Course: Rural Health and Aging

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Welcome to Rural Health and Aging. This course provides an opportunity to develop practical skills and knowledge in social, economic, political, and cultural influences that impact the health of individuals and families in rural communities by focusing on improving health status and developing culturally appropriate interventions and services in rural settings.

This Rural Health and Aging course is sponsored by the University of the Incarnate Word (UIW). Like all NextGenU.org courses, it uses learning resources from accredited, world-class organizations such as the Pan American Health Organization, U.S. Centers for Disease Control and Prevention (CDC), and the U.S. National Institutes of Health. The course was developed in collaboration with UIW, and was designed by TimMarie Williams, PhD, MCG; Margaret Niles, PhD, MEd; Hugo Rojas, MD, MSc, DiplEd; Genikka Camille Gabral, B.ED, MSc; Pablo Baldiviezo, MD, DiplEd; and Carolina Bustillos, MD, DiplEd.
For publications on NextGenU.org’s courses’ efficacy, see “A Novel Integration of Online and Flipped Classroom Instructional Models in Public Health Higher Education,” (2014), BMC Medical Education, “Building Public Health Capacity through Online Global Learning,” (2018), Open Praxis, or on NextGenU.org’s publication page.

There are 4 modules to complete, which provide an introduction to:
1. Rural health and social sciences;
2. Determinants of rural health;
3. Healthcare delivery in rural communities; and
4. Stakeholders and partnerships for rural health.
The completion time for this course is estimated at 117 hours and 8 minutes, 44 hours and 24 minutes of didactics and curated resources, and 72 hours and 44 minutes of work participating in activities and quizzes to assist the student in synthesis of the materials. This course is equivalent to three credit hours.

The course requires completion of all case studies, peer activities, and discussion fora. At the end of each lesson, there is a practice quiz. At the end of the course, after you’ve completed each lesson, quiz, and learning activity, you’ll have access to a final exam, and a chance to evaluate this course. Once you’ve passed that last test, you will be able to download a certificate of completion from NextGenU.org. We keep all of your personal information confidential, never sell any of your information, and only use anonymized data for research purposes, and we are also happy to report your testing information and share your work with anyone (your school, employer, etc.) at your request.

Engaging with this Course:

You may browse this course for free to learn for your personal enrichment; there are no requirements. To register in this course, it is required that learners have obtained a college-level/bachelor's degree.

To obtain a certificate a learner must successfully complete:
- All the reading requirements;
- All quizzes and pass with a 70% with unlimited attempts;
- All case studies;
- All peer activities;
- All discussion forums;
- The final exam with a minimum of 70% and a maximum of 3 attempts; and
- The self and course evaluation forms.
To obtain credit:
Complete all requirements listed above for the certificate; and

Your learning institution or workplace should approve the partner-university-sponsored NextGenU.org course for educational credit, as they would for their learner taking a course anywhere.

NextGenU.org is happy to provide your institution with:

A link to and description of the course training, so they can see all its components, including the cosponsoring universities and other professional organization cosponsors;

Your grade on the final exam;

Your work products (e.g. case study activities), and any other required or optional shared materials that you produce and authorize to share with them;

Your evaluations -- course, and self-assessments;

A copy of your certificate of completion, with the co-sponsoring universities and other organizations listed; and

A collaboration to help your institution offer this course or other NextGenU.org courses to interested learners.

To obtain a degree, NextGenU.org co-sponsors degree programs with institutional partners. To obtain a full degree co-sponsored with NextGenU.org, registrants must be enrolled in a degree program as a student of a NextGenU.org institutional partner. If you think that your institution might be interested in offering a degree with NextGenU.org contact us.

We hope that you will find this a rewarding learning experience, and we count on your assessment and feedback to help us improve this training for future students.

Here are the next steps to take the course and earn a certificate.
Complete the registration form.
Take the pre-test.
Begin the course with Module 1: Rural Health and Social Sciences. In each lesson, read the description, complete all required readings and any required activity, and take the corresponding quizzes.
Module 1: Rural Health and Social Sciences
Competency covered in this module:

Examine the concept of "rurality" from a social sciences perspective.
Synthesize theories, concepts, and models from social and behavioral sciences disciplines (e.g., anthropology, sociology, psychology, health education) that are used in public health research and practice.
Module 1: Lesson 1: What is Rural Health?
Student Learning Outcomes:
Upon completion of this module, students should be able to:
- Define rural and remote health.
- Differentiate between remote health and rural health.
- List some of the characteristic features of rural health populations and practices.
- Give examples of how the use of social sciences lenses can help to identify and address challenges for rural health.
- Using the example of aging, discuss how the social sciences approach can address challenges for rural and remote health.
Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 8 hours and 6 minutes.

Click here to start this lesson
16 URLs, 1 Forum
- Required Learning Resources and Activities
- Rural and Remote Health — Definitions, Policy, and Priorities. URL
  Read pages 16-18 under the heading "Definitions and characterization of rural health and remote health" and "Classification systems used overseas." (6 minutes)
  Australian Rural Health Education Network-2019
- What’s the Difference Between Rural and Remote Doctor Work? URL
  Read the entire article. (3 minutes)
  Healthcare Recruitment Specialists-2018
- Is Remote Health Different to Rural Health? URL
  Read the entire content. (20 minutes)
  Rural and Remote Health-2017
- Addressing Rural Health Challenges Head On. URL
  Read the content under the heading "Abstract" and "Challenges of Rural Health." (6 minutes)
  Journal of Missouri State Medical Association-2017
- Rural and Remote Health. URL
  Read "Summary" and "Health Status and Outcomes." (16 minutes)
  Australian Institute of Health and Welfare-2019
- Rural Health Care: Communities, Systems, and Patient Care. URL
  Read pages the content under the headings: "Rural Populations and Health Inequality" and "Special Populations in Rural Health" pages 2-3. (6 minutes)
  University of Washington-2020
- Thinking in Rural Gap: Mobility and Social Inequalities. URL
  Read the entire article. (33 minutes)
  Humanities and social sciences communications-2019
- Rural Poverty and Health Services: Challenges and Gaps. URL
  Read the entire slide set. (17 minutes)
  World Health Organization-2019
- Rural Health Care Access and Policy in Developing Countries. URL
  Read the content under the headings: "Abstract," "Sustainable Rural Health Care Services," and "Rural Health Workforce Supply." (8 minutes)
  Annual Review of Public Health-2016
- What Have the Social Sciences Ever Done for Equity in Health Policy and Health Systems? URL
  Read the entire article. (9 minutes)
  International Journal For Equity in Health-2018
- Rural and Remote Health. URL
  Read the following tabs on the left: "Summary," "Health status and outcomes," and "Access to Healthcare." (25 minutes)
  Australian Institute Health and Welfare-2019
- Health Promotion and Disease Prevention Strategies. URL
  Read the entire article and click on the headings of "Health Communication," "Health Education," and "Policy, Systems, and Environmental Change." (13 minutes)
  Rural Health Information Hub-2018
- Discussion Forum 1: A Social Sciences Perspective on Addressing Challenges for Rural and Remote Health (480 mins).
  
  In this activity, you will discuss how a social sciences approach can address the challenges for rural and remote health in the context of aging.
  
  Reference Guide Links:
  
  Thinking in Rural Gap: Mobility and Social Inequalities.
  
  Step 1: Review
  
  Study the given scenario below:
  
  Imagine yourself as a medical social worker. Early in your career, you are deployed for a two-month medical mission to a rural “aging” community (residents are mainly 65 and older) in your country. As this is your first time receiving such an assignment, it is expected that you will encounter some challenges and social influences that may hinder the success of your medical deployment. As a medical social worker, how do you think a social sciences approach can address the challenges that you will encounter in the rural “aging” setting?
  
  Step 2: Respond
  
  Reflect on the given scenario by recalling some concepts covered previously, such as the social influences affecting rural health (see reference guide links above). After reflecting, study the “Rural Aging Community Assessment Table” and fill in the fourth column with the necessary details.
  
  Note: Each box entry should be between 100 - 300 words (a total of 300-900 words for this table).
  
  Step 3: Share
  
  To share your work, click on the “Reply” button under this post and paste your work in the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
  
  Step 4: Interact
  
  To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “post to forum.”
- Additional Learning Options
- Is Remote Health Different to Rural Health? URL
  Read the content under the heading "Introduction" and "Discussion." (7 minutes)
  Rural and Remote Health-2017
- Addressing Rural Health Challenges Head On. URL
  Read the content under the heading " Challenges of Rural Health." (4 minutes)
  
  Journal of Missouri State Medical Association-2017
- Rural Health Around the World: Challenges and Solutions. URL
  Read the sections: "Rural Health Status," "Rural Cultures," and "Rural Health Services." (11 minutes)
  Journal of Family Practice (Oxford)-2003
- Trying to Understand and Close the Rural Health Care Gap. URL
  Read the entire article. (23 minutes)
  Healio-2017
Module 1: Lesson 2: The Intersection Between Health, Social, and Behavioral Sciences
Student Learning Outcomes:
Upon completion of this module, students should be able to:

Recognize the core social sciences concepts and models relevant to public health.

Identify the core behavioral sciences concepts and models relevant to public health.

Analyze the potential benefits and challenges to improve rural health using concepts and models from social and behavioral sciences.

Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 2 hours and 51 minutes.
Click here to start this lesson
4 URLs, 1 Forum
- Required Learning Resources and Activities
- Health Promotion and Disease Prevention Theories and Models URL
  Read the entire article. Click on the headings of "Ecological Models," "The Health Belief Model," "Stages of Change Model (Transtheoretical Model)," "Social Cognitive Theory," and "Theory of Reasoned Action/Planned Behavior." (9 minutes)
  Rural Health Information Hub-2018
- Contribution of Social Science Disciplines to Make Public Health Interdisciplinary URL
  Read the content under the heading "Sociology and Public Health," "Anthropology and Public Health," "Economics and Public Health," "Geography and Public Health," "Demography and Public Health," "Political Science and Public Health," and "Conclusion" From pages 14 to 19. (19 minutes)
  Research gate-2019
- Models and Theories of Health Behavior and Clinical Interventions in Aging: A Contemporary, Integrative Approach URL
  Read from: A Progression in Models/Theories of Health Behavior and Behavior Change. (19 minutes)
  Journal of Clinical Interventions of Aging-2019
- Behavioural and Social Sciences in Public Health: The First Strategy of its Kind. URL
  Read the entire article. (10 minutes)
  UK Government.
- Peer Activity 1: The Role of Social and Behavioral Sciences in Improving Rural Health. (540 mins) Forum
  In this activity, you will reflect on the possible benefits and challenges of improving rural health in the context of social and behavioral sciences.
  Reference Guide Links: https://www.ruralhealthinfo.org/topics/social-determinants-of-health
  Step 1: Review
  Select one of the four common issues present in rural health.
  Rural Health Issues:
  HIV and other sexually transmitted diseases as social and psychological issues.
  Prevalence of communicable diseases such as tuberculosis, hepatitis, and COVID-19.
  Resource distribution in rural health sectors.
  Access to health care centers and health facilities.
  Step 2: Respond
  After selecting one rural health issue, prepare a 500 - 900 word reflective piece of writing with the following inclusions:
  Social and behavioral concepts/models that can be used to explain why the issue is considered a “rural health” problem, e.g., cervical cancer illiteracy as a rural health problem can be explained by the Theory of Planned Behavior and Theory of Reasoned Action because:
  Briefly summarize the concepts/models of your choice.
  Provide a few examples of how it applies to your selected health issue.
  Potential approaches to improve the response to the selected issue that becomes evident after analyzing it under the lenses of social and behavioral sciences, e.g., incorporating the Theory of Planned Behavior entails an intervention approach or strategy that includes education and literacy through small group classes and teach-back methods.
  Possible benefits and challenges of integrating/applying these concepts/models, e.g., Integrating the Theory of Planned Behavior provides reliability in the prediction of the behavior of individuals towards cervical cancer, as it helps identify the biggest barriers to changing behavior, addressing the often-challenging gap between the “intention and behavior of the concerned individuals.”
  Step 3: Share
  To share your work, click on the “Reply” button under this post and paste your work in the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
  Step 4: Interact
  Evaluate and categorize the work from one of your peers based on items A - E of this rubric. Provide a rationale for the grade you have provided, as well as comments or suggestions for improvement. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You can use the list below as an example:
  Item A is .…. because…. My suggestions for improvement are….
  Item B is .…. because…. My suggestions for improvement are….
  Item C is .…. because…. My suggestions for improvement are….
  Item D is .…. because…. My suggestions for improvement are….
  Item E is .…. because…. My suggestions for improvement are….
- Quiz: Module 1
  Restricted Not available unless:
  The activity Course Registration is marked complete
  The activity Pre-Test is marked complete
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
Module 2: Determinants of Rural Health
Competency covered in this module:

Analyze the social and behavioral determinants of health equity at all ecological levels (individual through policy) applied in rural settings.
Assess the impact of power and privilege on health inequity at the local, national, and global levels.
Module 2: Lesson 1: Social and Behavioral Determinants of Rural Health
Student Learning Outcomes:
Upon completion of this module, students should be able to:
- Differentiate between the various social and behavioral determinants of rural health.
- Analyze the ecological model for health promotion programs.
- Exemplify how health outcomes can be influenced at all ecological levels.
- Describe what is health equity and how it is viewed by rural populations.
- Describe health equity from an aging population perspective.
- Analyze the burden of disease for aging populations in rural communities.
Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 7 hours and 36 minutes.

Click here to start this lesson
14 URLs, 1 Forum
- Required Learning Resources and Activities
- Social Determinants of Health. URL
  Read the sections from "Introduction" to "Potential Rural Strategies." (22 minutes)
  National Advisory Committee on Rural Health and Human Services-2017
- Social Determinants of Health for Rural People. URL
  Overview and FAQ's : 3, 4, 5, 6, 8, 10, 11, 15, and 18. (26 minutes)
  Rural Health Information Hub-2020
- Module 2: Rural Health Promotion and Disease Prevention Program Approaches. URL
  Read the "Ecological Models" tab under Module 2: "Program Models" including examples of ecological models & considerations for implementations. View "PROJECT HEART" Model link for an actual ecological model on health promotion. (23 minutes)
  Rural Health Information Hub-2018
- Social Ecological Approaches to Individuals and Their Contexts: Twenty Years of Health Education & Behavior Health Promotion Interventions. URL
  Read content under "Discussion." (16 minutes)
  PubMed Journal Article-2012
- Achieving Rural Health Equity and Well-Being: Proceedings of a Workshop. URL
  Read the content under the heading "Introduction" from page 1 to page 4. (10 minutes)
  
  The National Academies Press-2018
- Attaining Rural Health Equity in Africa. URL
  Read the content under "Introduction" in Chapter 1.1.5. on pages 57-58. (3 minutes)
  WONCA Rural Education Guidebook-2014
- Health Care and Equity in India. URL
  Read the content under "Abstract" and "Introduction." (7 minutes)
  HHS Public Access-2011
- Aging Populations and Public Health Ethics. URL
  Read the content under the heading "Identifying Public Health Goals and Benefits for Elderly Populations." (7 minutes)
  The Oxford Handbook of Public Health Ethics-2019
- Health Inequalities in Old Age. URL
  Read the entire document. (18 minutes)
  United Nations Department of Economic and Social Affairs-2018
- An Ecosystem of Health Disparities and Minority Health Resources. URL
  Read instructions for the peer activity. (20 minutes)
  National Institute on Minority Health and Health Disparities.
- Peer Activity 2: An Analysis of the Disease Burden in People Aged 60 Years and Older. (540 minutes) Forum
  In this activity, you will revamp a bar graph to any form of visual (chart, infographic, slideshow) and present the following:
  Analysis of the burden of disease in people aged 60 years and older.
  Examples of how living in rural communities present challenges and opportunities to address health issues among older adults.
  Demonstration of how a specific health issue can be influenced at different ecological levels.
  Step 1: Analyze
  
  Analyze the leading contributors to the burden of disease in people aged 60 years and older in 2010. Take note of the following key features of the figure:
  Most prominent disease burden contributors in both low-income and high-income countries.
  Least prominent disease burden contributors in both low-income and high-income countries.
  Potential explanations for the most significant differences of disease burden contributors among low-income and high-income countries.
  Step 2: Respond
  From the data, choose one disease contributor and reflect on how the prominence of the disease can be influenced at all ecological levels - For example: how the prominence of cardiovascular disease can be influenced at the individual, population, and community levels.
  Your ideas for how to respond to your selected health issue at each ecological level should be contextualized for older adults in a rural health community.
  Step 3: Design
  Select your preferred digital/non-digital tool to revamp the given graph to your chosen visual representation. Ensure that you also include the key features from Step 1 and your ideas from Step 2. You can use chart features of PowerPoint or visual design apps like Canva and Visme. Choose a visual type that will enhance the clarity of the data based on “rank” or “prominence.”
  Step 4: Present
  Present your visual analysis highlighting the key features from Step 1 and the ideas from Step 2. Record yourself or your screen using the online tool, Loom. If you are using PowerPoint, you may embed an audio recording in your presentation. The presentation should be of 3 - 5 minutes duration only.
  Step 5: Share
  To share your work, click on the “Reply” button under this post and paste the shareable public link of your work in the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
  Step 6: Interact
  Evaluate and categorize the work from one of your peers based on items A - E of this rubric. Provide a rationale for the grade you provided, as well as comments or suggestions for improvement. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You can use the list below as an example:
  Item A is .…. because…. My suggestions for improvement are….
  Item B is .…. because…. My suggestions for improvement are….
  Item C is .…. because…. My suggestions for improvement are….
  Item D is .…. because…. My suggestions for improvement are….
  Item E is .…. because…. My suggestions for improvement are….
- Additional Learning Options
- Are There Particular Social Determinants of Health for the World's Poorest Countries? URL
  Read the entire article. (29 minutes)
  African Health Sciences-2011
- Remote Health Service Vulnerabilities and Responses to the COVID‐19 Pandemic. URL
  Read the entire article. (19 minutes)
  Wiley Public Health Emergency Collection-2020
- WHO- The Ecological Framework. URL
  Read the entire article. (3 minutes)
  World Health Organization-2021
- Older Persons in Rural and Remote Areas. URL
  Read the entire document. (40 minutes)
  United Nations Economic Commission for Europe-2017
Module 2: Lesson 2: Power and Health Inequities
Student Learning Outcomes:
Upon completion of this module, students should be able to:

Define health inequities.
Explain the concepts of power and privilege within a public health context.
Assess the relationship between power, privilege, and health inequities.
Examine the application of ethics in rural health.
Analyze the correlation between ethics and the health of the aging population.

Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 3 hours and 36 minutes.
Click here to start this lesson
12 URLs, 1 Forum
- Required Learning Resources and Activities
- Social Determinants of Health in the United States: Addressing Major Health Inequality Trends for the Nation, 1935-2016. URL
  Read 1.3 Health Equity. (3 minutes)
  International Journal of Maternal and Child Health and AIDS
- Rural Health Disparities. URL
  Read the first Frequently Asked Question (FAQ): What is the difference between health disparities and health inequities? (1 minute)
  Rural Health Information Hub-2017
- What Are Health Disparities and Health Equity? We Need to Be Clear. URL
  Read the entire article. (12 minutes)
  Public Health Reports-2014
- Power, Privilege, and Priorities-2020-Global Health Report. URL
  Read the content under the heading "How GH5050 Understands Power, Privilege & Priorities and Applies Them in This Report" on page 13. (2 minutes)
  Editorial: Global Health
- Power and Public Health. URL
  Read the entire article. (10 minutes)
  Boston School of Public Health
- Power – A Health and Social Justice Issue. URL
  Read the entire document. (11 minutes)
  NHS Health Scotland-2016
- The Ethical Life of Rural Healthcare Professionals. URL
  Read: What is the Significance of Morality and Ethics to the Rural Professional? (8 minutes)
  Dartmouth College Press-2009
- The Ethical Life of Rural Healthcare Professionals. URL
  Read pages 54-56, "Basic Ethical Principles as Essential Material for Your Peer Activity." (10 minutes)
  Dartmouth College Press-2009
- Healthy Ageing in the Caribbean. URL
  Read pages 45-49 under "Human Rights, Ethics, and Principles of Public Health." (15 minutes)
  Caribbean Public Health Agency-2019
- Discussion Forum 2: The role of ethics in the health of the aging population. (480 minutes)
  
  In this activity, you will reflect on how ethical principles govern the health and well-being of older adults in a rural population.
  
  Reference Guide Link: Ethical Challenges in Pursuing Public Health Goals https://geiselmed.dartmouth.edu/cfm/resources/ethics/chapter-03.pdf
  
  Step 1: Review
  
  Read and review the four topic questions below. Select one to reflect on.
  
  In the context of ethics:
  
  Topic Question 1: Why should vaccinating older adults for COVID-19 be a top priority?
  
  Topic Question 2: Why can the age of older adults be a reasonable criterion for ICU admission in times of scarce ICU capacity?
  
  Topic Question 3: Why should denying treatment for a life-threatening condition be acceptable if it is an aged patient’s personal choice?
  
  Topic Question 4: How can the ban on visiting nursing homes for the aged be justifiable in times of COVID-19 crisis?
  
  Step 2: Respond
  
  After reflecting on your chosen topic question, prepare a 300 - 500 word reflective argument based on the following ethical principles:
  
  Autonomy
  
  Justice
  
  Beneficence
  
  Non-maleficence
  
  Please see the reference guide links above for more information about these ethical principles.
  
  Step 3: Share
  
  To share your work, click on the “Reply” button under this post and paste your work in the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
  
  Step 4: Interact
  
  To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “post to forum.”
- Quiz: Module 2
  Restricted Not available unless: The activity Quiz: Module 1 is complete and passed
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
- Additional Learning Options
- Global Conference on Primary Health Care - PAHO Director's Closing Remarks. URL
  Watch the entire video. (17 minutes)
  PAHO TV-2018
- Aging Populations and Public Health Ethics. URL
  Read the section titled "Ethical Challenges in Pursuing Public Health Goals" in the book as supplementary material for your peer activity. (12 minutes)
  The Oxford Handbook of Public Health Ethics-2019
- Care of the Old—A Matter of Ethics, Organization and Relationships. URL
  Read content from "Findings" and stop before "Methodological Considerations." (28 minutes)
  International Journal of Qualitative Studies in Health and Well Being-2012
Module 3: Healthcare Delivery in Rural Communities
Competency covered in this module:
- Describe the benefits of having community health workers in rural health.
- Identify and discuss the barriers and solutions to a rural community's infrastructure (e.g., health IT and emergency medical services) and its impact on healthcare delivery.
Module 3: Lesson 1: Community Health Workers in Rural Health
Student Learning Outcomes:
Upon completion of this module, students should be able to:

Express the operational definition of community health workers and the alternative titles used to identify it.

Examine the different functions that community health workers carry out and how the rural populations benefit from them.

Differentiate rural healthcare from urban healthcare in terms of availability of health personnel and services.

Reflect on the impact of community health workers in rural aging communities.

Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 4 hours and 9 minutes.
Click here to start this lesson
9 URLs, 1 Forum
- Required Learning Resources and Activities
- Who is a Community Health Worker? – A Systematic Review of Definitions. URL
  Read the abstract, discussion, and conclusion. (13 minutes)
  Global Health Action-2017
- Community Health Workers. URL
  Read the content from pages 1 to 2 under "Community Health Workers" and "Definition of Terms." (5 minutes)
  Brigham and Women's Hospital-2018
- Community Health Workers in Rural Settings. URL
  Read the paragraphs before the Frequently Asked Questions. (2 minutes)
  The Rural Health Information Hub-2019
- Roles of Community Health Workers. URL
  Read entire page except "Resources to Learn More." (1 minute)
  The Rural Health Information Hub-2020
- Advantages of Community Health Workers in Rural Programs. URL
  Read entire page except "Resources to Learn More." (2 minutes)
  The Rural Health Information Hub-2020
- 2 Million African Community Health Workers: Harnessing the Demographic Dividend, Ending AIDS and Ensuring Sustainable Health for all in Africa. URL
  Read the content from pages 1 to 9. (28 minutes)
  UNAIDS-2017
- Access to Specialty Healthcare in Urban Versus Rural US Populations: A Systematic Literature Review URL
  Read the content under the section titled Results: Approachability, Acceptability, Availability and Accommodation, Affordability, and Appropriateness; Discussion, and Conclusions. (27 minutes)
  BMC Health Services Research-2019
- A Community Health Worker–Based Program for Elderly People With Hypertension in Indonesia: A Qualitative Study URL
  Read the content under, "Central role of CHWs in the community," and "Multiple benefits for the elderly" (5 minutes)
  Centers for Disease Prevention and Control-2013
- Discussion Forum 3: A reflection on the impact of a community health program in a rural aging community. (540 minutes)
  In this activity, you will reflect on the impact of community health workers as key players in a community-based intervention program for a rural aging community.
  Step 1: Review
  Study the given scenario below.
  Find a health-related community-based intervention program in your community/region (or anywhere in the world) that targets a rural aging population. Imagine that you are the Lead Researcher and Educator for that intervention program in your community/region.
  As the Lead Researcher and Educator, you are responsible for communicating the progress of the program to the Director. At the end of the program, the Director emails you to inquire about an initial outcomes report of the program. Your feedback is valuable as it will be a key determinant of the replication of the program elsewhere.
  (If you are unable to find an appropriate intervention program in your community/region, you may use this one: StrongWomen–Healthy Hearts program)
  Step 2: Respond
  Prepare a 500-900 word email correspondence about:
  Initial outcomes of the program
  Different roles carried out by facilitators and other collaborators
  How does each role/function contribute to the overall success of the program?
  What are the indicators that the participants have benefited from working with the facilitators?
  Impact of the intervention program on the participants
  What significant differences did the intervention program make in the community?
  How are the facilitators and other collaborators accountable for the success rate of the program?
  What modifications need to be made to increase the impact of the program in the event that it will be re-implemented or replicated?
  Important considerations for the replication of the program
  What new goals can be incorporated into the program upon replication?
  What additional roles/responsibilities can be explored to increase workforce participation in relation to achieving the new goals?
  How can the members of the community, including those who did not participate (e.g. teenage groups, younger adults), benefit from the “improved” program?
  Step 3: Share
  To share your work, click on the “Reply” button under this post and paste your work in the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
  Step 4: Interact
  To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to the forum.”
- Additional Learning Options
- Rural and urban differences in health system performance among older Chinese adults: cross-sectional analysis of a national sample URL
  Read the content under "Discussion" (12 minutes)
  BMC Health Services Research-2020
Module 3: Lesson 2: Barriers and Solutions for Healthcare Delivery in Rural Communities
Student Learning Outcomes:
Upon completion of this module, students should be able to:

Discuss the challenges to healthcare delivery in rural communities.

Explain how infrastructure is relevant to quality healthcare delivery for both public health and healthcare.

Describe the concept of healthcare and public health infrastructure.

Assess the key features of public health and healthcare infrastructure in rural United States.

Examine healthcare models used in healthcare delivery in rural communities.

Review a sample of recommendations on public health and healthcare infrastructure for improved healthcare delivery.

Discuss possible ways in which healthcare models and recommendations can be implemented to improve healthcare delivery for older adults.

Elaborate on the possible challenges in implementing models and recommendations for improved healthcare delivery in rural communities.

Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 4 hours and 33 minutes.
Click here to start this lesson
15 URLs, 1 Forum
- Required Learning Resources and Activities
- Healthcare Access in Rural Communities. URL
  Read the following sections: (23 minutes)
  1. What are barriers to healthcare access in rural areas?
  2. What types of healthcare services are frequently difficult to access in rural areas?
  3. How do rural healthcare facility and service closures impact access to care?
  The Rural Health Information Hub-2019
- Advancing Universal Health Coverage in South Asian Cities: A Framework. URL
  Read content under "Access to Healthcare." (4 minutes)
  Europe PMC Funders Group-2018
- Five Things You Need to Know about Health Infrastructures. URL
  Read the entire article. (5 minutes)
  United Nations University Institute for Environment and Human Security-2020
- Infrastructure - The Key to Healthcare Improvement. URL
  Read the entire article. (14 minutes)
  NCBI-2015
- Public Health Infrastructure. URL
  Read the following sections of the article: (2 minutes)
  1. Overview.
  2. Why is Public Health Structure Important?
  3. Understanding Public Health Infrastructure.
  Office of Disease Prevention and Health Promotion, US Department of Health and Human Services-2021
- Rural Public Health Agencies. URL
  Read the following section of the page: (4 minutes)
  1. What infrastructure and governance exists in rural areas for public health agencies?
  Rural Health Information Hub-2020
- Module 2: Rural Health Promotion and Disease Prevention Program Approaches. URL
  Read the entire module introduction and all the links provided in the subsection program models. (9 minutes)
  
  • Community Organization Model
  • Community Readiness Model
  • PRECEDE/PROCEED
  • Clinical Model
  • Workplace Model
  
  Rural Health Information Hub-2018
- Establishing and Maintaining Public Health Infrastructure in Rural Communities. URL
  Read Chapter 4: Recommendations. (8 minutes)
  Walsh Center for Rural Health Analysis-2012
- Module 3: Implementing a Rural Community Health Program. URL
  Read the subsection: Implementation Considerations. (5 minutes)
  Rural Health Information Hub-2017
- Module 4: Implementation Strategies for Rural Aging in Place Programs. URL
  Read the following sections of the module: (8 minutes)
  • Implementation Challenges
  • Staff Training and Education
  • Financial Resources
  • Technology
  • Partnerships
  
  Rural Health Information Hub-2019
- Module 2: Evidence-Based and Promising Aging in Place Program Models. URL
  Read the section that aligns with your chosen model in the Peer Activity. (Estimated time to complete peer activity (540 minutes).
  • Housing
  • Legal Assistance
  • Telehealth/Home Health
  • Caregivers and Caregiver Well-Being
  • Transportation Programs
  • Community Integration
  • Community Supports
  • Designing Age-Friendly Communities
  
  Rural Health Information Hub-2019
- Establishing and Maintaining Public Health Infrastructure in Rural Communities. URL
  Read the content under the heading "Challenges to Infrastructure Establishment" on pages 14-16. (6 minutes)
  Walsh Center for Rural Health Analysis-2012
- Peer Activity 3: Implementing Recommendations and a Rural Health Model to Support Rural Aging in Place. (540 minutes) Forum
  
  In this activity, you will discuss the process of implementing some recommendations and a rural health model to support rural aging in place.
  
  Step 1: Review
  
  Study the given scenario:
  
  You have been invited to participate in a speaking engagement event titled “Rural Aging in Place: On Maintaining Independence, Autonomy, and Connection.” Prior to this event, you attended a stakeholder meeting to review some recommendations on public health and healthcare infrastructure to improve healthcare delivery.
  
  As a speaker, you are requested to deliver a talk on how to improve and support rural aging in place by implementing the following:
  
  Recommendations on public health and healthcare infrastructures on rural healthcare delivery.
  
  One selected model from the eight models that support rural aging in place.
  
  The eight models are as follows:
  
  Housing
  
  Legal Assistance
  
  Telehealth/Home Health
  
  Caregivers and Caregiver Well-Being
  
  Transportation Programs
  
  Community Integration
  
  Community Supports
  
  Designing Age-Friendly Communities
  
  Note: As talk guides, review the following course readings again:
  
  Establishing and Maintaining Public Health Infrastructure in Rural Communities.
  (Read Chapter 4: Recommendations)
  Module 2: Evidence-Based and Promising Aging in Place Program Models.
  (Read the section that aligns with your chosen model in the Peer Activity)
  Step 2: Respond
  Prepare a 3-5 minute talk about the implementation of the recommendations on infrastructures and chosen health model to support rural aging in place, with the following highlights:
  Key features of the recommendations on infrastructures and health model.
  
  A real-life example of the health model anywhere in the world.
  
  Possible challenges when implementing both the recommendations on infrastructures and health model.
  
  Possible ways to effectively implement both the recommendations on infrastructures and health model in the rural aging community.
  
  Step 3: Present
  
  Present your talk by recording yourself using Loom or any video-recording/video curation tool that allows you to share your work through a link.
  
  Step 4: Share
  
  To share your work, click on the “Reply” button under this post and paste the shareable link of your talk in the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
  
  Step 5: Interact
  
  Evaluate and categorize the work from one of your peers based on items A - E of this rubric. Provide a rationale for the grade you provided, as well as comments or suggestions for improvement. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You can use the list below as an example:
  
  Item A is .…. because…. My suggestions for improvement are….
  Item B is .…. because…. My suggestions for improvement are….
  Item C is .…. because…. My suggestions for improvement are….
  Item D is .…. because…. My suggestions for improvement are….
  Item E is .…. because…. My suggestions for improvement are….
- Quiz: Module 3
  Restricted Not available unless: The activity Quiz: Module 2 is complete and passed
  
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
- Additional Learning Options
- Primary Health Care Delivery Models in Rural and Remote Australia – A Systematic Review. URL
  Read the entire article. (23 minutes)
  BMC Health Services Research-2008
- Towards a Better Health Care Delivery System: The Tamil Nadu Model. URL
  Read the entire article. (12 minutes)
  Indian Journal of Community Medicine-2016
- Reform and Innovation for Better Rural Health Services in China. URL
  Read entire article. (11 minutes)
  The World Bank-2015
Module 4: Stakeholders and Partnerships for Rural Health
Competency covered in this module:

Explain the major political, economic, and social forces at work in rural communities and assess their impact on community and public health interventions.
Develop an understanding of, and explain interprofessional, interdisciplinary, and transdisciplinary relationships, to respond to public health problems applicable to rural settings.
Module 4: Lesson 1: Key Players in Rural Health
Student Learning Outcomes:
Upon completion of this module, students should be able to:

Demonstrate understanding of the roles and functions of political, economic, and social forces at work in rural health.

Recognize types of common partnerships or coalitions (political, economic, and social) between stakeholders and their shared responsibilities for the rural communities.

Explain the need to form partnerships or coalitions for providing healthcare in a rural community.

Assess how stakeholders in selected partnerships/coalitions impact community health and public health interventions in rural settings.

Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 2 hours and 24 minutes.
Click here to start this lesson
13 URLs, 1 Forum
- Required Learning Resources and Activities
- Rural Health Policy. URL
  Read the following contents: (14 minutes)
  1. All paragraphs under Rural Health Policy.
  2. What types of issues does rural health policy address?
  3. What role does the federal government play in the rural health policy process?
  4. Which federal agencies participate in the rural health policy process?
  5. How do researchers support rural health policy?
  6. What role do membership organizations play in advocating for rural health issues?
  Rural Information Hub-2021
- Defining Rural Health Networks and Coalitions. URL
  Read the content under the heading "Defining Rural Health Networks and Coalitions." (2 minutes)
  Rural Health Information Hub-2017
- Rural Community Health Toolkit Module 1: Creating Program- Potential Partners, Identify and Engage Possible Partners. URL
  Read the section: "Identify and Engage Possible Partners." (3 minutes)
  Rural Health Information Hub-2017
- Partnerships and Coalitions. URL
  Read the first two paragraphs on the page. (1 minute)
  Center for Community Health and Development: University of Kansas-2018
- A Guide for Rural Health Care Collaboration and Coordination. URL
  Read "Section 1. Why Rural Health Care Provider Collaboration and Coordination is Important Today." (4 minutes)
  U.S. Department of Health and Human Services | Health Resources and Services Administration-2019
- Module 2: Program Models for Rural Health Networks and Coalitions. URL
  Instructions for the use learning resources here are available in the activity plan. [7 minutes (for reading) and 540 minutes (for the Peer Activity)].
  Rural Health Information Hub-2017
- Stakeholder Perspectives on the Implementation and Impact of Indigenous Health Interventions: A Systematic Review of Qualitative Studies. URL
  Read the content under "3.3 Synthesis" and "5 Conclusion and Implications." (17 minutes)
  Health Expectations-2021
- Discussion Forum 4: Community Health Impact of Interventions in Rural Settings (540 minutes).
  
  In this activity, you will create a brochure to demonstrate your analysis of how various stakeholders in a coalition work together to impact community health and public health interventions in rural settings.
  
  Step 1: Review
  
  Review these four common models of rural health coalitions/partnerships.
  
  Integrated Rural Health Networks.
  
  Telehealth/Telemedicine Networks.
  
  Collective Impact.
  
  Community of Practice.
  
  Choose one model and click on the title to access the associated website. Review the information found on the website and select one (1) example of a real-life coalition that exemplifies the chosen model.
  
  Example: For Collective Impact - Communities That Care.
  
  Access the link of the real-life coalition and study its website, paying attention to:
  
  The coalition’s shared goal/s;
  
  The stakeholders involved in the coalition; and
  
  The functions of the stakeholders.
  
  Step 2: Assess
  
  After completing Step 1, you will assess how various stakeholders in a coalition work together to impact community health and public health interventions in rural settings, highlighting the following details:
  
  The common goal of the coalition.
  
  The rationale on the need for the coalition.
  
  Specific stakeholders of the coalition and their roles.
  
  A brief description of how the coalition works together.
  
  The impact of the community health and public health interventions on the rural settings that they serve (eg. success stories/data, testimonials).
  
  Step 3: Design
  
  Select your preferred digital/non-digital tool to create the assessment brochure. You can use features of Word or visual design apps like Canva , Visme and Venngage. To help you out on how to make a brochure, you may view this link for inspiration: https://www.canva.com/create/brochures/.
  
  Step 4: Share
  
  To share your work, click on the “Reply” button under this post and paste the shareable link of your work in the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
  
  Step 5: Interact
  
  To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to the forum.”
- Additional Learning Options
- Rural Health Workforce. URL
  Read the entire article. (9 minutes)
  Parliament of Australia-2019
- Rural Health Coalitions. URL
  Read the entire page. (8 minutes)
  National Rural Health Association-2021
- Strengthening National Advocacy Coalitions for Improved Women’s and Children’s Health. URL
  Read the entire document. (45 minutes)
  The Partnership for Maternal, Newborn and Child Health-2013
- Partnering to Address Rural Health Workforce Challenges in Western NSW. URL
  Read the entire document. (39 minutes)
  Journal of Integrated Care-2019
- Mobilizing Community Partnerships in Rural Communities: Strategies and Techniques. URL
  Read "Part 2: Profiles of Successful Partnerships" on pages 27 to 28. (5 minutes)
  Development Organizations-2013
- Achieving the Global Public Health Agenda. URL
  Read the content under the following headings: (19 minutes)
  "The Prominent Role of Partnerships in the Success of the AIDS Response," on page 95.
  "UNITAID: New Partnerships for Innovative Financing Mechanisms," on page 97.
  "Lessons from the AIDS Movement for Current and Future Partnerships," on page 99.
  "Strengthen Partnerships in Support of the Campaign to End Fistula," on page 106.
  UN Department of Economic and Social Affairs-2009
Module 4: Lesson 2: Strengthening Collaboration in Public Health Response
Student Learning Outcomes:
Upon completion of this module, students should be able to:

Define interprofessional, interdisciplinary, and transdisciplinary relationships in the public health context.

Analyze the implications of collaborative relationships in providing and delivering health services to older adults in a rural community.

Discuss the significance of strengthening public health response for providing improved health care services.

Review the role of collaborative relationships in strengthening practices, strategies, and priorities so that public health response can provide adequate health care services.

Investigate how a given approach (such as a health preparedness program) can strengthen the public health response for providing health care services to older adults in rural communities.

Approximate time required to complete the readings (at 144 words/minute) and assignments for this lesson: 11 hours and 9 minutes.
Click here to start this lesson
14 URLs, 1 Forum
- Required Learning Resources and Activities
- Inter-Professional Collaboration in Primary Health Care: A Review of Facilitators and Barriers Perceived by Involved Actors. URL
  Read the first section "Introduction." (1 minute)
  Journal of Public Health-2014
- The Role of Interdisciplinary Teams in Physical and Rehabilitative Medicine. URL
  Read the section "The Role of Interdisciplinary Teams in Physical and Rehabilitation Medicine (Types of Teams)." (4 minutes)
  Journal of Rehabilitation Medicine-2018
- Framework for Action on Interprofessional Education and Collaborative Practice. URL
  Read "Key Concepts- Inter-Professional Education & Collaborative Practice" on page 13. (2 minutes)
  World Health Organization-2010
- Interprofessional Education in a Rural Community-Based Falls Prevention Project: The CHAMP Experience. URL
  Read the entire case report. (43 minutes)
  Journal of Physical Therapy Education-2014
- The Impact of Chronic Underfunding on America’s Public Health System: Trends, Risks, and Recommendations, 2020. URL
  Read the content under the heading "Investments in Public Health Improve Health Outcomes and Reduce Health Care Spending," "Lack of Investment has led to a Dangerously Underfunded Public Health Infrastructure" on page 8, and "Substantially Increase Funding to Strengthen the Public Health Infrastructure and Workforce," and "Safeguard and Improve Americans’ Health" on pages 25 and 26. (13 minutes)
  Trust for America's Health Organization-2020
- Public Health Preparedness: The Role of Healthcare Coalitions in Emergency Response. URL
  Read the entire fact sheet. (8 minutes)
  National Association of County and City Health Officials: The National Connection for Local Public Health-2017
- A Guide for Rural Health Care Collaboration and Coordination. URL
  Read Section 1 on pages 2-3 and Section 3 on pages 15 - 29. (34 minutes)
  U.S. Department of Health and Human Services | Health Resources and Services Administration-2019
- Ensuring Collaboration between Primary Health Care and Public Health Services. URL
  Read content under "Contextual Background: Configuration of Health-Care and Public Health Services" and "Catalyzing a virtuous cycle of collaboration until Guidance and Training" on pages 11 to 20. (35 minutes)
  World Health Organization-2018
- Personal Disaster and Emergency Support Networks of Older Adults in a Rural Community: Changes After Participation in a Preparedness Program. URL
  Read the entire article. (33 minutes)
  Disaster Medicine and Public Health Preparedness Journal by Society for Disaster Medicine and Public Health (SDMPH)-2017
- Interprofessional Collaboration and Barriers Among Health and Social Workers Caring for Older Adults: A Philippine Case Study. URL
  Read the entire article. (50 minutes)
  Human Resources for Health-2021
- Comprehensive Discussion Forum: (540 minutes)
  This assignment is a summative evaluation where you will demonstrate the knowledge, skills, and attitudes acquired during the course. You are going to make a proposal for a program that can strengthen public health response for providing health care services to rural older adults.
  Learning Resources: Learning Resource 1, Learning Resource 2
  Step 1. Review
  Review all of the contents of Module 4 Lesson 2: Strengthening Collaboration in Public Health Response resource, especially Learning Resource 2 - the study on how a preparedness program is used to enhance personal disaster and emergency support networks of older adults in a rural community.
  These resources are relevant for you to solve the given scenario below:
  You have developed an idea to utilize an implemented emergency preparedness program for older adults from an external community and remodel it into a COVID-19 emergency preparedness and response program for older adults in your rural community.
  To jump-start your idea, it needs to undergo a screening process to be led by the community’s head of Public Health Emergency Preparedness and Response Task Force. One of the requirements of the screening process is for you to submit a program proposal.
  Step 2: Respond
  Prepare a 750-1000 word program proposal, putting in all of the details of the COVID-19 emergency preparedness and response program for older adults in mind. Use the format below.|
  Step 3: Share
  To share your work, click on the “Reply” button under this post and paste your work in the “Message” box. If your work is a google document, you may paste it as either an attachment or a “shareable link”. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).
  Step 4: Interact
  Evaluate and categorize the work from one of your peers based on items A - E of this rubric. Provide a rationale for the grade you provided, as well as, comments or suggestions for improvement. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You can use the list below as an example:
  Item A is .…. because…. My suggestions for improvement are….
  Item B is .…. because…. My suggestions for improvement are….
  Item C is .…. because…. My suggestions for improvement are….
  Item D is .…. because…. My suggestions for improvement are….
  Item E is .…. because…. My suggestions for improvement are….
- Quiz: Module 4
  Restricted Not available unless: The activity Quiz: Module 3 is complete and passed
  To access the quiz, click on the name of the quiz provided above. On the following screen, click the attempt quiz button to view the case studies and respond to the questions.
- Additional Learning Options
- Interprofessional Collaboration and Barriers Among Health and Social Workers Caring for Older Adults: A Philippine Case Study. URL
  Read the entire article. (50 minutes)
  Human Resources for Health-2021
- Strengthening Public Health Capacities and Services in Europe: A Framework for Action. URL
  Read content under "Framework for Action" on pages 6-14. (28 minutes)
  World Health Organization-2011
- Health Systems’ Resilience: COVID-19 Response in Trinidad and Tobago. URL
  Read the entire article. (10 minutes)
  The American Journal of Tropical Medicine and Hygiene-2020
- Overview of Available Policies and Legislation, Data and Research, and Institutional Arrangements Relating To Older Persons - Progress Since Madrid. URL
  Read the content under "2.1 Health Promotion and Well-Being Throughout Life" and "2.2 Universal and Equal Access to Health-Care Services" on pages 38 to 44. (24 minutes)
  United Nations Population Fund and HelpAge International-2012
Final Exam

Click here to start the final examination.
- Final Exam. Quiz
  Restricted Not available unless:
  The activity Course Registration is marked complete
  The activity Pre-Test is marked complete
  The activity Peer Activity 1: The Role of Social and Behavioral Sciences in Improving Rural Health. (540 mins) is marked complete
  The activity Quiz: Module 1 is complete and passed
  The activity Peer Activity 2: An Analysis of the Disease Burden in People Aged 60 Years and Older. (540 minutes) is marked complete
  The activity Quiz: Module 2 is complete and passed
  The activity Peer Activity 3: Implementing Recommendations and a Rural Health Model to Support Rural Aging in Place. (540 minutes) is marked complete
  The activity Quiz: Module 3 is complete and passed
  The activity Quiz: Module 4 is complete and passed
  
  To take the final exam, you must complete all quizzes and complete all the required activities. The final exam consists of 50 questions, and you will have 50 minutes to complete it. When the time is over, you will have two minutes to submit your attempt before it expires, and your progress is discarded. You will not be able to answer additional questions in the grace period.
  To access the exam, click on the name of the exam provided above. On the following screen, click the attempt quiz button to respond to the questions.
Course, Self Evaluation and Certificate

In this section, the student provide feedback about this course to help make NextGenU.org better. Once evaluations are completed, the certificate of completion will be available for download.

Click here to provide feedback.
- Course Evaluation Questionnaire
  Restricted Not available unless: The activity Final Exam. is complete and passed
- Self Evaluation Questionnaire
  Restricted Not available unless: The activity Final Exam. is complete and passed
Course Activities

2 Pages
- Peer Activities. Page
- All Discussion Forums Page

Competency covered in this module:

Student Learning Outcomes:

Required Learning Resources and Activities

Additional Learning Options

Student Learning Outcomes:

Required Learning Resources and Activities

Competency covered in this module:

Student Learning Outcomes:

Required Learning Resources and Activities

Additional Learning Options

Student Learning Outcomes:

Required Learning Resources and Activities

Additional Learning Options

Competency covered in this module:

Student Learning Outcomes:

Required Learning Resources and Activities

Additional Learning Options

Student Learning Outcomes:

Required Learning Resources and Activities

Additional Learning Options

Competency covered in this module:

Student Learning Outcomes:

Required Learning Resources and Activities

Additional Learning Options

Student Learning Outcomes:

Required Learning Resources and Activities

Additional Learning Options