/or health care organizations.  Online Nursing Education can enroll without permission; Open to other students, but permission must be obtained. Email oconnell@tc.columbia.edu

Program: Nursing Education

Semester(s) typically offered: Fall

Typically open or restricted: Open

In this course students will examine and synthesize the role of the nurse educator in relation to broader perspectives of selected higher education and/or health care agencies. Further, students will implement aspects of the nurse educator role in selected academic units, institutions, and in the profession of nursing.  Online Nursing Education can enroll without permission; Open to other students, but permission must be obtained. Email oconnell@tc.columbia.edu

Program: Health Education

Semester(s) typically offered: Summer B

Typically open or restricted: Open

Survey of introductory concepts and development of skills related to using epidemiology as a basis for understanding community health problems and planning health promotion/disease prevention programs.  This course addresses several objectives related to the Program in Health Education core competencies (i.e. that align with competencies specified by the National Commission on Health Education Credentialing, NCHEC), including: (1) Health Needs Assessment - Assess health determinants and health needs of individuals and communities;  (2) System and Critical Thinking - Demonstrate intellectual discipline, system and critical thinking in considering and addressing community health issues; and (3) Statistics and Research Design - Demonstrate understanding of basic concepts of research design and statistical analysis and conduct independent research in community health.

Program: Health Education

Semester(s) typically offered: Summer A

Typically open or restricted: Open

This course will provide students with an overview of why addressing health problems in school is not only justified from a perspective of promoting development of the “whole child,” but also as an essential ingredient of efforts to promote academic achievement and to help close the achievement gap. Specific health problems will be covered with respect to prevalence and disparities, causal effects on educational outcomes, and what schools can do to address the respective problems. While particular health topics are dealt with individually, the need to develop a strategic and coordinated approach in which multiple health problems are addressed simultaneously will be emphasized. Specific strategies and resources for increasing the extent to which health promotion is integrated into schools will be identified and discussed.

Program: Nursing Education

Semester(s) typically offered: Spring

Typically open or restricted: Open

Provides an overview of the research methods commonly used in health-related research and reviews critical elements of various designs and issues in research.  Specifically, the course prepares the student to: retrieve research publications; read, understand, and describe research; describe the advantages and disadvantages of various research designs and statistical approaches; and develop research-related skills for further graduate education.  DEDM and Online Nursing Education students can enroll without permission; Open to other students, but permission must be obtained.  Email oconnell@tc.columbia.edu

Program: Nursing Education

Semester(s) typically offered: Fall

Typically open or restricted: Open

Factors affecting a variety of health behaviors will be discussed along with factors that affect particular health behaviors that the students, themselves, engage in.   Theory-based analyses of intrapersonal, interpersonal, group, and community factors that influence health behavior will be examined along with the practical implications for planned change at the individual, group, and community levels.  DEDM can enroll without permission; Open to other students, but permission must be obtained.  Email oconnell@tc.columbia.edu

Program: Nursisng Education

Semester(s) typically offered: Fall

Typically open or restricted: Open

This course explores the essential structures, components, and factors of curriculum development pertaining to nursing education. Concentration will be on the curriculum development process and its application to nursing education.  Online Nursing Education can enroll without permission; Open to other students, but permission must be obtained. Email oconnell@tc.columbia.edu

Reading

Program: Reading Specialist

Semester(s) typically offered: Summer A

Typically open or restricted: Open

This course provides an examination of the learning of reading and writing by adults who have not achieved full literacy. Populations discussed include students in programs including adult basic education, vocational/ career & technical education, continuing education, and developmental/ remedial education; adults with dyslexia and other learning disabilities; immigrants and others who have limited English language proficiency; students in correctional settings; and participants in adult literacy programs outside of the U.S.

Special Education

Program: Intellectual Disability/Autism

Semester(s) typically offered: Summer A

Typically open or restricted: Open

The focus of this course is on the characteristics of individuals with Autism Spectrum Disorder (ASD) and/or Intellectual Disability (ID) in childhood through adulthood.  The course will examine such issues as etiology and diagnostic classification, while considering the role of socio-contextual influences on developmental disabilities, including race, culture, and family context.  In addition, the course will focus on the abilities of individuals with ID/ASD in key domains of human development, emphasizing implications for specialized instruction.

Program: Special Education

Semester(s) typically offered: Summer A

Typically open or restricted: Open

Current and historical perspectives on parent involvement in the special education and empowerment of infants, children, and youth with exceptionalities and their families. Emphasis on strategies and materials to facilitate a continuum of parent and family participation to strengthen the relationships between home, school, and the community. Students provide support to a family of a child with a developmental disability.

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