Health Promotion and Planning

Course Description

Health Promotion and Planning provides an overview of practical application of theory, models, principles, and practices of health promotion, planning, and implementation. Students create a health promotion program, develop and administer a needs assessment, apply a behavioral and environmental assessment, write goals and measurable objectives, market the program, and evaluate it.

Within the SCNS taxonomy, HSC is the Health Sciences prefix. The University of West Florida publishes this at 3 semester hours through the College of Health. It is offered at approximately 3 Florida institutions.

⚠ This is the applied capstone of the health education sequence, and the description is unusually specific about deliverables — a needs assessment actually administered, objectives actually written, a programme actually marketed and evaluated. That is a project course, not a survey.

Programme planning is where health education either becomes a profession or stays a set of good intentions. The discipline is in the sequence: assess before you plan, plan before you deliver, and define how you will know it worked before you start — which is exactly the order most real programmes get wrong.

⚠ The contact-hour figure is derived — the University of West Florida publishes none

UWF's catalog publishes a credit value in semester hours, the college and department, prerequisites where they exist, and a description. It does not publish contact hours or terms of offering for any course. Every contact-hour value in a UWF guide in this repository is derived. The figure here applies the standard lecture convention of 15 contact hours per credit, giving 45 hours for a 3-semester-hour course. ⚠ Note what UWF does NOT publish anywhere in the HSC prefix: no fee notices on this entry, no "permission is required" marking, and no co-requisite blocks — which distinguishes it sharply from UWF's clinical health prefixes. Confirm the offering pattern with the department.

Learning Outcomes

Required Outcomes

• Describe major health promotion planning models.
• Apply a planning model to a defined population and problem.
• Design and administer a needs assessment.
• Analyse needs assessment data and prioritise findings.
• Conduct a behavioural assessment identifying target behaviours.
• Conduct an environmental assessment identifying enabling factors.
• Apply health behaviour theory to intervention design.
• Write goals and measurable objectives to standard.
• Select intervention strategies matched to the assessment.
• Consider cultural appropriateness in intervention design.
• Plan implementation including resources, timeline, and personnel.
• Develop a budget for a health promotion programme.
• Apply social marketing to programme promotion.
• Identify and engage stakeholders and partners.
• Design an evaluation plan covering process, impact, and outcome.
• Describe sustainability planning for a programme.
• Identify funding sources and describe grant requirements.
• Present a programme plan to a professional audience.
• Evaluate an implemented programme against its objectives.

Optional Outcomes

• Relate the material to a Florida county using local data.
• Describe how the topic maps onto NCHEC Areas of Responsibility.
• Evaluate a current research paper in the topic area.
• Describe emerging developments likely to affect practice.
• Apply the material to your own intended career route.

Major Topics

Required Topics

• Planning models
• Applying a model to a population
• Needs assessment design and administration
• Analysing and prioritising findings
• Behavioural assessment
• Environmental assessment
• Theory in intervention design
• Goals and measurable objectives
• Strategy selection
• Cultural appropriateness
• Implementation planning
• Budgeting
• Social marketing
• Stakeholder engagement
• Evaluation planning
• Sustainability
• Funding and grants
• Professional presentation
• Programme evaluation

Optional Topics

• Florida county-level application
• NCHEC Areas of Responsibility mapping
• Current research
• Emerging developments
• Career application

Resources & Tools

• McKenzie, Neiger and Thackeray, Planning, Implementing and Evaluating Health Promotion Programs — the standard text and the one the field works from.
• The PRECEDE-PROCEED model — widely used and worth understanding as a structure rather than a formula.
• CDC Framework for Program Evaluation and the Kellogg Logic Model Guide — both free and directly usable.
• The Community Guide (thecommunityguide.org) — free; systematic reviews of what population health interventions actually work — the single most useful resource for choosing a strategy.
• Florida CHARTS and County Health Rankings — free; the data to justify a need.
• Florida CHARTS (flhealthcharts.gov) — free; county-level health data for every Florida county, and the natural source for any local application.
• NCHEC (nchec.org) — free; the CHES Areas of Responsibility and eligibility requirements. Read them early.
• CDC (cdc.gov) — free; surveillance data, guidance, and the free Principles of Epidemiology self-study course.

Career Pathways

• Health education specialists — SOC 21-1091; the direct destination, and the role CHES certification exists for.
• Community health workers — SOC 21-1094.
• Florida county health departments and the Florida Department of Health — the largest public employer of this training in the state, and the route into outbreak response, chronic disease programmes, and community assessment.
• Hospital and health system community-benefit roles — AdventHealth, Orlando Health, BayCare, Baptist Health, and in UWF's own region Baptist Health Care and Ascension Sacred Heart in Pensacola. ⚠ Non-profit hospitals are federally required to conduct community health needs assessments, which is directly this skill set.
• Worksite wellness and employee health programmes — a substantial private-sector route, including Florida's large hospitality and tourism employers.
• Non-profit and community organisations — American Heart Association, American Cancer Society, and local coalitions.
• Health insurers and managed care — member health and disease management programmes.
• School health education — ⚠ teaching health in Florida K-12 schools requires state teacher certification, which a health science degree alone does not provide. Plan the education route deliberately if this is the goal.
• Graduate pathways — MPH, health administration, physician assistant, and clinical programmes; this prefix is a common pre-health undergraduate route.
• ⚠ An honest note on entry-level work. Health education roles frequently start as grant-funded positions with fixed terms, and continuation depends on the grant rather than on performance. That is normal in the field and worth knowing before the first job rather than after it.

Special Information

⚠⚠ The credential this degree points at: CHES

• The Certified Health Education Specialist (CHES) credential, awarded by NCHEC, is the standard professional certification for health education graduates — the health-education counterpart of NCLEX for nursing or ASCP certification for laboratory science.
• ⚠ Eligibility is based on coursework rather than on a specific degree title. A candidate must hold a bachelor's degree and show a required number of semester hours addressing NCHEC's Areas of Responsibility. Which courses count is determined by content, so keep syllabi and catalog descriptions — they are the evidence.
• The Areas of Responsibility map closely onto this prefix: assessment of needs and capacity, planning, implementation, evaluation and research, advocacy, communication, and leadership and management. Most HSC courses are addressing one of them deliberately.
• ⚠⚠ Check eligibility before your final year, not after graduating. If a required area is not covered by your plan, it is far easier to add a course than to remediate afterwards.
• MCHES is the advanced credential, requiring experience beyond the entry-level certification.
• ⚠ Public health has a parallel route: the CPH credential from the National Board of Public Health Examiners, generally aimed at those with public health degrees. Health education and public health are related and are not the same field — see the note on that distinction below.

⚠⚠ Health education and public health are related fields, not interchangeable ones

• This matters here because the statewide inventory and UWF name these courses differently in ways that cross the boundary — the queue title for HSC3032, for instance, is "Foundations of Public Health" while UWF publishes "Foundations in Health Education."
• Public health is the broader field, encompassing epidemiology, biostatistics, environmental health, policy and management, and health behaviour. Health education and promotion is one of its components, focused on behaviour change, programme planning, and community capacity.
• ⚠ The credentials differ — CHES for health education, CPH for public health — and the graduate routes differ too: an MPH is the standard public health qualification, while health education has its own master's pathways.
• ⚠⚠ Do not assume a course satisfies a requirement written against the other field's name. Carry a syllabus, and check with the receiving programme or the credentialing body rather than matching on a title.

⚠⚠ Where programme plans go wrong

• Choosing the intervention before doing the assessment. The commonest failure, and it produces a programme that addresses the planner's assumption rather than the population's need.
• ⚠ Objectives that are not measurable are not objectives. "Raise awareness" cannot be evaluated; a measurable objective states who, what, how much, and by when.
• ⚠⚠ Education alone rarely changes behaviour. Knowing that smoking is harmful does not stop smoking, and interventions that change the environment or the default outperform those that change information, consistently. Plan accordingly.
• Scope to the resources you actually have. An ambitious plan that cannot be delivered is worth less than a modest one that can.
• ⚠ Plan the ending at the beginning. Starting something a community relies on and then withdrawing causes harm, and sustainability is an ethical question as much as a practical one.

⚠⚠ Health data invites causal error, and this is the field where it does damage

• Association is not causation, and most population health data is observational.
• ⚠ Confounding by socioeconomic position is pervasive. An analysis that attributes an outcome to a behaviour without accounting for income, education, housing and access usually ends up blaming the affected population for a structural problem.
• ⚠⚠ The ecological fallacy is the specific trap — inferring something about individuals from a group-level pattern. Two things being common in the same county does not mean the same people have both.
• Statistical significance is not practical importance. A large dataset detects differences too small to act on.
• ⚠ Health information is a crowded and unreliable environment. Distinguishing evidence from advocacy, and both from marketing, is a core professional skill rather than a classroom exercise.

⚠⚠ Social determinants dominate outcomes, and the field has to say so

• Medical care is a modest contributor to population health outcomes compared with income, housing, education, food security and environment. That finding is robust and is inconvenient for a system organised around treatment.
• ⚠⚠ An intervention that ignores determinants fails and then blames the participant. "Non-adherence" is frequently a description of a barrier the programme did not assess — transport, cost, working hours, childcare, literacy, or trust.
• ⚠ Florida is a Medicaid non-expansion state, which leaves a documented coverage gap for adults earning too much for Medicaid and too little for subsidies. Anyone working in community health here meets that gap constantly, and knowing the real referral routes — federally qualified health centres, free clinics, county health departments — is practical knowledge.
• Health disparities in Florida are documented and specific, and vary sharply by county, race and rurality. Florida CHARTS makes this visible at county level and is the natural starting point.
• ⚠ Cultural humility beats cultural competence as a working stance — asking the person in front of you rather than applying a group characteristic.

Course format and position in the curriculum

• Lecture and discussion; assessment normally combines examination with applied written work.
• ⚠ No permission marking, no fee notice, and no co-requisite is published for this course — HSC is a lighter-touch prefix than UWF's clinical health prefixes, and enrolment is not gated on cohort admission.
• UWF publishes no contact hours or terms of offering for any course. Confirm the offering pattern with the department.

How Florida course levels affect transfer

The first digit of an SCNS number denotes the year of offering, not transferability. Courses at the 1000 and 2000 levels transfer transparently between Florida public institutions, and 3000 to 4000 is unproblematic since both are upper division. The boundary that actually matters is 2000 to 3000, where lower-division credit generally cannot satisfy an upper-division requirement. ⚠ For health sciences there is an additional consideration: CHES eligibility is assessed on course content against NCHEC's Areas of Responsibility, not on course titles or numbers — so keep syllabi and catalog descriptions for every health course you take, because they are the evidence a credentialing body will want.

HSC4581 is 3 semester hours at the University of West Florida.