Community-Based Health Education Intervention: A Service-Learning Approach

1. Community-Based Health Education Intervention: A Service-Learning Approach A variety of best practices concerning community-based health education intervention has been developed and administered. Integrating service-learning projects into community health programs through academic credit-bearing courses can make such programs more effective and meaningful because programs incorporating service-learning projects can have a major effect not only on the target population, but also on other populations in the community. This presentation will cover how health education program planners can bring in college and university students--future health professionals--and integrate service-learning projects into community health programs. Such projects encourage students to apply what they have learned in the classroom in real-world settings. These activities ensure that the service being provided and the learning that is occurring receive equal attention and benefit both parties. The participation of college and university students (who often have abundant energy and motivation) can help make community health programs cost effective and advantageous to all involved. Sample projects and models will be presented to show how college and university students can be included in partnerships to provide health education programs and support comprehensive health promotion and disease prevention activities in communities.

2. Community-Based …….. • US health care system • Community-based health education and prevention strategies • Health education delivery in the community • A national initiative (Campus compact) • What is service-learning and its philosophy • Criteria of Service-Learning projects • Service-Learning in Health Education Curriculum • Examples of service-learning in health education • Student’s reflections • Community partner’s reflections • Celebration • Conclusion

3. United States Health care • One of the best places • The US is the first in the world in the # of millionaires and billionaires, first in military technology • 85% high school and 27% of population completed 4-year college in 2003 • Extraordinary health care

4. Areas of Concerns…. • The gap between poor and rich widens • 45 million, 15.6% of total population not covered by health insurance (U. S. Census Bureau, 2003) • Worst for the middle class family • Obesity on the rise especially childhood obesity and diabetes

5. Health Expenditure in the US.. • US spend more on health care per capita than any other industrialized country. • 16% of GDP in US • 11% in Switzerland • 11% in Germany • In 2004, 1.9 trillion, an average of 6,280/person, a 7.9% increase in health care expense http://www.cdc.gov/nchs/data/hus/hus06.pdf#119

6. Community-Based Health Education and an Urgent Need of Prevention • Prevention focus: health education • A variety of health promotion programs at various level (federal, state, and local) • Health education is the core of health promotion programs • A number of voluntary health organizations, religious societies, hospitals, schools, and college /universities…health education • Most important …at the local level....reaching out to all in the community.

7. From: J.F. McKenzie, & J.L. Smeltzer (2001)

8. Health Education Delivery Hospitals

9. Health Education: An Effort to Prevention • Health educator’s responsibility: • Increasing the knowledge about a health topic • changing people’s attitudes • Increasing skills to maintain positive health behaviors • Assessing the needs of target population • Planning health education programs • Advocating for public health issues • Participating in policy change in health field

10. The National Efforts • Corporation of National Service • Campus Compact • Devoted to utilize university resources (talents and skills of faculty, students, and staff) • More than 600 college presidents joined • Instituted Service-Learning program in 70s

11. Definition • Service-Learning programs are distinguished from other approaches to experiential education by their intention to equally benefit the provider and the recipient of the service as well as ensure equal focus on both the service being provided and the learning that is occurring. By: Andy Furco, 1996

12. Distinctions Among Service Programs Provider Recipient Beneficiary Focus Learning Service By: Andy Furco, 1996

13. Service-Learning Project Criteria • Has to be a part of academic course; • Objective of project should match one or more of course objective/s; • A community partner has to be present to serve; • Community partner has to contribute to student learning; • Student reflection should examine their successes and failures; and • Celebrate their work.

14. Helping ach other: A Service-Learning Approach • Meeting health needs of communities • Integration of Service-Learning in health education • One way of responding to the pervasive health needs of communities and underserved populations with cost free resources. • Students gain tremendously from these hands-on activities and absorb the material better.

16. Examples of Service-Learning Projects • Sustainable health and wellness fair for the campus and local community • Needs assessment for a variety of community health programs • Patient compliance in the hospital • Employee fitness programs • HIV Education program • College sexuality education programs • College health services • Nutrition education program • Sexual harassment/abuse needs for college freshmen • An evaluation of smoking policy

17. http://www.ithacajournal.com/apps/pbcs.dll/article?AID=/20061211/NEWS01/612110328http://www.ithacajournal.com/apps/pbcs.dll/article?AID=/20061211/NEWS01/612110328 Picture at the Wellness Fair

18. Method course: Working for the Local Hospital “A Needs Assessment Project”

19. Student Reflections • “Even though the semester-long project was very time consuming, it was very rewarding at the same time, which I really liked.” • “Even though I complained about the project, I think that participating in a year-long project is a much better learning experience/evaluation of knowledge.” • “I gained so much knowledge throughout this entire process. I learned the significance of submitting an IRB application when dealing with human subjects. This step cannot be overlooked.” • This experience does not compare to any other group project or class in terms of learning how to go about something so complex, as this class did. I can use our final portfolio for years to come at job interviews and as a model for others.

20. Student Reflections • I ended up really enjoying the health fair. Previous to the actual event I was nervous and dreading it. But then realized how much I had learned from the topic and how much my knowledge could benefit others. It caused me to really reflect on my own preferences and opinions regarding health care options. So I want to thank Professor Bajracharya for challenging me in this way • The wellness fair also helped us build our understanding of this subject. • It was also interesting taking part in the health fair

21. Community Partners Reflections • Thanks so much for your help! And this will be very helpful to send along with our accreditation application. • They did such a great job and we'd like to follow up on their recommendations. Kelly Friedman is working on the BeneFITS...Your Life program this semester. I've cc:d her on this email as she will be reviewing the results as well. Thanks a lot! • Srijana once again asked me to be a community partner for her Assessment class. Once again, her students were interested, well directed, creative, and produced an admirable report and programming regarding their assessment of student attitudes, knowledge, regarding the use/non-use of contraceptives by Ithaca College students.

22. Celebration! • End of the semester… • Presentation • Celebration • Invite others to join the presentation…more people learn from these presentations • Organize reception either through the grant or faculty sponsorship • Reflection

23. College/University, School, and the Departmental Missions • Learning at Ithaca extends beyond the classroom to encompass a broad range of residential, professional, and extracurricular opportunities…. (College) • Using experiential learning as a means to integrate theory and scholarship with professional practice ..(School) • Our approach emphasizes theory into practice, as our majors apply what they have learned through fieldwork, internships, student-teaching, and Service-Learning experiences… (Department) • Professional presentation at the JJ Whalen Academic Symposium http://www.ithaca.edu/hshp/depts/hppe/

24. Conclusion • Benefits to all… • Students….experiential learning ..most valuable • Community partners (community-based health education)…..service recipients for free of charge • Community partners contributing in student learning (increased self esteem and morale) • University/college/school/department missions fulfilled • Win…Win…Win….Win…Win…situation for all!!!!

25. References • Bajracharya, S.M., and Spear, C. (1999). The student perspective. In Jerrold Greenberg: Service Learning in Health Education (123-131).Reston, VA:AAHE. • Conrad, D., & Hedin, D. (1990). Learning from service experiences. In J.C. Kendall (Ed.), Combining service and learning. Vol. 2. Raleigh, NC:National Society for Internships & Experiential Education. • Furco, A. (1999). Service Learning: What it is and what it is not. In Jerrold Greenberg: Service Learning in Health Education (12-17).Reston, VA:AAHE • Greenberg, J. S. (1999). Need for service and Service-Learning. In Jerrold Greenberg: Service Learning in Health Education (133-137).Reston, VA:AAHE • McKenzie, J.F. Neiger, B.L. & Smeltzer, J.L. (2005). Planning and Implementing, and Evaluating Health Promotion Programs. (4th Ed.) Allyn and Bacon, Boston, MA. • National Center for Health Statistics (2006). Health, United States, 2006, With Chartbook in Trends on the Health of Americans. Hyattsville, MD: National Center for Health statistics • U. S. Bureau of the Census. (2006). Statistical Abstracts of the United States. 2006. Washington, DC: U.S. Bureau of the Census