This course provides an introduction to the health inequities in the United States that stem from unequal living conditions. Students will explore how education, socioeconomic status, racism and gender shape health epidemics and policy development. The WHO Commission on the Social Determinants of Health concluded that “the social conditions in which people are born, live and work are the single most important determinants of good health or ill health, of a long and productive life, or a short and miserable one” (WHO, 2008). Using this framework of the Social Determinants of Health, we explore how social justice and health intersect.
Thank you to all the community partners who presented in the class in Fall 2019- We appreciated your expertise and presentations!
Final projects centered on selecting one health disparity and addressing an health inequity. Similar to a grant application, the students followed an outline to address the need to proposing a solution.
NEED SECTION 25 Points
Thank you to all the community partners who presented in the class in Fall 2019- We appreciated your expertise and presentations!
- Donna Mills, Executive Director Central Oregon Health Council on the Regional Health
- Angela Belew Jensen, LCSW Older Adult Behavioral Health Specialist Central Oregon Health Council
- Kimberly Swanson Ph.D., Behavioral Health Director, Mosaic Medical
Final projects centered on selecting one health disparity and addressing an health inequity. Similar to a grant application, the students followed an outline to address the need to proposing a solution.
NEED SECTION 25 Points
- Health Disparity – demonstrate need for addressing a health disparity. What data supports that there is a health disparity with an identified group?
- Health Inequity – What is the health equity or structural issue needs to be addressed to reduce this health disparity? What is the health inequity…for example (grocery gap, lack of health care access, mistrust of health care providers, inability to access services etc.)
- - Evidence it will work– provide clear activities that have evidence that will reduce this health inequity.
- These should be activities that you can tie directly to a budget item. They should be items that are doable
- realistic and with a timeline. Provide evidence of research or data that shows this idea works. Citations
- need to be provided in-text and also at the end of the presentation in References. APA preferred.
- - SMART Objectives – specific measurable, attainable, realistic and with a timeline. Propose two SMART objectives to show that your idea could work and be measured. This helps evaluate a strategy.
- - Present your idea in a pitch format hitting on need, strategy and your SMART objective. You can also
- provide a hook to bring in your viewers. Participated and listened to a peer in the class and provided
- feedback.
Student's Final Projects- Central Oregon, Bend
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Student's Final Projects- Central Valley, California
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