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这是约翰霍普金斯大学提供的课程大纲。因此，有部分的数据或是内容对开放式课程的自学者来说或许无法获得。

教学大纲


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翻译：马景文(简介并寄信)
（编注：辅助教室
编辑所设置自学书院网站设有本课程的辅助教室，内容包括部份阅读文章的翻译本，中文文献连结，和自学者论坛。）
编辑：陈盈(简介并寄信)


课程描述

基层卫生护理的社会和行为基础课程旨在提供必要的知识和技巧，以便在诊断（了解）社区、个人和组织的行为，以及跨文化背景下和发展中国家中的变革进程，让你在健康行为的生态模式范围内，规划合符文化的基层卫生护理。

课程宗旨

完成课程后，你学会：

相关阅读资料

推荐书目：Green LW与 MW Kreuter。《规划健康宣传》(Health Promotion Planning)。Mayfield出版公司。（ISBN: 0767405242, 精装本第三版，1999年二月）

订购请到以下书局：Matthews Johns Hopkins Medical Book Center: 1830 East Monument Street, Baltimore, MD 21205 USA; 410.955.3931; 800.266.5725; 410.955.0576 Fax

课程原理

研究生教育是自发性学习。因此导师是知识源头，而不是硬灌的导管，这意味着导师和学生是属于促进主动学习的伙伴关系。因为一个学期内要消化大量的资料，全体都要分担学习的责任。吸收新观念，主要是要透过自我发现的过程。

Cleary MJ, Stuhldreher WL, Bavaro JA, Lindsay JE, Taylor LMS与 Birch DA (1997) 。〈利用教学组合提升健康教育的教学效益〉(Using Teaching Portfolios to Enhance Teaching Effectiveness in Health Education)《美国医疗研究期刊》13(1): 33 - 43.

课程主旨

课程形式

这课程是以生态模式为基础，从较广阔的社会、政治、文化和经济背景来检视健康行为。每单元探索生态模式的不同层次。

每星期都有讲课和实验室作业。每个实验室作业，你应与编定的小组合作，非正式地讨论实验室题目。在实验室作业到期前几天，学员利用LiveTalk，在线讨论实验室作业。你要做好准备，发问和提出讨论。

实验室作业

这课程有七次实验室作业，是评分的全部。

大多数实验含小组和个人部份。在这情况下，小组先讨论题目，分享经验和意见；然后成员个别完成作业，数日后以电邮递交。七次实验作业中有两次是小组作业。课程开始的第一个星期，会派发小组作业。编排小组时，会尽可能安排同一时间区的学员编在同组，方便联络。学员尽可能利用电邮、DED Messenger（实时对话）、BBS、或其他通讯方法来进行小组的工作。

 

开课当天就开通全部实验，所以你可以事先准备，根据你和小组最佳的速度，弹性地完成作业。全部实验的观念都是和讲义有关连，所以在完成实验作业前，最好先温习讲义。

 

实验题目：

小组成员的责任：

小组的实验工作，目的在彼此分享知识和技巧，大家从中得益。要做到最理想，小组成员必须：

评分制度

作业

1. 基层卫生护理的社会科学—生态模式、健康行为分析

 40

2. 应用和比较健康信仰模式、社会学习理论和理性行动理论

 40

3. 应用PRECEDE架构和跨理论模式

 40

4. 社会支持和社会网络

 30

5. “社区变革”案例

 30

6. “组织性变革”案例

 40
7. 政策利益相关者的分析 30

总分

 250

最后评分：
A+ = 237.5 - 250
A = 212.5 - 237
B = 187.5 - 212
C = 162.5 - 187

关于不依时递交作业的政策：我们了解学员因为个人，工作或其他问题，不能依时递交作业。如果你有这些问题，请在某份作业期限之前通知我们，和说明递交的预期日期。没有事先通知，逾期一天扣1分。

投入时间

根据最近一期授课(2003-04学年暑期班)，学生所交的课程评鉴显示，要成功完成课程，学员需投入的时间如下：


Course Description

Social and Behavioral Foundations of Primary Health Care aims at providing you with the knowledge and skills needed to diagnose (understand) community, individual, and organizational behaviors and change processes in developing countries and in cross-cultural settings as a foundation for planning culturally appropriate primary health care (PHC) in the context of the ecological model of health behavior.

Course Objectives

After completion of this course, you will be able to do the following:

Readings

Recommended reading: Green LW and MW Kreuter. Health Promotion Planning. Mayfield Publishing Company (ISBN: 0767405242, Hardcover 3rd edition, February 1999).

Order from Matthews Johns Hopkins Medical Book Center: 1830 East Monument Street, Baltimore, MD 21205 USA; 410.955.3931; 800.266.5725; 410.955.0576 Fax

Course Philosophy

Graduate education is a self-directed approach to learning. Thus, the instructor is more of a resource than a vessel from which knowledge is poured. This means that the student and the instructor are engaged in a partnership that fosters active learning. Because there is a sizable amount of information to cover in only a term, all parties must share the responsibility for learning. It is largely through the process of self-discovery that new concepts are internalized.

Cleary MJ, Stuhldreher WL, Bavaro JA, Lindsay JE, Taylor LMS, Birch DA (1997). "Using Teaching Portfolios to Enhance Teaching Effectiveness in Health Education." American Journal of Health Studies; 13(1): 33 - 43.

Course Topics

Course Format

The course is based around the ecological model that views health behavior in broader social, political, cultural, and economic contexts. Each module explores a different level of the ecological model.

Each week consists of lectures and lab assignments. For each lab assignment, you're encouraged to work together in assigned groups to informally discuss lab topics. Several days before each lab assignment is due, the class will meet online in a LiveTalk session to discuss the lab assignment. Please come prepared to ask questions and initiate discussion.

Lab Assignments

There are seven lab assignments during the course, which constitute 100% of your grade.

Most labs contain both a small group component plus an individual component. In these instances, the groups will first discuss the topics, sharing experiences and ideas; then members will individually write up the assignments to be submitted via email a few days later. Two of the seven labs will be conducted solely as group efforts. You will receive group assignments during the first week of class. All groups will be formed with an effort to put together people in same time zone to make communications easier. You are encouraged to use email, DED Messenger (live chats with audio), the BBS, or any other communication mechanism to conduct group work.

 

All labs are accessible on the first day of the course so that you can plan ahead and work flexibly to complete the assignments, if you would like to, according to your and your group's optimal pacing. All labs, though, are tied conceptually to the lectures, so it is ideal to review the corresponding lecture material before completing the labs.

 

Lab topics:

Group members' responsibilities:

The goal of small group work in the labs is for you to share your knowledge and skills with your fellow group members, and for all group members to benefit from the mutual sharing. For this to optimally take place, each group member should do the following:

Grading Scheme

作业

1. Sciences ini PHC - Ecological Model, Health Behavior Analysis

 40

2. Applying and Comparing HBM, SLT, and TRA

 40

3. Applying PRECEDE Framework and Transtheoretical Model

 40

4. Social Support and Social Networks

 30

5. Community Change Case Studies

 30

6. Organizational Change Case Studies

 40
7. Policy Stakeholder Analysis 30

Total

 250

Final grades:
A+ = 237.5 - 250
A = 212.5 - 237
B = 187.5 - 212
C = 162.5 - 187

Late policy: We recognize that people will experience personal, work-related or other problems that make it difficult to submit assignments on time. If you experience such problems, please notify us BEFORE the deadline for a particular assignment and give us an estimated submission date. Late assignments without such notification will be docked 1 point for each day late.

Time Commitment

The course evaluations submitted by students during the most recent offering of this course (Summer term Academic Year 2003-04) indicated that successfully completing the course involved a range of time commitments, as follows: