Rubric provided for each element
Less than 'C' is fail
Students not meeting at least a C will be asked to drop the class
Students are expected to abide by The University of Arizona Code of Academic Integrity. 'The guiding principle of academic integrity is that a student's submitted work must be the student's own.' If you have any questions regarding what is acceptable practice under this Code, please ask an Instructor.
The University has a Disability Resource Center. If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the Disability Resource Center and request that the DRC send me, the Instructor, official notification of your accommodation needs as soon as possible. Please plan to meet with me by appointment or during office hours to discuss accommodations and how my course requirements and activities may impact your ability to fully participate.
i) Expectations: Students are expected to participate in class - you are especially expected to take an active role in discussions.
ii) Other than for medical (or other super-good) reason, no late assignments will be accepted.
iii) Prepare all written work in APA format; and word process or type all work;
iv) Identify your work by placing your name on all of your assignments.
The grade of “I” may be awarded only at the end of a semester, when all but a minor portion of the course work has been satisfactorily completed. The grade of “I” is not to be awarded when the student is expected to repeat the course; in such a case the grade of E must be assigned. Students should make arrangements with the instructor to receive an incomplete grade before the end of the semester. If the incomplete is not removed by the instructor within one year the “I” grade will revert to a failing grade.
Rick Brinkman and Rick Kirschner, (2003) Dealing with Difficult People: 24 lessons for Bringing Out the Best in Everyone. McGraw Hill: NY, NY.
Selected papers on health literacy, environmental health, and service learning will be assigned and available via and reserves at the library. In addition, students choose their own readings that relate to health literacy and pharmacy practice to present in class.
Baker, D. (2006). The meaning and the measure of health literacy. Journal of General Internal Medicine, 21(8), 878-883.
Carmona, R. H. (2006). Health Literacy: A National Priority. Journal of General Internal Medicine, 21(8), 803-803.
Davis, T. C., Wolf, M. S., Bass, I. I. I. P. F., Thompson, J. A., Tilson, H. H., Neuberger, M., et al. (2006). Literacy and Misunderstanding Prescription Drug Labels. Annals of Internal Medicine, 145(12), 887-W246.
Gazmararian, J., Williams, M., Peel, J., & Baker, D. (2003). Health literacy and knowledge of chronic disease. Patient Educ Couns, 51(3), 267-275.
Jahan, R. A. (2000). Promoting health literacy: a case study in the prevention of diarrhoeal disease from Bangladesh. Health Promot. Int., 15(4), 285-291.
Mancuso, C. A., & Rincon, M. (2006). Impact of Health Literacy on Longitudinal Asthma Outcomes. Journal of General Internal Medicine, 21(8), 813-817.
Nutbeam, D. (2000). Health literacy as a public health goal: a challenge for contemporary health education and communication strategies into the 21st century. Health Promotion International, 15(3), 259.
Osborne, H. (2005). Health Literacy from A to Z: Practical Ways to Communicate Your Health Message: Jones and Bartlett Publishers.
Parikh, N. S., Parker, R. M., Nurss, J. R., Baker, D. W., & Williams, M. V. (1996). Shame and health literacy: the unspoken connection. Patient Educ Couns, 27(1), 33-39.
Pleasant, A., & Kuruvilla, S. (2008). A tale of two health literacies: public health and clinical approaches to health literacy. Health Promot. Int., 23(2), 152-159.
Schillinger, D., Grumbach, K., Piette, J., Wang, F., Osmond, D., Daher, C., et al. (2002). Association of Health Literacy With Diabetes Outcomes. JAMA, 288(4), 475-482.
Weiss, B. D., Mays, M. Z., Martz, W., Castro, K. M., DeWalt, D. A., Pignone, M. P., et al. (2005). Quick Assessment of Literacy in Primary Care: The Newest Vital Sign. The Annals of Family Medicine, 3(6), 514-522..
Zarcadoolas, C., Pleasant, A., & Greer, D. S. (2005). Understanding health literacy: an expanded model. Health Promot. Int., 20(2), 195-203.