Health Communication

z-2017-2018 New Academic Program

completed

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General Catalog Information
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  • Select Program below.

    Shared Cores are available in Acalog for shared information in program curriculum.

  • Type of Program *

  • **Read before you begin**

    1. Please turn on the help text before starting this proposal by clicking on the icon in the top right corner of the heading. Items with help text indicating format should be typed in the exact format as the help text (excluding the quote marks).
    2. Once all required fields have been filled in, click in the upper left corner, to launch proposal.
    3. Once you have launched the proposal form you can then begin editing imported fields, adding justifications, etc. All changes from that point will be tracked. Optionally, you may also attach syllabi or any additional supporting documents by clicking on the Proposal Toolbox icon.  . Please be aware that forms submitted without appropriate justifications will be returned to the proposer without consideration.
  • Identify Purpose of Proposal*
  • Academic Unit*
    (e.g. Department, Division, School)
  • Program Level*
  • Does this proposal require TEC approval?*
  • Degree Level*
  • If Certificate, select appropriate option
  • Program Type*
  • Degree Type*
  • Status*
  • Title of Proposed Degree Program*
    Health Communication
    Health Communication
  • EEO Status
  • Name of Program Director*
    Andrea Lambert South
    Andrea Lambert South
  • Intended Date of Implementation*
    Fall, 2017
    Fall, 2017
  • Anticipated Date for Granting First Degrees*
    Spring, 2021
    Spring, 2021
  • Date of Governing Board Approval
  • Date of CPE Approval
  • Evaluation Criteria

  • All actions in the approval of new programs for public institutions are subject to a stipulation regarding the program’s ability to attain specified goals that have been established by the institution and approved by the Council on Postsecondary Education (the Council). At the conclusion of an appropriate period of time, the program’s performance shall be reviewed by Council staff following criteria established in the Council’s Academic Programs Policy.

  • Centrality to the Institution’s Mission and Consistency with State’s Goals

  • A program will adhere to the role and scope of the institution as set forth in its mission statement and as complemented by the institution’s strategic plan.

  • List the objectives of the proposed program*

    To produce graduates who are:

    1. Skilled, effective and literate health communicators.

    2. Facilitators of the sensemaking and decision making processes related to health information, ultimately improving health outcomes.

    3. Well equipped to communicate across many contexts and rapidly changing media platforms.

    4. Prepared for a wide array of emerging health communication careers in industry and  government or further graduate education.

    These objectives should deal with the specific institutional and societal needs that this program will address.
  • Explain how the proposed program relates to the institutional mission and academic plan*

    The Health Communication program aligns well with the College of Informatics mission to enable students and the region to thrive in an age of innovation and digital transformation.  It will particularly focus on developing the skills necessary to effectively communicate health information across the rapidly changing communication platforms in the 21st century.

    The Health Communication program will contribute to at least two of the goals of NKU’s Fuel the Flame 2014-18 Strategic Plan.  We expect this program will match up well with Goal 2 (increase educational attainment levels of the region by serving more students, producing superior graduates, and promoting lifelong learning) by tapping into a student population we have not previously served, developing superior health communication skills, and giving our students an understanding that effective health communication requires lifelong learning.  The program will also work to achieve Goal 3 (advance academic programs that are innovative, distinctive, experiential, and transdisciplinary).  For example, the Health Campaigns course will require the students to plan communication campaigns for real world clients in an innovative partnership with the Northern Kentucky Health Department.  In addition, the curriculum will incorporate courses from across the university with the understanding the concept of health communication transcends disciplinary boundaries with the goal of improving health outcomes. 
  • Explain how the proposed program addresses the state’s postsecondary education strategic agenda*

    The Health Communication program fully supports the Kentucky Council on Postsecondary Education 2016-21 Stronger by Degrees Strategic Agenda mission statement (Kentucky’s postsecondary system prepares graduates to create and apply new knowledge and excel in a global economy and culture, and enhances the health and well-being of our citizens) by working to develop skilled and literate health communicators who can help Kentucky citizens make better sense of health information, ultimately improving their health outcomes. 

    In addition, it supports Objective 1 (Improve the diversity and inclusiveness of Kentucky’s campuses through the statewide diversity planning process and related initiatives) and specifically Strategy 1.1 (Increase cultural competence among students, staff and other postsecondary professionals so that everyone is welcomed, valued, supported, and accommodated) through its learning objective 1c in section B below (Graduates of this program will be able to create successful communication strategies that indicate understanding of the socio/cultural aspects of health, reduce health disparities, increase access, and advocate for underserved populations).

    It also supports Objective 11 (Expand regional partnerships, outreach and public service that improve the health and quality of life of Kentucky communities) and specifically Strategy 11.1 (Support postsecondary education to enhance the health of Kentucky citizens through regional outreach activities, extension services, and academic and professional healthcare programs) through all its learning objectives, but especially objective 1d in section B below (Graduates of this program will be able to facilitate engagement about health issues with the public through various communication activities).

  • Explain how the proposed program furthers the statewide implementation plan*

     

    Patient engagement is “the blockbuster drug of the century,” and can substantially improve health outcomes, particularly for individuals with chronic health concerns.  Information technology has given consumers greater access to more health related information than ever before through the Internet, social media, and many other platforms.[1]  Often, this information is conflicting and not easily understood.  Studies have found that nine of ten adults lack sufficient health literacy to manage their health and prevent disease, particularly among older adults, minority populations, those with low socioeconomic status, and medically underserved people.[2]  Communicating an easily understood message can be quite challenging in the 21st century’s complex and overwhelming information environment.[3]  Consequently, effective communication is critical in engaging patients whether it occurs through successful public health campaigns, supportive social media conversations, improved patient-provider interactions, or through excellent news reporting.  Ultimately, these activities will lead to decisions and behaviors that result in lower costs and healthier outcomes.[4]  In the past 20 years and especially since the Affordable Care Act (ACA) was passed in 2010, health communication has emerged as an important career field that is continuing to develop and evolve.[5]  With Northern Kentucky University’s unique focus on health innovations and informatics, we are well positioned to prepare students for a wide range of career requiring skilled and literate health communicators.

    In recent years, the health care industry has seen an increase in demand for communication related positions involving such areas as patient advocacy, health education, community health work, care coordination between multiple providers, media campaigns, branding, and web and mobile messaging.[6]  Whether it is a small pediatric practice developing communication tools through the latest social media platform that encourage parents to get their kids’ flu shots or a nursing home needing assistance in facilitating conversations about end of life decisions or journalists honing their understanding of a new virus, health literate communication professionals can make a positive difference in the health and wellbeing of all individuals in our society.

    This program will help fulfill the state's goal of improving the health and well being of Kentucky residents by preparing graduates who are able to work in a variety of health communication oriented career that will enhance the health sensemaking process for all.

     

    [1] Kish, L.K. (2012). The blockbuster drug of the century: An engaged patient. Health standards: Expanding the conversation on healthcare technology (a blog). Retrieved from http://healthstandards.com/blog/2012/08/28/drug-of-the-century/

     

    [2] Health literacy (n.d.). Health and Resources and Services Administration. U.S. Department of Health and Human Services. Retrieved from http://www.hrsa.gov/publichealth/healthliteracy/

    [3] Health communication and health information technology (n.d.). Healthy People 2020. Retrieved May 5, 2016 from https://www.healthypeople.gov/2020/topics-objectives/topic/health-communication-and-health-information-technology

    [4] Health literacy: Social and cultural factors in health (n.d.). National Institutes of Health. Retrieved May 5,  2016 from https://obssr-archive.od.nih.gov/scientific_areas/social_culture_factors_in_health/health_literacy/index.aspx

    [5] Health care communications careers. Public Relations Society of America.  Retrieved from   https://www.prsa.org/Jobcenter/career_resources/resource_type/specialization_areas/healthcare_communications/index.html

    [6] Occupational outlook handbook (2015). Bureau of Labor Statistics. Retrieved from http://www.bls.gov/ooh/community-and-social-service/health-educators.htm

     

     

  • Program Quality and Student Success

  • The curriculum should be structured to meet the stated objectives and student learning outcomes of the program.

  • Student learning outcomes of the program
    <p>Graduates of this program will be able to demonstrate health literacy by evaluating and translating complex health information into understandable written and spoken messages across many contexts utilizing a variety of media platforms.&nbsp;</p>
    <p>Graduates of this program will be able to plan successful health communication campaigns by designing and creating their components and measuring their effectiveness.</p>
    <p>Graduates of this program will be able to create successful communication strategies that indicate understanding of the socio/cultural aspects of health, reduce health disparities, increase access, and advocate for underserved populations.&nbsp;</p>
    <p>Graduate of this program will be able to demonstrate the ability to work with transdisciplinary healthcare teams within patient-centric delivery models.</p>
    <p>Graduates of this program will be able to facilitate engagement about health issues with the public through various communication activities.&nbsp;</p>
    List all student learning outcomes for the program.
  • Explain how the curriculum achieves the program-level student learning outcomes*

    In recent years, the health care industry has seen an increase in demand for communication related positions involving such areas as patient advocacy, health education, community health work, care coordination between multiple providers, media campaigns, branding, and web and mobile messaging.  Whether it is a small pediatric practice developing communication tools through the latest social media platform that encourage parents to get their kids’ flu shots or a nursing home needing assistance in facilitating conversations about end of life decisions or journalists honing their understanding of a new virus, health literate communication professionals can make a positive difference in the health and wellbeing of all individuals in our society.

    The program level student learning outcomes seeks to address this demand.  The courses in the program will achieve the outcomes by providing students with foundational knowledge and skills that will allow them to become health literate communication professionals.  For example, students will be introduced to features of the healthcare industry in HIN 200 Introduction to Healthcare Operations and learn to implement a health campaign in HCOM 450 Health Campaigns.

    Describe the relationship between the overall curriculum or the major curricular components and the program objectives.
  • Highlight any distinctive qualities of this proposed program*

    1. Health Innovations. NKU has embraced and is leading a population health innovation initiative that brings together its accumulated strengths in transdisciplinary innovation and experiential learning.  This includes a $97 million Health Innovation Center that will act as a focal point to tie together the interrelated domains of health innovation required to support the triple aim of healthcare reform and link internal and external assets to drive breakthroughs.

    2. The Informatics Context. The NKU College of Informatics, with its unique focus on the informational sciences and applied technologies is the natural home for this program.

    3. Griffin Hall. The state has a considerable investment in this $52M state-of-the-art building that opened in summer 2011.  The program will take advantage of an existing Health Informatics laboratory, other advanced laboratories and learning spaces, existing faculty and expertise in the well-established graduate program in Health Informatics, research and development within the Center for Applied Informatics, and synergies and economies with existing academic programs.

    4. NKU Department of Communication. The department currently contains programs covering the breadth of the communication discipline including Communication Studies, Electronic Media and Broadcasting, Journalism, Media Informatics and Public Relations.  Our faculty have expertise in teaching and researching in Health Communication whether it is investigating and teaching about the mediating effect of social support on health outcomes in the Latino community, the sensemaking process of parents who have children with special needs, or end of life conversations among family members.  We are well prepared to launch a Health Communication program.

  • Will this program replace or enhance any existing program(s) or track(s) within an existing program?*
  • If yes, please specify. Include the projected faculty/ student in major ratio
  • Is there a specialized accrediting agency related to this program?*
  • If yes, identify the agency
  • Do you plan to seek accreditation?*
  • If yes, explain your plans for accreditation. If no, explain your rationale for not seeking accreditation*

    Currently, no organization exists that accredits health communication programs specifically. 

  • Attach the SACS Faculty Roster Form in the Proposal Toolbox . Faculty resources shall be demonstrated to be adequate and appropriate for the proposed program. The number of faculty should meet external standards where appropriate. The qualifications of faculty will support the objectives and curriculum of the proposed program.

  • Access to the qualitative and quantitative library resources must be appropriate for the proposed program and should meet recognized standards for study at a particular level or in a particular field where such standards are available. Adequacy of electronic access, library facilities, and human resources to service the proposed program in terms of students and faculty will be considered. Physical facilities and instructional equipment must be adequate to support a high quality program. The proposal must address the availability of classroom, laboratory, and office space as well as any equipment needs.

  • Describe the library resources available to support this program. You may attach any documentation provided to SACS*

    The NKU Steely Library provides adequate resources in the form of online journals, reference texts, and texbooks to support this program. 

  • Describe the physical facilities and instructional equipment available to support this program*

    Griffin Hall has dedicated laboratory facilities for media creation.  Technology and software is already in place supporting our media programs that will be available for this program.  In addition, Griffin Hall has dedicated resources for our graduate and proposed undergraduate programs in Health Informatics that are available to support this program. Some courses will utilize space resources in the NKU Health Innovations Center which will open in Fall, 2018.

  • Clearly state the admission, retention, and completion standards designed to encourage high quality*

    Admission: High school or equivalent completion credentials verification & Satisfactory standardized test performance. Retention: College centralized student academic advising & Student course success markers.  Completion standards: Required applied capstone course (internship) & Program and Course level student learning outcomes with annual evaluation and assessment.

  • Clearly state the degree completion requirements for the program*

    The degree requires 120 semester credit hours.  The major itself is 51 credit hours.  37 hours are required for General Education hours, of which 9 hours have special requirements for this major (CMST 101 or CMST 110, JOU 110 or INF 128, SWK 105).  The remaining 32 hours must include a secondary area (minor or area of focus) and open electives.

  • Provide the following information for the program and for each concentration (some categories may not apply to all programs):

  • Total number of hours required for degree (incuding General Education credits)*
    120
    120
  • Number of hours in degree program core*
    27
    27
  • Number of hours in concentration*
    0
    0
  • Number of hours in guided electives*
    24
    24
  • Number of hours in free electives*
    32
    32
  • Delivery Method*
  • Alternative Delivery Mode Formats (Check all that apply)*
    Does the program use alternative learning formats (e.g. distance learning, technology-enhanced instruction, evening/weekend classes, accelerated courses)?
  • Describe how the proposed program will articulate with related programs in the state*

    The proposed program can articulate with two year schools which provide an associate degree in social science and/or communication.  Discussions are planned.  Coordination would involve required courses, syllabi and learning outcomes.  The plan is to develop formal “2+2”  degree programs.

    It should describe the extent to which student transfer has been explored and coordinated with other institutions.

  • Attach all draft articulation agreements related to this proposed program in the Proposal Toolbox .

  • Provide Catalog Program Description:*

    The explosion of social media and other interactive communication technologies is dramatically changing the ways in which consumers obtain and make sense of health related information.  For example, peer to peer communication (e.g., within Facebook support group) about a medical condition is as important to understanding and coping as communication with providers.  Providers and other health care professionals must be fully aware of and appreciate all the different sources of information that are key to sensemaking and understanding.  Creating messages that are clear, easy to understand, and address the emotional and logical processing of health information is crucial and lead to positive health outcomes.  The messages also must address cultural differences and health disparities in terms of behavior and care that are present in a diverse society.

    The health communication program will produce graduates who are skilled, effective and literate communicators.  They will be able to facilitate the sensemaking and decision making processes related to health information and be well equipped to communicate across many contexts and rapidly changing media platforms.  Students completing this program will be prepared for a wide array of emerging health communication careers in industry, the non-profit sector and government.

    Depending on students' areas of interest, they are encouraged to select a minor that will complement this major and strengthen their skill set.  For example, if a student has an interest in video production related to health communication, a minor in Electronic Media and Broadcasting would be appropriate.

    Students majoring in health communication must complete 51 credit hours of study as outlined below, earn a C- or better in each course for the major and satisfy the University's graduation requirements, and take "CMST 101 Public Speaking- OC (3 credits)" or "CMST 110 Introduction to Communication Studies- OC (3 credits) for the general education oral communication requirement, "JOU 110 Introduction to Mass Communication- SB (3 credits)" or "INF 128 Principles of Informatics- SB (credits)" to fulfill the general education individual and society requirement, and "SWK 105 Social Work and the Community- SB (3 credits)" to fulfill the general education cultural pluralism requirement.  It is recommended students take "PSY 100 Introduction to Psychology- SB (3 credits)" to fulfill the general education individual and society requirement and "STA 205 Introduction to Statistical Methods- QR (3 credits) to fulfill the mathematics general education requirement.

     

  • List courses under the appropriate curricular headings, byThen follow the directions below to create proposed curriculum in Proposal.

    Prospective Curriculum Field

    Step 1

    There are two options to add courses for proposed changes: "Add Course" and "Import Course." For courses that already are in the catalog, click on "Import Course" and find the courses needed. For new classes that are in the Curriculog Approval Process click on "Add Course"-- a box will open asking you for the Prefix, Course Number and Course Title.

    Step 2

    Click on  "View Curriculum Schema." Click on "Add Core" which will be the header for your course groups of the program. After creating the different sections you can proceed to assign courses in each header by clicking on "Add Courses" this will bring up the list of courses available from Step 1. Select the courses you wish to add and reorder as needed by dragging courses. For removing courses click on the .

    Commonly used headers: Degree Requirements, Core Courses, Electives.

  • Prospective Curriculum*
  • Describe planned alternative methods of program delivery*
    Courses will be offered face-to-face primarily, but also online and onlin/hybrid
    Courses will be offered face-to-face primarily, but also online and onlin/hybrid

  • Complete the following only if the proposed program is an advanced practice doctorate:

  • Describe how the doctorate builds upon the reputation and resources of the existing master’s degree program in the field
  • Explain the impact of the proposed program on undergraduate education at the institution
    Within the explanation, note specifically if new undergraduate courses in the field will be needed.
  • List and discuss the nature and appropriateness of available clinical sites
    Supply letters of commitment from each clinical site that specifies the number of students to be accommodated and identifies other academic programs that also use the facilities.

  • Supply letters of commitment from each clinical site that specifies the number of students to be accommodated and identifies other academic programs that also use the facilities.

  • Program Demand/Unnecessary Duplication

  • Proposed programs must respond to the needs of the academy and to larger economic and social environments. Thus, the institution must demonstrate demand for the proposed program. All proposed programs must address student demand. Programs must also address either employer demand or academic disciplinary needs.

    Student Demand:

  • Clearly describe all evidence of student demand*

    The Department of Communication has offered a new Health Communication undergraduate class during the Summers of 2015 and 2016, enrolling 34 students in both sections.  In Fall 2017 we are offering two sections of this class, and both filled quickly during priority registration. 

    Reaction to the course has been favorable and the course has been taken by students both inside and outside of the department, indicating broad interest in this area.  The students have included Communication Studies, Journalism, Health Sciences, Integrative Studies, Organizational Leadership, Psychological Sciences, and Public Relations majors.  Comments from the course evaluations have indicated great interest.  One student wrote, “Learned a lot about the relationship between patient and doctor communication, health communication in our modern day world.  I learned a lot about our health care, and health care issues occurring in present day.  I would say the most interesting thing I have learned thus far in this class is how socioeconomics has such a huge effect on health.”  Another student wrote, “This course has changed my outlook in health and health insurance.”

    Given the transformation of healthcare unanticipated and new roles and positions will be developing, such as in the area related to consumers and digital technologies.  Thus, programs will need to engage new opportunities and the demands of the marketplace.  The projections for students in the program are based upon extrapolation from graduate programs and NKU’s experience with new programs both in healthcare and within the College of Informatics.

     

    Typically in the form of surveys of potential students and/or enrollments in related programs at the institution.
  • Provide evidence of student demand at the regional, state, and national levels*

    Nationally, a few undergraduate programs have been created in recent years.  For example, programs exist at comparable universities such as Grand Valley State University in Michigan, Missouri State University, and the University of Evansville.  Grand Valley State University has experienced great success in particular and currently has 119 majors enrolled during the winter 2017 semester.

  • Identify the applicant pool and how they will be reached*

    The applicant pool consist of three elements:

    1. Undergraduate students enrolling at NKU will be recruited through established relationships with high schools and marketing infrastructure, strategies and tools.  This includes engagement with extracurricular activities/student organizations.
    2. Students with an Associate Degree in Communication or Social Sciences will be recruited through articulation agreements, marketing by NKU, visits and presentations by faculty to the Community Colleges.  “2+2” programs will be formalized.
    3. New undergraduate students will also be recruited through stakeholders such as hospitals and other healthcare providers. 
  • Describe the student recruitment and selection process*

    The applicant pool consist of three elements and will be recruited in the following manner:

    1. Undergraduate students enrolling at NKU will be recruited through established relationships with high schools and marketing infrastructure, strategies and tools.  This includes engagement with extracurricular activities/student organizations.
    2. Students with an Associate Degree in Communication or Social Sciences will be recruited through articulation agreements, marketing by NKU, visits and presentations by faculty to the Community Colleges.  “2+2” programs will be formalized.
    3. New undergraduate students will also be recruited through stakeholders such as hospitals and other healthcare providers. 
  • Identify the primary feeders for the program*

    The primary feeders will be (1) high schools (2) 2-year schools with articulation agreements (3) hospitals and other health care providers.

  • Provide any evidence of a projected net increase in total student enrollments to the campus as a result of the proposed program*

    Based upon enrollment projections specified below and market research described above, it is estimated the program will enroll 25 new enrollments each year, and have 125 majors at the end of year 5. It is expected some of those students will come from existing programs (particularly Communication Studies), but this program targets a new segment of Communication students we have not previously reached before.  It is estimated 2/3 of the students, or 85 students,  will be completely new enrollments to NKU by the end of year 5.  This is based upon the demand for workers in this field and the attraction to this major which is not replicated at other colleges of universities.  These numbers are also based on a similar growth rate that occurred after we launched our newest existing program in Media Informatics, which now has over 160 majors.

  • Complete the Projected Student Demand Estimate for the first five years of the program [link to resource document to be provided] and attach in Proposal Toolbox .

    Employer Demand:

  • Clearly describe evidence of employer demand*

    Market research suggests substantial demand for this potential program.  According to the U.S. Department of Labor, jobs related to healthcare are expected to grow by 19.3 percent between 2014 and 2024, while jobs related to healthcare and social assistance are expected to grow to 13.6 percent of the economy in 2024 from 12 percent in 2014.[1]  This growth will be linked to both increases in population and demographic changes as well as a fundamental reorganization of healthcare delivery in the U.S.

    Several factors drive this reorganization including the high and exponential growth of the cost of care, the uninsured population, medical errors including the overuse and underuse of medications and procedures, and population health (e.g., prevalence and growth of chronic diseases).[2]  Based upon reform initially introduced in the ACA, healthcare is moving to a quality-based strategy for delivery and payment.  This means that the financing of health care is changing from a fee-for-service or volume-based models to value-based models.  Value-based models are based on payments for services to a defined population with incentives tied to the quality of care.  This requires fundamental change which focuses on patient-centered team-based care.  Health communication is a core requirement for these changes, whether in the form of consumer-engagement and self-management or communication supporting care coordination among stakeholders.

    The methodologies used to identify demand for this program consisted of semi-structured interviews of professionals working as a manager or practitioner within healthcare with roles involving communication, and a review of comparable undergraduate and graduate programs across the country.   Healthcare delivery is characterized by an industry with many silos, whether through care specialization or the separation of the finance and service functions.[3] In the interviews, respondents identified roles within traditional departments, but also universally recognized the need for new roles supporting and facilitating the communication across organizations and with consumers.   Communication was identified as one of the key barriers to care coordination and patient engagement, both cornerstones of reform. 

    Healthcare is a unique environment and workplace.  This curriculum focuses on the specialized skills and knowledge required from workers within healthcare organizations (broadly-defined) and include clinical and technical knowledge, compliance, legal and ethical considerations, financial resources and payment models, organizational communication, health system design, and a knowledge of the language and culture of healthcare.

     Content and skills area identified in the research are:

    • Policy/Advocacy/Access

    • Public Relations for Healthcare Organizations (broadly-defined)

    • Health Communication in Care Delivery

    • Health Communication/Literacy in Consumer Engagement

    • Healthcare Service and Product Marketing

    • Digital Content Creation (e.g., mobile devices)

    • Technical Writing and Communication

     

    [1] Employment projections: 2014 to 2024 (2015). U.S Department of Labor Statistics. Retrieved from         http://www.bls.gov/news.release/ecopro.nr0.htm

     

    [2] Emanuel, E.J. (2014). Reinventing American Health Care: How the Affordable Care Act Will Improve our Terribly Complex, Blatantly Unjust, Outrageously Expensive, Grossly Inefficient, Error Prone System. New York:  Public Affairs.

     

    [3] Breaking down clinical silos: Enhancing care coordination (2013). American College of Healthcare Executives, 29, 4.  Retrieved from www.ache.org/chapters/downloads/chapter_education/materials_template79A.pdf.

     

     

    Such evidence may include employer surveys, current labor market analyses, and future human resources projections. Where appropriate, evidence should demonstrate employers’ preferences for graduates of the proposed program over persons having alternative existing credentials and employers’ willingness to pay higher salaries to graduates of the proposed program.
  • Describe the types of jobs available for graduates, average wages for these jobs, and the number of anticipated openings for each type of jobs at the regional, state, and national levels*

    In a search of both the Kentucky Center for Education and Workforce Statistics and the Bureau of Labor Statistics databases, the following data was found for three examples of Health Communication related careers:
     
    Community Health Worker
    Northern Kentucky Region- 7 new jobs projected in next 5 years with average salary of $37,029
    State of Kentucky- 107 new jobs projected in next 5 years with average salaries ranging from $28,900-$42,918
    Nationally- 8,100 new jobs projected by 2024 (14.9% growth) with average salary of $41,170
     
    Health Educator
    Northern Kentucky Region- 7 new jobs projected in next 5 years with average salary of $61,507
    State of Kentucky- 99 new jobs projected in next 5 years with average salaries ranging from $40,890-$61,507
    Nationally- 7,500 new jobs projected by 2024 (12.2% growth) with average salary of $57,900
     
    Public Relations Specialist (assuming 20% work in health communication specific jobs)
    Northern Kentucky Region- 17 new jobs (4 in health communication) projected in next five years with average salary of $52,740
    State of Kentucky- 171 new jobs (34 in health communication) projected in next five years with average salary ranging from $36,182-$60,400
    Nationally- 14,900 new jobs (2,980 in health communication; 6.2% growth) projected by 2024 with average salary of $56,770
     
    This data just barely taps into potential health communication oriented careers.  Students from our program will be better equipped to work in health communication oriented careers due to their specific education and training in applying communication principles and techniques to the health context.  For example, a health communication major seeking a public relations position at a healthcare organization is going to be far more knowledgeable about the industry and will know specifically how to run a communication campaign focused on health issues.
     
    Potential New Positions
    As the U.S. moves from a fee-for-service based healthcare reimbursement system to one of fee-for-value the delivery of care is going to be patient-centered and delivered by care teams.  This will occur outside of the “4-walls” of a traditional clinic and may occur at community-based settings, through tele-health, or be mediated through new technologies such as mobile devices.   In addition, precision medicine and integrated behavioral and physical healthcare will change the characteristics of care.  This will create a need for individuals to create messages, support information-seeking, and generally increase the scope, quality, and quantity of health communication.  At this point it is difficult to quantify demand and precisely describe these new positions, but it is clear that there will be a need for these roles in a reformed healthcare system during the coming years. 

     

  • Academic Disciplinary Needs:

  • Clearly describe all evidence justifying a new program based on changes in the academic discipline or other academic reasons*

    Health Communication is an established and growing subdiscipline in the Communication field as evidenced by its active record of scholarship and teaching at many universities.  Many graduate programs have been recently developed in this area.  The University of Kentucky has a nationally renowned graduate certificate in Health Communication, which is a unique field with specialized curriculum, research journals and conferences.  The university also sponsors the Kentucky Conference on Health Communication every two years, which draws national interest in research and teaching being done in this state.

    Given the transformation of healthcare, unanticipated and new roles and positions will be developing, such as in the area related to consumers and digital technologies.  Thus, programs will need to engage new opportunities and the demands of the marketplace.  The projections for students in the program are based upon extrapolation from graduate programs and NKU’s experience with new programs both in healthcare and within the College of Informatics.  

  • If the proposed program is an advanced practice doctorate explain the new practice or licensure requirements in the profession and/or requirements by specialized accrediting agencies that necessitate a new doctoral program

  • Similar programs:

  • A new program may serve the same potential student population, the proposed program must be sufficiently different from existing programs in the state or access to existing programs must be sufficiently limited to warrant initiation of a new program.

    Identify similar programs in other Southern Regional Education Board (SREB) states and in the nation.

    If similar programs exist in Kentucky,

  • Does the proposed program differ from existing programs?*
  • If yes, please explain

    The University of Kentucky has certificate programs in Health Communication, but there are no existing major degree programs in the region. 

  • Does the proposed program serve a different student population from existing programs?*
    (i.e., students in a different geographic area)
  • If yes, please explain

    It is a new program targeting students with an interest that current programs do not serve. 

  • Is access to existing programs limited?*
  • If yes, please explain
  • Is there excess demand for existing similar programs?*
  • If yes, please explain
  • Will there be collaboration between the proposed program and existing programs?*
  • If yes, please explain the collaborative arrangements with existing programs

    Discussions about possible collaborations have not occurred formally as of yet, but we would expect our program could provide students for their graduate program.  As we gain additional faculty with expertise in this area, they likely will participate in the University of Kentucky Health Communication conference.  Some of our faculty have interacted with University of Kentucky faculty at national, regional and state conferences.  We plan to have further discussions with University of Kentucky faculty as the program develops to see what other areas of collaboration are possible.

     

  • If no, please explain why there is no proposed collaboration with existing programs
  • Cost and Funding of the Proposed Program

  • The resource requirements and planned sources of funding of the proposed program must be detailed in order to assess the adequacy of the resources to support a quality program. This assessment is to ensure that the program will be efficient in its resource utilization and to assess the impact of this proposed program on the institution’s overall need for funds.

  • Will this program require additional resources?*
  • If yes, provide a brief summary of additional resources that will be needed to implement this program over the next five years

    To launch the program and ensure its success, two new tenure-track lines are proposed once sufficient revenue as been generated by new enrollments. The Department of Communication is already understaffed in terms of its TT faculty for its existing five undergraduate programs and one graduate program (47.6 majors per TT faculty versus 39.6 majors per TT faculty for NKU as a whole).  The department relies very heavily on part time faculty already (approximately 45 adjuncts teach nearly 50% of students).  It would be quite challenging to find adjuncts with the qualifications to teach Health Communication specific courses.  During its first year, one existing CMST faculty will be reassigned to the new program.  As new revenue is generated from the program, funds will become available to support new faculty lines.

    In addition, Health Communication is a research intensive area within the Communication discipline with many state and national funding opportunities, and the support of a graduate assistant is proposed to support that research.  We will seek outside funding and partnerships to support the GA.

  • Will this program impact existing programs and/or organizational units within your institution?*
  • If yes, please describe the impact

    We anticipate the new program will draw some students who are currently Communication Studies students and are better suited to this major.  We saw this phenomenon occur when we first launched our Public Relations program, but after a little bit of time, the program attracted completely new students.  We expect a similar impact as we transition to launching a fully developed Health Communication program.

    The curriculum includes courses from multiple departments and colleges (e.g., Business Informatics, Health Sciences, Psychology, Social Work)  across the campus and will add to  existing enrollment in those courses.

  • Provide adequate documentation to demonstrate sufficient return on investment to the state to offset new costs and justify approval for the proposed program.

    If this is an advanced practice doctorate, provide assurance that funding for the program will not impair funding of any existing program at any other public university.

  • Cost/Funding Explanation

  • Complete the Funding Sources, by year of program and Breakdown of Budget Expenses/Requirements tables for the first five years of the proposed program [link to resource document to be provided] and provide an explanation of how the institution will sustain funding needs, attach document in Proposal Toolbox. *The total funding and expenses in the table should be the same, or explain sources(s) of additional funding for the proposed program.

  • Program Review and Assessment
  • Describe program evaluation procedures for the proposed program*

    The Health Communication Program faculty will be responsible for assessing the program on the same schedule as other four-year degree programs at NKU are assessed, and for evaluating student learning outcomes.

    The plan for assessing each program learning outcome is described below. 

    Student Learning Outcome 1: Graduates of this program will be able to demonstrate health literacy by evaluating and translating complex health information into understandable written and spoken messages across many contexts utilizing a variety of media platforms.

    This outcome will be assessed in CMST 403 Health Communication through a class project in which students will create written health messages across various media platforms and make a presentation about the project.  The goal would be for 70% of the students to score at least 3/5 on a scoring rubric.

    Student Learning Objective 2: Graduates of this program will be able to plan successful health communication campaigns by designing and creating their components and measuring their effectiveness.

    This outcome will be assessed in HCOM 450 Health Campaigns through a class project in which students will create, implement and measure the effectiveness of a health communication campaign focused on an important health issue.  The goal would be for 70% of the students to score at least 3/5 on a scoring rubric.

    Student Learning Objective 3: Graduates of this program will be able to create successful communication strategies that indicate understanding of the socio/cultural aspects of health, reduce health disparities, increase access, and advocate for underserved populations.

    This outcome will be assessed in HCOM 450 Health Campaigns through a class project in which students will create, implement and measure the effectiveness of a health communication campaign focused on an important health issue.  The understanding of socio/cultural aspects of health, reduction of health disparities, increase in access, and advocacy for underserved populations will be assessed through a scoring rubric in which the goal would be for 70% of the students to score at least 3/5.

    Student Learning Outcome 4: Graduates of this program will be able to facilitate engagement about health issues with the public through various communication activities.

    This outcome will be assessed in HCOM 396 Health Communication Internship through a scoring rubic in which internship site supervisors will assess facilitation of engagement about health issues through the communication tools the students produce in their internships.  The goal would be for 70% of the students to score at least 3/5 on the rubric.

     

    These procedures may include evaluation of courses and faculty by students, administrators, and departmental personnel as appropriate. Program review procedures shall include standards and guidelines for the assessment of student outcomes implied by the program objectives and consistent with the institutional mission.

  • For each assessment method, please provide direct indicators of achievement of program-level student learning outcomes and frequency of data collection:

  • Which components will be evaluated?*

    Class project from CMST 403 for assessment of SLO 1
    Class project from HCOM 450 for assessment of SLO 2 & 3
    Internship site supervisor evaluation for assessment of SLO 4 

  • When will the components be evaluated?*

    Three-year cycle with SLO 1 evaluated in the 1st year, SLO 2 & 3 in the 2nd year, SLO 4 in the 3rd year

  • When will the data be collected?*

    At the end of each course term

  • How will the data be collected?*

    All students will be told that these components will be used for this purpose. The program director will randomly select HCOM students from each of the relevant classes and inform the instructors of whom has been selected. The instructors will submit the work being assessed to a common repository. 

  • What will be the benchmarks and/or targets to be achieved?*

    In the first cycle, the goal would be for 70% of the students to score at least 3/5 on a scoring rubric. Re-evaluation of the appropriateness of these benchmarks and/or targets will be made after completion of the first cycle.

  • What individuals or groups will be responsible for data collection?*
    Each faculty member teaching in the HCOM program
    Each faculty member teaching in the HCOM program
  • How will the data and findings be shared with faculty?*
    Annual reporting back to the faculty teaching in the program
    Annual reporting back to the faculty teaching in the program
  • How will the data be used for making programmatic improvements?*

    Faculty teaching in the program will consider pedagogical and curricular changes in response to the findings.

  •  

  • What are the measures of teaching effectiveness?*

    End of semester student evaluations and planned faculty peer reviews.  Documentation of achievement of student learning outcomes as part of annual performance review.

  • What efforts to improve teaching effectiveness will be pursued based on these measures?*

    Faculty performace reviews, peer coaching and best practices development.

  • What are the plans to evaluate students’ post-graduate success?*
    • Employer surveys.

    • Graduate surveys

    • A review/feedback process utilizing internal and external partners (e.g., Northern Kentucky Health Department)

  • Attachment List
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CIP Code
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  • CIP Code
    09.0905
    09.0905

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