Master of Public Health (MPH)
Faculty
Dr. Nicole Betschman, Assistant Professor of Health Services
Dr. Intima Alrimawai, Assistant Professor of Nursing
Denyse Barkley, Ph.D., RN, Assistant Professor of Nursing
Dr. Christopher Howard, Assistant Professor of Public Health
Carrie O’Reilly, Ph.D, RN, Director of Clinical Simulation and Laboratory Operations; Assistant Professor of Nursing
Description
The Master of Public Health prepares student to impact society by addressing health related issues such as healthy living and housing, behavioral choices, food access, healthcare availability, exercise venues, and environmental exposures. Trinity’s MPH offers two unique tracks in Community Health and Global Health Leadership. Work environments include local, state, and national government institutions and non-profit organizations.
The MPH program is a 42 credit program with 24 required core credits and 18 required credits in a student’s chosen track in either Community Health or Global Health Leadership. Once admitted to the program, students may enroll in MPH courses on a full-time or part-time basis. The MPH program is comprised of courses offered in the evenings and weekends using 8-week term and alternate weekly formats.
The online experience incorporates best practices in hybrid learning to include directed reading, lectures, podcast, quizzes and assignments. The face-to-face sessions will include lecture, discussion, group activities, and experiential learning.
The Master’s in Public Health is designed to educate the future trailblazers and leaders on local and global health initiatives!
Master of Public Health graduates will:
- Effectively communicate community needs, program actions, and strategic plans in times of health crises
- Create processes for standardizing data to improve health
- Develop and implement culturally sensitive strategies and programs to improve health in communities
- Critically analyze needs to lead organizational change in alignment with health priorities
- Apply evidence to address health disparities
- Utilize quantitative and qualitative data to impact health care systems
- Implement strategies or programs that impact behavioral change
Successful completion of all coursework is necessary to graduate with the Master of Public Health degree.
Degree Requirements
The Master of Public Health program requires completion of 42 credits that can be completed on a full–time or part-time basis. Students enter the program in the fall, spring, or summer semester and are expected to maintain continuous enrollment until graduation
To earn the Trinity MPH degree, students must:
General Requirements for the Masters of Public Health Degree (MPH)
- Meet these general requirements to receive a master’s degree:
- Successfully complete all program requirements outlined in the Curriculum Plan.
- Successfully complete the capstone project (see Capstone Projects and Practicum below).
- Be in good academic standing (see Academic Standing below).
- Maintain a minimum GPA of 3.0 to graduate.
- Complete degree requirements within five years of matriculation as a degree candidate. Any request for an extension must be submitted in writing to the NHP Curriculum and Academic Policy Committee.
- Students who receive a grade of F in any course may repeat the course only once. A grade below a C on the second attempt will result in the student being dismissed from the program. Students dismissed from the program may reapply after 12 months following the MPH program dismissal. Reapplication does not guarantee readmission to the program.
- Meet ethical standards and professional behavioral expectations as determined by faculty review
Capstone Projects and Practicum
- Near the end of their degree program, all Master of Public Health students must complete a capstone project and practicum, which provides them with the opportunity to apply, synthesize, and evaluate knowledge and skills acquired during their graduate study.
- Students should consult their faculty advisor and course faculty for a description of capstone and practicum options and guidelines.
- Students should register for the capstone in the semester in which they plan to complete the project. Students who require more than one semester to complete the capstone project will be charged a continuation fee for each subsequent semester until the project is completed.
- Students must earn a minimum of a “B” in their final capstone, research project, or substitute, to graduate and receive a master’s degree.
Required Courses
MPH Curriculum
Core Curriculum (24 credits)
SNHP 510 Theor Found of PH and HEFocuses on the historical foundations and theoretical concepts in public health and health education through an interdisciplinary and global lens. Covers the history, impact, and importance of public health and health education in various settings within healthcare systems and in the community. Presents the primary, secondary, and tertiary levels of prevention in public health and analyzes the relationship between health disparities and diverse societal issues. Theories and models include the Socioecological Model, Health Belief Model, Transtheoretical Model, Social Cognitive Theory, Theory of Reasoned Action/Planned Behavior, and more. Applies various Public Health Competencies using a case study approach.
3 Credits
Prerequisites: None
SNHP 647 Epidemiology and Disease PreveDiscusses the principles of epidemiology and disease prevention. Topics include the determinants of health and disease in populations, rates of disease, analytic and descriptive epidemiology, and disease control and prevention. Formerly ADMN 647 Epidemiology and Disease Prevention.
3 Credits
Prerequisites: None
HADV 621 Health Advocacy: Access and NavigationIn this course students determine the appropriate roles a health practitioner might adopt to promote an individual or community's health care experience and to improve health outcomes. In an increasingly complex healthcare market and range of treatments it is important for the health care advocate to be able to assess a patient's diagnosis, risks, needs, and recommended treatment to direct individuals or communities to the best experiences and outcomes. This is critically important for minority, disadvantaged, or special populations who are often unaware of the severity of their conditions and potential health outcomes. Students demonstrate the ability to inform and educate individuals or communities of their health status, treatm ent plan s, access to quality care, community health services, and to advocate to insurance systems and health institutions in an ethical and caring manner to improve health outcomes and social inequalities.
3 Credits
Prerequisites: None
HADV 631 Health Advocacy and Behavior ChangeStudents engage in examining the relationships between behavior, choice, good health, and an improved quality of life for populations experiencing health disparities. Students will evaluate health behavior change models and theories for their application to behavior change and improving quality of life. Behavior change is essential to improving the health and quality of life for individuals and communities, especially for those who are experiencing health disparities. Unhealthy behavior and lifestyle choices effect much of the chronic ill health of the U.S. population. Health behavior intervention plays a key role in preventative health care. Chronic ill health is influenced by socioeconomic and sociodemographic factors leading to a grea ter heal th disparity for populations, which lack access or are disadvantaged due to social inequalities. Students conduct a needs assessment for a chronic health issue effecting individuals or communities experiencing health disparities, determine an effective health behavior model or theory and a working hypothesis, and develop a behavioral change program (method/intervention) to impact the quality of care and quality of life for populations effected by health disparities.
3 Credits
Prerequisites: None
SNHP 530 Quantitative Research and BiostatisticsThis course explores quantitative research methodologies utilized for observation and data collection, including analysis and interpretation of collected data. This course provides an exploration of research concepts, literature review, research methods, designs, data collection, analysis, and interpretation techniques. This course focuses on the analysis and interpretation of collected data in quantitative research approaches. Students will have the opportunity to explore the selection of appropriate statistical tests, analyze an existing data set, and gain experience in the use of the computer for data analysis associated with quantitative analyses. This course is designed to provide graduate students with the skills necessary to evaluate the relationship between practice and published research. This course provides opportunities to develop, implement, and evaluate an evidence-based research project. Each student will develop and evaluate a plan for the translation of the research into their practice. (3 credits)
SNHP 630 Qualitative and Outcomes Research and BiostatisticsThis course explores qualitative and outcomes research methodologies. Students interpret findings and learn how to critically appraise the evidence and its impact on practice with a focus on evaluation methods, epidemiology, and economic theory. This course provides opportunities to integrate theory, evidence, clinical judgment, cultural preferences, and research to improve health care practice and outcomes. The student will conduct efficient literature reviews and evaluate the quality of that research through the appraisal of research design, methodology, and data analysis. This course focuses on the analysis and interpretation of collected data in qualitative and outcomes research approaches. Students will have the opportunity to explore the analysis process of data gathered in qualitative and outcome research methodologies, the selection of appropriate statistical tests, analyze an existing data set, and gain experience in the use of the computer for data analysis associated with qualitative analyses. (3 credits)
SNHP 691 Public Health PracticumStudents demonstrate competency attainment through an applied practice experience. The experience is one that is mutually beneficial to the student and the community partner. The practicum experience is planned and negotiated for students to demonstrate attainment of at least five competencies, three of which address foundational competencies of evidence-based approaches to public health, knowledge of public health and health care systems, planning and management to promote health, public health policy, leadership, communication, interprofessional public health practice, or systems thinking. The practicum requires a student to complete 100 hours at an approved community site. The student?s capstone project should be derived from the practicum experience.
3 credits
Prerequisite:Completed 24 MPH credits
SNHP 699 Public Health CapstoneThis is a culminating course in which students complete an integrative learning experience (ILE) that demonstrates synthesis of at least five foundational and concentration competencies that align with the student?s educational and professional goals. Students complete a final community-based project in which the student synthesize at least five competencies, three of which address foundational competencies of evidence-based approaches to public health, knowledge of public health and health care systems, planning and management to promote health, public health policy, leadership, communication, interprofessional public health practice, or systems thinking. Students present their final project in a professional forum at the end of the semester. Students must pass the course with a B or better to graduate from the program. This course is required of all students in the program.
3 credits
Prerequisite: Completed 24 MPH credits
Public Health Tracks
Community Health (18 Credits)
HADV 601 Health Disparity and Social InequalityIn this course students explore and define their roles as health advocates for populations suffering from health disparities. Students assess differences in health, which result from environment, care (access, quality, or utilization), health status, or lack of awareness of health outcomes. Students will distinguish between disparities due to inequity (differences in rates of health outcomes) and disparities due to inequalities (unnecessary, unavoidable, unfair, and unjust health outcomes). Issues of social inequality and social justice are intertwined with health disparity, especially for disadvantaged and minority populations. Students analyze and categorize patterns within the health determinants of populations to identify disparitie s and th eir related social factors compared to non-minority or majority populations using data from the DHHS, CDC, NIH, Healthy People, and other sources. Students evaluate the effects of health disparities within specific populations, identify health determinants and social aspects influences on the health disparity, choose an appropriate comparison group, determine the appropriate measures, and evaluate existing programs, initiatives, or individual behaviors for effectiveness.
3 Credits
Prerequisites: None
HADV 603 Cultural Competence in Health AdvocacyIn this course students examine the biases and assumptions, both explicit and implicit, her or his own, or those of health systems and health providers, that influence the access to quality care for individuals and communities who are from emerging minorities and low socioeconomic or otherwise disadvantaged populations. Students develop an awareness and appreciation of the roles of cultural norms, language, nonverbal communication, interpersonal space, and other cultural nuances have in providing culturally competent health care. Students appraise the demographic and accreditation requirements employing the Culturally and Linguistically Appropriate Services (CLAS) standards to develop systems to implement and practice culturally compet ent heal th care.
3 Credits
Prerequisites: None
SNHP 535 Health Program Design, Planning, and ImplementationThis course focuses on assessing population health and constructing a health program. Students will focus on program planning, writing measurable goals and objectives, and applying evaluation methods for the health program. The course will also include various public health interventions and information on engaging stakeholders in the implementation of various health programs.
3 credits
SNHP 641 Public and Community HealthProvides an overview of concepts and issues in public and community health, with a focus on the skills and knowledge required for the management and development of community health services. The course addresses epidemiological, policy, and ethical issues in preventive health services, and discusses the history, purpose, and results of public and community health activities. Formerly ADMN 641 Public and Community Health.
3 Credits
Prerequisites: None
Electives
Global Health Leadership (18 Credits)
SNHP 535 Health Program Design, Planning, and ImplementationThis course focuses on assessing population health and constructing a health program. Students will focus on program planning, writing measurable goals and objectives, and applying evaluation methods for the health program. The course will also include various public health interventions and information on engaging stakeholders in the implementation of various health programs.
3 credits
ADMN 613 Ethics for LeadersIn the Ethics for Leaders course students will compare and contrast ethical frameworks, stakeholder relationships, and social responsibility in decision making, risk management, and corporate governance. Students will exercise critical thinking, consider the elements of ethical decision making, analyze current and emerging ethical issues in the business environment, appraise the role of values, morals of relevant stakeholders through advanced readings, analysis and presentation of alternative outcomes based on and case studies form current business and organizational contexts. Students will demonstrate values based leadership through advanced readings, experientia l exercises, the examination of case studies, and presentation of analysis and negotiated resolutions.
3 credits
Prerequisite: Student must have completed a minimum of 21 graduate credits.
SNHP 645 Global Health and Health PolicyIn this course health and developmental issues across nations and cultures that impact the quality of patient care worldwide will be reviewed. Topics related to health policy and population health will be discussed. Students will discuss innovative solutions to challenging health problems in resource-limited environments with the goal of on improving health and achieving equity in health for all people worldwide.
3 credits
Prerequisites: None
ADMN 615 Comparative Global Management PracticesADMN 615 Comparative Global Management- is an interdisciplinary analysis, critique, and comparison of management and managerial functions and practices from a regional outlook and a global perspective. Through discussion and case studies this course will present students with an opportunity to think beyond one's prevalent paradigm. In this course, cultural, economic, and political theories are introduced and amalgamated into a discourse on applied management.
3 credits
Prerequisites: None
Electives
Electives
Dual Degree Programs
Trinity’s School of Nursing and Health Professions offers two dual degree programs that are an interdisciplinary approach to earning two graduate degrees. The dual degree option allows students to complete one degree prior to completing the second degree.
Master of Science in Nursing (MSN) and Master of Public Health (MPH) Dual Degree– The dual MSN/MPH degree plan allows for nine credits to overlap the two curricula and three more MSN credits will meet the MPH elective. Twelve total MSN credits count toward the MPH degree. Students will complete the degree requirements for the MSN and MPH programs. See MSN curriculum.
Master of Science in Administration (MSA) and Master of Public Health (MPH) Dual Degree– The dual MSA/MPH degree plan allows students to complete one degree program prior to completing requirements for the other totaling 66 credit hours. Twelve credits overlap the two curricula, including up to six elective credit. See MSA curriculum.
Program Policies
Grades in Graduate Courses:
Students must maintain a minimum GPA of 3.0 to graduate. Students who receive a grade of F in any course may repeat the course only once. A grade below a C on the second attempt will result in the student being dismissed from the program. A student may reapply after 12 months following the MPH program dismissal. Reapplication does not guarantee readmission to the program.
Capstone Semester:
The MPH program requires students to complete a comprehensive capstone project, paper, or presentation in a capstone course as required by the degree and the relevant specialization. The comprehensive capstone project will consist of a proposal developed by the student in collaboration with a community partner and approved by the instructor. Students must earn a grade of “B” or better in the Capstone Seminar to complete the program.
Dual Concentrations: If you are interested in more than one concentration or specialization to take advantage of unique career opportunities, please discuss this with your advisor or the program chair.
Cross-tallied Courses:
Unless noted otherwise, courses that are cross-tallied represent identical courses offered with a different program prefix. Students may not enroll in or receive credit for more than one iteration of a cross-tallied course even in different semesters.
Elective Courses:
All courses must be for graduate credit at the 500-level or higher to count toward the degree.
Pass/No Pass:
Graduate students may not take courses on a Pass/No Pass basis; courses taken Pass/No Pass do not fulfill degree requirements.
TELL Policy:
TELL credits are not applicable toward the degree.
Transfer Policy:
Students may transfer up to 6 graduate credits from other appropriately accredited institutions of higher learning toward the degree with approval from their faculty advisor. Associations recognized by the United States Department of Education (USDE) and the Commission on Higher Education (CHEA) confer appropriate accreditation; these associations include but are not limited to regional accreditors.
Personal Health Insurance: All MPH students are expected to have personal health insurance throughout the duration of coursework.
- Insurance may be obtained through the Trinity Health and Wellness Center or through private insurance.
- Students are responsible for any medical costs incurred while in the MPH program that are not covered by their personal health care insurance. Trinity does not assume liability for an incident or injury that may occur during a practicum experience.
Experiential Learning Policy (TELL):
Trinity Experiential Lifelong Learning (TELL) credits are not applicable toward the MPH degree.
Transfer Policy:
A maximum of six transfer credits may be granted for transfer to a degree program. Courses eligible for transfer must meet the following requirements:
- The course(s) must have been completed at a College or university accredited by the appropriate regional higher education accrediting association.
- The course(s) must have been completed with a final grade of “B” or better.
- The course(s) must have been taken at the graduate-level.
- Each course must have been completed no longer than five years prior to the date of matriculation to the School of Nursing and Health Professions.
Course Descriptions
ADMN 613 Ethics for LeadersIn the Ethics for Leaders course students will compare and contrast ethical frameworks, stakeholder relationships, and social responsibility in decision making, risk management, and corporate governance. Students will exercise critical thinking, consider the elements of ethical decision making, analyze current and emerging ethical issues in the business environment, appraise the role of values, morals of relevant stakeholders through advanced readings, analysis and presentation of alternative outcomes based on and case studies form current business and organizational contexts. Students will demonstrate values based leadership through advanced readings, experientia l exercises, the examination of case studies, and presentation of analysis and negotiated resolutions.
3 credits
Prerequisite: Student must have completed a minimum of 21 graduate credits.
ADMN 615 Comparative Global Management PracticesADMN 615 Comparative Global Management- is an interdisciplinary analysis, critique, and comparison of management and managerial functions and practices from a regional outlook and a global perspective. Through discussion and case studies this course will present students with an opportunity to think beyond one's prevalent paradigm. In this course, cultural, economic, and political theories are introduced and amalgamated into a discourse on applied management.
3 credits
Prerequisites: None
HADV 601 Health Disparity and Social InequalityIn this course students explore and define their roles as health advocates for populations suffering from health disparities. Students assess differences in health, which result from environment, care (access, quality, or utilization), health status, or lack of awareness of health outcomes. Students will distinguish between disparities due to inequity (differences in rates of health outcomes) and disparities due to inequalities (unnecessary, unavoidable, unfair, and unjust health outcomes). Issues of social inequality and social justice are intertwined with health disparity, especially for disadvantaged and minority populations. Students analyze and categorize patterns within the health determinants of populations to identify disparitie s and th eir related social factors compared to non-minority or majority populations using data from the DHHS, CDC, NIH, Healthy People, and other sources. Students evaluate the effects of health disparities within specific populations, identify health determinants and social aspects influences on the health disparity, choose an appropriate comparison group, determine the appropriate measures, and evaluate existing programs, initiatives, or individual behaviors for effectiveness.
3 Credits
Prerequisites: None
HADV 603 Cultural Competence in Health AdvocacyIn this course students examine the biases and assumptions, both explicit and implicit, her or his own, or those of health systems and health providers, that influence the access to quality care for individuals and communities who are from emerging minorities and low socioeconomic or otherwise disadvantaged populations. Students develop an awareness and appreciation of the roles of cultural norms, language, nonverbal communication, interpersonal space, and other cultural nuances have in providing culturally competent health care. Students appraise the demographic and accreditation requirements employing the Culturally and Linguistically Appropriate Services (CLAS) standards to develop systems to implement and practice culturally compet ent heal th care.
3 Credits
Prerequisites: None
HADV 621 Health Advocacy: Access and NavigationIn this course students determine the appropriate roles a health practitioner might adopt to promote an individual or community's health care experience and to improve health outcomes. In an increasingly complex healthcare market and range of treatments it is important for the health care advocate to be able to assess a patient's diagnosis, risks, needs, and recommended treatment to direct individuals or communities to the best experiences and outcomes. This is critically important for minority, disadvantaged, or special populations who are often unaware of the severity of their conditions and potential health outcomes. Students demonstrate the ability to inform and educate individuals or communities of their health status, treatm ent plan s, access to quality care, community health services, and to advocate to insurance systems and health institutions in an ethical and caring manner to improve health outcomes and social inequalities.
3 Credits
Prerequisites: None
HADV 631 Health Advocacy and Behavior ChangeStudents engage in examining the relationships between behavior, choice, good health, and an improved quality of life for populations experiencing health disparities. Students will evaluate health behavior change models and theories for their application to behavior change and improving quality of life. Behavior change is essential to improving the health and quality of life for individuals and communities, especially for those who are experiencing health disparities. Unhealthy behavior and lifestyle choices effect much of the chronic ill health of the U.S. population. Health behavior intervention plays a key role in preventative health care. Chronic ill health is influenced by socioeconomic and sociodemographic factors leading to a grea ter heal th disparity for populations, which lack access or are disadvantaged due to social inequalities. Students conduct a needs assessment for a chronic health issue effecting individuals or communities experiencing health disparities, determine an effective health behavior model or theory and a working hypothesis, and develop a behavioral change program (method/intervention) to impact the quality of care and quality of life for populations effected by health disparities.
3 Credits
Prerequisites: None
SNHP 510 Theor Found of PH and HEFocuses on the historical foundations and theoretical concepts in public health and health education through an interdisciplinary and global lens. Covers the history, impact, and importance of public health and health education in various settings within healthcare systems and in the community. Presents the primary, secondary, and tertiary levels of prevention in public health and analyzes the relationship between health disparities and diverse societal issues. Theories and models include the Socioecological Model, Health Belief Model, Transtheoretical Model, Social Cognitive Theory, Theory of Reasoned Action/Planned Behavior, and more. Applies various Public Health Competencies using a case study approach.
3 Credits
Prerequisites: None
SNHP 530 Quantitative Research and BiostatisticsThis course explores quantitative research methodologies utilized for observation and data collection, including analysis and interpretation of collected data. This course provides an exploration of research concepts, literature review, research methods, designs, data collection, analysis, and interpretation techniques. This course focuses on the analysis and interpretation of collected data in quantitative research approaches. Students will have the opportunity to explore the selection of appropriate statistical tests, analyze an existing data set, and gain experience in the use of the computer for data analysis associated with quantitative analyses. This course is designed to provide graduate students with the skills necessary to evaluate the relationship between practice and published research. This course provides opportunities to develop, implement, and evaluate an evidence-based research project. Each student will develop and evaluate a plan for the translation of the research into their practice. (3 credits)
SNHP 535 Health Program Design, Planning, and ImplementationThis course focuses on assessing population health and constructing a health program. Students will focus on program planning, writing measurable goals and objectives, and applying evaluation methods for the health program. The course will also include various public health interventions and information on engaging stakeholders in the implementation of various health programs.
3 credits
SNHP 630 Qualitative and Outcomes Research and BiostatisticsThis course explores qualitative and outcomes research methodologies. Students interpret findings and learn how to critically appraise the evidence and its impact on practice with a focus on evaluation methods, epidemiology, and economic theory. This course provides opportunities to integrate theory, evidence, clinical judgment, cultural preferences, and research to improve health care practice and outcomes. The student will conduct efficient literature reviews and evaluate the quality of that research through the appraisal of research design, methodology, and data analysis. This course focuses on the analysis and interpretation of collected data in qualitative and outcomes research approaches. Students will have the opportunity to explore the analysis process of data gathered in qualitative and outcome research methodologies, the selection of appropriate statistical tests, analyze an existing data set, and gain experience in the use of the computer for data analysis associated with qualitative analyses. (3 credits)
SNHP 641 Public and Community HealthProvides an overview of concepts and issues in public and community health, with a focus on the skills and knowledge required for the management and development of community health services. The course addresses epidemiological, policy, and ethical issues in preventive health services, and discusses the history, purpose, and results of public and community health activities. Formerly ADMN 641 Public and Community Health.
3 Credits
Prerequisites: None
SNHP 645 Global Health and Health PolicyIn this course health and developmental issues across nations and cultures that impact the quality of patient care worldwide will be reviewed. Topics related to health policy and population health will be discussed. Students will discuss innovative solutions to challenging health problems in resource-limited environments with the goal of on improving health and achieving equity in health for all people worldwide.
3 credits
Prerequisites: None
SNHP 647 Epidemiology and Disease PreveDiscusses the principles of epidemiology and disease prevention. Topics include the determinants of health and disease in populations, rates of disease, analytic and descriptive epidemiology, and disease control and prevention. Formerly ADMN 647 Epidemiology and Disease Prevention.
3 Credits
Prerequisites: None
SNHP 691 Public Health PracticumStudents demonstrate competency attainment through an applied practice experience. The experience is one that is mutually beneficial to the student and the community partner. The practicum experience is planned and negotiated for students to demonstrate attainment of at least five competencies, three of which address foundational competencies of evidence-based approaches to public health, knowledge of public health and health care systems, planning and management to promote health, public health policy, leadership, communication, interprofessional public health practice, or systems thinking. The practicum requires a student to complete 100 hours at an approved community site. The student?s capstone project should be derived from the practicum experience.
3 credits
Prerequisite:Completed 24 MPH credits
SNHP 699 Public Health CapstoneThis is a culminating course in which students complete an integrative learning experience (ILE) that demonstrates synthesis of at least five foundational and concentration competencies that align with the student?s educational and professional goals. Students complete a final community-based project in which the student synthesize at least five competencies, three of which address foundational competencies of evidence-based approaches to public health, knowledge of public health and health care systems, planning and management to promote health, public health policy, leadership, communication, interprofessional public health practice, or systems thinking. Students present their final project in a professional forum at the end of the semester. Students must pass the course with a B or better to graduate from the program. This course is required of all students in the program.
3 credits
Prerequisite: Completed 24 MPH credits