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UCC1: New Course Transmittal FormDepartment Name and Number

Recommended SCNS Course Identi�cation

Transcript Title (please limit to 21 characters)

Pre�x Level Course Number Lab Code

Amount of Credit

Repeatable Credit

Contact Hour: Base or Headcount

Course Description (50 words or less)

Prerequisites Co-requisites

Degree Type (mark all that apply) Baccalaureate Graduate Other

Introductory Intermediate Advanced

Department Contact

College Contact

Name

Phone Email

Name

Phone Email

Rev. 10/10

Rationale and place in curriculum

Category of Instruction

E�ective Term and Year Rotating Topic yes no

S/U Only yes no

yes no If yes, total repeatable credit allowed

Variable Credit yes no If yes, minimum and maximum credits per semester

Professional

Full Course Title

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Arts in Medicine in Practice HUM XXXX, Section XXXX Spring 2013 Meeting Times and Location: Online Credit Hours: 3

Instructor: Jill Sonke Instructor Office Location: McGuire Theatre and Dance Pavilion, Room 234 Office Hours: Monday, Wednesday, Friday 10:00 am – noon Instructor Contact Information: E-‐mail: [email protected] Phone: 352.273.1488

Co-‐Instructor: Jenny Lee Instructor Office Location: McGuire Theatre and Dance Pavilion, Room 234 Office Hours: Monday, Wednesday 2:30 – 4:00 pm Instructor Contact Information: E-‐mail: [email protected] Phone: 352.273.1488

Course Location: https://lss.at.ufl.edu/

Course Description

This online course explores the practice of the arts in medicine in the fields of health and human services. The course provides a dynamic, interdisciplinary overview of diverse practices and methodologies in the field of arts in medicine in community and healthcare settings. Learning methods include reading, video lecture, online weekly discussion, research, writing, and creative practice. Students will engage in individual creative practice in a primary artistic discipline as a research and learning method.

This course is appropriate for graduate students and professionals of the arts, humanities, sciences, human services, and health related professions.

Course Objectives

• Introduce clinical and community care environments such as hospitals, outpatient clinics,

long term care, hospice, home care, community health clinics, health departments, schools and communities-‐at-‐large

• Develop an understanding of healthcare cultures and environments • Develop an understanding of the knowledge and skills necessary to navigate care

environments to ensure patient safety • Develop an understanding of the professional competencies in arts in medicine practice • Explore the experience of illness from the patient perspective • Think critically about practice methods in arts in medicine for diverse populations • Explore and innovate program models in the arts in medicine

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• Create a professional development plan in response to course learning and practicum experience

• Develop a basic understanding of needs assessment, resource mapping and program planning and assessment

• Understand the role of the arts in promoting health education, health literacy and disease prevention in community settings

Required Texts Kettner, P.M., Moroney, R.M., Martin, L.L. (2013). Designing and managing programs: An effectiveness-‐based approach. Los Angeles, Sage.

Kottler, J. (2000). Doing Good: Passion and commitment for helping others. New York, Routledge.

Sadler, B and Ridenour, A. (2009). Transforming the Healthcare Experience Through the Arts. California, Aesthetics, Inc.

Patient Perspective Readings (please select one):

• Wilber, Ken. (2001). Grace and Grit. MA: Shambhala Publications. • Housden, Maria. (2002). Hannah’s Gift. NY: Bantam Books. • Schmitt, Eric-‐Emmanuel. (2005). Oscar and the Pink Lady. Atlantic Books. • Bauby, J-‐D. (1998).The Diving Bell and the Butterfly. NY: Vintage Books. • Berg, E. (2006). Talk BeforeSleep. Ballantine Books. • Edson, M., (1999). Wit (play). Faber and Faber. • Stoller, P. (2005). Stranger in the Village of the Sick: A Memoir of Cancer, Sorcery and

Healing. Beacon Press. Additional readings will be posted on the course website within the weekly course modules Critical Dates

Weekly Posting Deadlines • Discussion Board Posts

o Discussion Topic Posts are due on Wednesdays by 11:59 pm EST o Discussion Response Posts are due on Saturdays by 11:59 pm EST o Discussion Summary are due on Mondays by 11:59 pm EST

• Creative Practice Blog Posts o Blog posts are due on Mondays by 11:59 pm EST

Major Assignment Deadlines

• Site Visits and Essay 1 are due on Monday, 1/14, by 11:59 pm EST • Patient Safety Analysis is due on Monday, 1/21, by 11:59 pm EST • Patient Perspective Reflective Essay 2 is due by Monday, 2/4, by 11:59 pm EST • Program Model is due on Monday, 2/18, by 11:59 pm EST • Mini Needs Assessment is due on Monday, 2/25, by 11:59 pm EST • Professional Development Plan is due on Monday, 3/1, by 11:59 pm EST

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Arts in Medicine Practice

Course Outline

Week Lecture Topic Readings and Other Media Assignment Due Dates Week 1 Course Objectives

• Introduce clinical and community care environments such as hospitals, outpatient clinics, long term care, hospice, home care, community health clinics, health departments, schools and communities-‐at-‐large

• Develop an understanding of healthcare cultures and environments 1 Course Overview and

Welcome and Introductions

1. Introduce Yourself 1. 1/9

Introduction to Healthcare and Community Care Environments

• SAH, State of the Field Report

• Christensen, Why the Arts in Medicine

• Sadler and Ridenour, Part I • Sternberg, The Science of

Healing Places

1. Discussion Post: Environment of Care 2. Creative Practice Blog 3. Site Visits and Essay 1

1. Post 1/11 Respond 1/12 Summarize 1/14 2. 1/14 3. 1/14

Week 2 Course Objective Develop an understanding of the knowledge and skills necessary to navigate care environments to ensure patient safety 2 Navigating the Care

Environment

• UF HIPAA Training • Review Shands Policies

and Procedures Manual • Review Shands Volunteer

Handbook • Patient Safety – OSHA and

Joint Commission • Infection Control

presentation

1. Discussion Post: Patient Safety 2. Creative Practice Blog 3. Complete UF HIPAA Training and submit certificate in Assignments 4. Patient Safety Analysis

1. Post 1/16 Respond 1/19 Summarize 1/21 2. 1/21 3. 1/21 4. 1/21

Week 3 Course Objective Develop a basic understanding of the professional competencies in arts in medicine practice

3 Introduction to Professional Competencies Artistic Excellence Facilitation Skills Scope of practice

• Kreutz, et al, Choir Study • Four Bridges Chapter • Kottler, Doing Good • Audio piece on facilitation

from rounds

1. Discussion Post: Core Competencies and artistic excellence 2. Creative Practice Blog

1. Post 1/23 Respond 1/26 Summarize 1/28 2. 1/28

Week 4 Course Objectives • Explore the experience of illness from the patient perspective • Develop a basic understanding of the professional competencies in arts in medicine practice

4 Understanding the Experience of Illness Empathy and Compassion Self-‐Care

• TedTalks: -‐ Brown, Vulnerability -‐ Shepherd, A Broken Body Isn’t a Broken Person • Borysenko, Descent and

Renewal • *Patient Perspective

Reading

1. Discussion Post 2. Creative Practice Blog 3. Patient Perspective Reflective Essay 2


Week 5 Course Objective Think critically about practice methods in arts in medicine for diverse populations

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Assignments

Weekly Postings

• Discussion Board (10 points each for total of 80 points): Students will participate in eight online discussion posts (weeks 1 – 8) using the Sakai Discussion Board. A topic or discussion question relating directly to required reading or other activities will be posted and each student will post an initial response in short essay form and also respond to at least two

5 Communication and Cultural Competency

• Cultural Competency Slides

• Defining Cultural Competence Article: A Practical Framework for Addressing Racial/Ethnic Disparities

1. Discussion Post: Patient Diversity and Cultural Competency 2. Creative Practice Blog

1. Post 2/6 Respond 2/9 Summarize 2/11 2. 2/11

Week 6 Course Objectives • Explore and innovate program models in the arts in medicine • Understand the role of the arts in promoting health education, health literacy and disease prevention in

community settings • Develop a basic understanding of program planning, implementation and assessment

6 Arts in Medicine Program Models

• Sadler and Ridenour, Part II

• Program Planning Models Presentation

1. Discussion Post 2. Creative Practice Blog 3. Program Model

1. Post 2/13 Respond 2/16 Summarize 2/18 2. 2/18 3. 2/18 Arts in Community Settings • Yeh, Warrior Angel and

Barefoot Artist Film • Arts in Healthcare for

Rural Communities Slides and Toolkit

Week 7 Course Objective Develop a basic understanding of needs assessment, resource mapping and program planning and assessment

7 Needs Assessment in Arts in Medicine

• Kettner, Martin, and Moroney, Part I & II

• Needs Assessment Slides

1. Discussion Post 2. Creative Practice Blog 3. Mini Needs Assessment


Resource Mapping in Arts in Medicine

Resource Mapping Slides

Week 8 Course Objective Create a professional development plan in response to course learning and practicum experience

8 Introduction to Program Implementation and Assessment

Kettner, Moroney, and Martin, Ch. 6-‐8 Sadler and Ridenour, Part III

1. Discussion Post 2. Creative Practice Blog 3. Professional Development Plan due

1. Final Post 2/27 2. 2/27 3. 3/1

*See Reading List for Selections of Patient Perspective Readings

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other posts. Each week, one designated student will serve as the discussion facilitator and will submit one succinct post articulating a collective viewpoint, or lack thereof with reasoning, in response to the prompt. See assignment guide for assignment details and grading rubric.

• Creative Practice Blog (5 points each for total of 40 points) Students will engage in a creative practice of your choice to reflect on and integrate course content such as required reading, discussion and blog content, and course topics. Each student will participate in a personal creative practice in an art form of choice throughout the course. Suggested practices include reflective journaling, drawing, painting, sculpture, poetry, dance, and/or theatre. Students will post a weekly reflective paragraph (6-‐8 sentences in length) and post current photographs or audio/video of their artistic process or product in the class blog. See assignment guide for assignment details and grading rubric.

Major Assignments

• Site Visit and Culture of Care Essay (15 points): Students will visit three healthcare sites in their home communities which may include hospitals, long term care settings, hospice, community centers, programs for people with disabilities, outpatient care settings, health departments, etc. During the site visits, students will observe cultures of care, aspects of the healing environment, and nuances within healthcare settings. Students will write a 1,000-‐word essay exploring and articulating the cultures of care that they observed. See assignment guide for assignment details and grading rubric.

• Patient Safety Analysis (10 points) Conduct a patient safety analysis on a current safety issue

in response to a news article. Provide class members with a link and summary of the article and well-‐developed response to the patient safety concern and how the arts could be utilized to address it. As you find the article, post an APA-‐formatted citation in Sakai so others can determine if a particular article has already been selected for presentation.

• Reflective Essay on Patient Perspective Reading (10 points) Write a 1,000-‐word reflective

essay on the selected Patient Perspective Reading and post under Patient Perspective Reading Forum in the Discussions on Sakai. Consider the role of empathy and compassion in the practice of arts in medicine. See assignment guide for details and grading criteria.

• Program Model Part I (10 points) Develop a one to two page proposal of a program model

for a targeted health concern or population and post to Sakai. Program model will include the vision, mission, goals, objectives, and anticipated outcomes of the program. See assignment guide for assignment details and grading rubric.

• Mini Needs Assessment (5 points) Select two needs assessment methods to conduct a mini

needs assessment in your community. Post the top three needs in your community and a summative paragraph describing how you identified these three needs.

• Professional Development Plan (20 points) Write a professional development plan. See

assignment guide for details and grading criteria.

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Evaluations and Grades 40% (80 points) of the final grade comes from the major assignments

• Site Visits and Healthcare Culture Essay 1 (15 points) • Patient Safety Analysis (10 points) • Patient Perspective Reflective Essay 2 (10 points) • Program Model (20 points) • Mini Needs Assessment (5 points) • Professional Development Plan (20 points)

40% (80 points) of the final grade comes from Discussion Board Postings (8 posts, 10 points each) 20% (40 points) of the final grade comes from Creative Practice Blog (8 posts, 5 points each) Grading Scale

Letter Grade % Equivalency GPA Equivalency A 95-‐100% 4.0 A-‐ 92-‐94% 3.67 B+ 89-‐91% 3.33 B 85-‐88% 3.00 B-‐ 82-‐84% 2.67 C+ 79-‐81% 2.33 C 75-‐78% 2.00 C-‐ * 72-‐74% 1.67 D+ 69-‐71% 1.33 D 65-‐68% 1.00 D-‐ 62-‐64% .67 E, I, NG, S-‐U, WF 0.00

Please note that a C-‐ is no longer an acceptable grade for any course in which a 2.0 GPA is required, for example, any course in the major. UF grading policy website: https://catalog.ufl.edu/ugrad/current/regulations/info/grades.aspx#calculatinggpa

Course Procedures and Policies

Naming Your Documents

When naming your assignment document, it will be helpful if you name them by the title of the assignment, i.e. IndResPres_yourlastnamefirstinitial, for me this would be IndResPres_Lee. If you abbreviate in this manner, Jill and I will have a clear and easy time finding the assignment and accounting for it.

Formatting Documents All work submitted include discussion board posts and major assignments must use APA formatting. We recommend that you use the online APA Style Guide at the Purdue Online Writing Lab (OWL).

http://owl.english.purdue.edu/owl/section/2/10/

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You must use APA formatting for document formatting, in text citations, and reference lists. Be sure to properly cite all sources that you quote or paraphrase.

Completing and Submitting an Assignment

Your instructor or project leader may set up assignments for you to complete and submit online. To work on an assignment:

• Open the appropriate site. • In the menubar, click Assignments. • Click the name of the assignment to open it. • To work on the assignment, follow the instructions from your instructor or project leader. You

may need to type within the text box, or add an attachment, or both. • To add an attachment, click Browse to find and select the file on your computer (maximum 5

attachments by this method), or click or select files from workspace or site; see Options for adding attachments.

• To see how your assignment will look to your instructor or project leader, click Preview. • To save your assignment to complete later, click Save Draft at the bottom of the screen. When

you want to reopen it, you'll find it listed in the assignment list with a status of "In progress". o Note: While your assignment is saved as a draft, your instructor cannot see it. For your

instructor to see it, you must submit the assignment. • When you have finished, click Submit at the bottom of the screen.

o Note: Don't click Submit until you're certain you're finished with an assignment. Once you click Submit, you'll no longer be able to access the assignment (e.g., to add more text or attachments) unless your instructor returns it to you.

You will receive an email message confirming your submission. If you do not receive a confirmation, check to see if you've successfully submitted the assignment.

Late Assignment Submission Policy

Major assignments will be accepted no later than six days after the due date. Points will be reduced from late assignments at a rate of 5% per day. This policy does not apply to Discussion Board or creative practice blog. Late work will not be accepted on the Discussion Board or Creative Practice Blog. Instructors will not accept work submitted later than six days following the deadline except in extenuating circumstances and with prior approval by the instructor.

Course Communications

It is the student’s responsibility to communicate with the instructor promptly concerning any circumstances that might affect his or her participation in the course. Please do not let any questions or concerns go unattended. It is the instructor’s intention to respond to all e-‐mail communication within 48 hours, excluding weekends.

General Course Questions

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There are two ways in which you can ask general questions of the instructors. If you have a general question related to an assignment, reading or other course material that may be relevant to other class members, you may post it under Course Questions on the Discussion Board. If your question is specific to your own work, progress, circumstances, grade, or is personal in nature, please email the instructors privately using the Mail function in Sakai.

Technical Assistance

If you have difficulty accessing online course reading or materials, please reference the citation or document name and author in a Google Search to locate the document before contacting the instructor or the Help Desk.

If you have computer difficulties submitting assignments or navigating Sakai, notify UF Computer Help Desk at [email protected] or 352-‐392-‐4357. Please include the case number provided to you by the UF Help Desk documenting your request for assistance.

Class Participation/Demeanor Policy

Participation in all aspects of this course is essential to your success. Every reading, assignment, and interaction within the course is integral to your learning, and full participation is required. It is expected that you will log on to the course website and contribute to discussions and blog forums at least three times per week.

Written communication and electronic interaction are central to online learning. Please see the Online Etiquette section of the assignment guide for expectations for written and electronic interactions.

Students with disabilities

Students requesting accommodation must first register with the Dean of Students Office. The Dean of Students Office will provide documentation to the student who must then provide this documentation to the Instructor when requesting accommodation.

Academic Honesty

All students sign the following statement upon registration at the University of Florida: “I understand that the University of Florida expects its students to be honest in all their academic work. I agree to adhere to this commitment to academic honesty and understand that my failure to comply with this commitment may result in disciplinary action up to and including expulsion from the University.” As instructor for this course, I fully support the intent of the above statement and will not tolerate academic dishonesty. The university’s policies regarding academic honesty, the honor code, and student conduct related to the honor code will be strictly enforced. Full information regarding these policies is available at the following link: http://www.dso.ufl.edu/sccr/honorcode.php

University Counseling Services

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Counseling Center 3190 Radio Rd. P.O. Box 112662, University of Florida Gainesville, FL 32611-‐2662 Phone: 352-‐392-‐1575 Web: www.counsel.ufl.edu

College of Fine Arts PO Box 115800 Office of the Dean Gainesville, FL 32611 Telephone: (352) 392-0207 Fax: (352) 392-3802

PROPOSAL SUBMISSION FORM FOR NEW COURSES

IN THE COLLEGE OF FINE ARTS

Course Proposal: Arts in Medicine in Practice I. Justification. In the space below, please write a statement of no more than 150 words describing the following:

(1) the need for the course (2) the enrollments expected, including the basis for prediction (3) the effect, if any, that the addition of the course will have on the curriculum in a broader

sense (4) a brief explanation of the relation of the course to the curriculum of which it will be an

immediate part This course is a requirement of the new online Arts in Medicine Graduate Certificate program, and provides students with essential practical knowledge at the graduate level for professional practice in the field of Arts in Medicine. Based on the number of inquiries we currently receive and an assessment of overall demand in the field, we expect enrollment of 6-15 people per section. This course will be the practical cornerstone of the Certificate curriculum as well as of the MA in Arts in Medicine, which is in development. We anticipate that the course will also serve a desirable elective course for students of the arts and health professions from throughout the U.S. and beyond. II. Support In the space below please provide:

(1) an account of the availability of faculty, library resources, and any equipment required to teach the course effectively

(2) the availability of funds for setting up and continuing the course. Our new faculty lecturer, Jenny Lee, and Jill Sonke will be available to teach the course on a rotating basis. Both of these individuals have the technology necessary for teaching the online course. We are submitting a request for off-book designation for this course. Direct revenues, along with assistance from the UF Distance Learning program, will support the set-up and continuation of the course. III. Graduate Student Requirements All proposals for undergraduate courses to which a graduate course number is also assigned must list the additional requirements expected of graduate students over and above all requirements expected of undergraduate students enrolled in the course. This is a graduate level course.

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IV. Planned Frequency Here, write the schedule for offering the course (i.e., every semester, once yearly, biennially) and the semester in which the course is to be offered first. Twice annually. V. Explanation of any duplications or overlapping of course content with any other course currently offered in the University catalog Proposals that might infringe on offerings in other schools within the college and university should be accompanied by letters from directors of the affected schools, stating their reactions to the proposed changes, additions, etc. Proposals which might conflict with other CFA school offerings should be accompanied by a statement from the faculty of the area affected indicating their support of the proposal. (This would be included as “other useful documentation” in the submission. See the curricular submission-change checklist.) N/A – there are currently no graduate level course offerings pertaining to Arts in Medicine at UF. VI. Other Appropriate Information