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College of Health Sciences and Public Policy:
BS in Public Health

From disaster relief to disease prevention and child-wellness programs, public health professionals facilitate the conditions for a healthy, productive, and safe society. Create a positive effect on local, national, or international communities with Walden’s Bachelor of Science in Public Health.

The BS in Public Health degree may be the ideal tool to help you create meaningful social change in your community and in the world. This program helps prepare you to meet the growing need for formally trained, caring public health professionals who can address critical 21st-century global health challenges to improve the health of populations. Rooted in the principles and competencies of public health, the curriculum prepares students to translate and apply course content into practice. Students learn about a range of issues impacting population health and healthcare systems, including environmental health, disease prevention, global health, ethics, health management, and behavioral and cultural issues.

Choose to complete a general program of study (which allows students to apply transfer credit) or select a concentration to deepen the understanding of a pertinent area of public health. Gain “real world” experience by choosing to complete an optional service learning project, field experience, or study abroad opportunity. This program also provides a solid foundation for individuals who would like to pursue an advanced degree in public health, such as the Master of Public Health (MPH) or doctorate in public health.


Note: The BS in Public Health program is offered in two different learning modalities: the course-based modality and the competency-based modality, Tempo Learning®.

Note on Certification

The Health Promotion and Wellness concentration in the BS in Public Health program has been designed to reflect the Seven Areas of Responsibility for Health Educators outlined by the National Commission for Health Education Credentialing (NCHEC) to prepare students to sit for the national Certified Health Education Specialist (CHES) exam. Walden enrollment specialists can provide information relating to national certification exams; however, it remains the individual’s responsibility to understand, evaluate, and comply with all requirements relating to national certification exams for the state in which he or she resides. Additionally, prospective students are advised if they choose to relocate to carefully review, evaluate, and understand the requirements of the applicable licensure board in the state in which they intend to relocate.  Walden makes no representations or guarantee that completion of Walden coursework or programs will permit an individual to obtain national certification. For more information about the CHES exam, students should visit

Learning Outcomes

Roman numerals in parentheses at the end of each learning outcome indicate alignment to the Walden University outcomes.

At the end of this program, students will be able to:

  1. Explain the historical development and contemporary context of public health, including the infrastructure and organization of public health systems. (VI)
  2. Critically examine the role of public health in protecting and promoting the health of populations locally and globally. (II, VI)
  3. Analyze social, political, and economical issues, which impact public health and healthcare delivery systems within and outside of the United States. (I, IV)
  4. Explain the biological effects of infections and chronic diseases on the human body.
  5. Explain basic epidemiological principles used to study patterns of disease and injury among diverse populations.
  6. Evaluate health-related research and research methods. (IV, V)
  7. Analyze the theoretical models including how social, behavioral, cultural, and environmental factors impact behavior change. (IX)
  8. Demonstrate the skills necessary to create effective public health programs and services (including program planning, healthcare management, and program evaluation). (II, III, IV, VI)
  9. Analyze legal, regulatory, and ethical issues that impact public health practice. (VII)
  10. Articulate how public health policy is developed and how individuals and groups influence policy change. (I, II, III, IV, IX)
  11. Demonstrate effective communication and problem-solving skills necessary for addressing contemporary global public health issues and to promote social change. (I, IV, VI, VIII, X)

Course-Based Program

Degree Requirements

  • 181 total quarter credits
  • General education courses (46 credits)
  • Core courses (80 credits)
  • Concentration courses (0–25 credits, depending on concentration)
  • Elective courses (25–50 credits, depending on concentration)
  • Capstone course (5 credits)


General Education Courses (46 credits)

See the General Education general education section of this Walden University Catalog.

Note: At least three general education courses taken must be taken at the 3000 level or higher, including SOCI 4080.

First Term Course (6 credits)

Core Courses (80 credits)

  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.

Capstone Courses (5 credits)

Concentrations (0-25 credits)

Tempo Learning® Program

Tempo Learning® is Walden’s competency-based education modality, an alternative way of earning a Walden degree offered for some Walden programs. Instead of courses, the Walden Tempo Learning® program is comprised of competencies and rigorous assessments. Students progress through the Tempo Learning® model by successfully passing competency assessments. A student must successfully achieve or master all competency assessments to graduate from the program.

Students earn the same Walden degree whether they choose the course-based or the competency-based modality.

Degree Requirements

  • 180 total credits
  • General education courses (45 credits)
  • Core competencies (80 credits)
  • Concentration competencies (0 credits) or
    • Health Promotion and Wellness concentration (25 credits)
    • Healthcare Management concentration (25 credits)
  • Elective courses (50 credits) or
    • Health Promotion and Wellness concentration (25 credits)
    • Healthcare Management concentration (25 credits)
  • Capstone competencies (5 credits)


General Education Courses (45 credits)

See the General Education section of this Walden University Catalog.

Note: A minimum of 55 quarter credits must be completed at the 3000 or 4000 level in order to meet program requirements. In some cases, this means that students will need to select 3000- or 4000-level courses as either general education or elective options. Students should consult their student success advisor if they have questions about individual program requirements.

Core Competencies (80 credits)

  • HD1001 Bills and Laws
    Identify the key points of historical bills and laws in healthcare.
  • HD1002 Healthcare Systems
    Compare aspects of the U.S. healthcare system to other countries.
  • HD1003 Vertical and Horizontal Integrated Systems
    Analyze the benefits and limitations of integrated systems.
  • HD1004 Current Health Issues in the Workplace
    Analyze the impact of current healthcare delivery issues.
  • HD1005 Barriers to Care
    Apply strategies to mitigate barriers of care.
  • HD1006 Continuum of Care
    Develop patient plans throughout the continuum of care.
  • Students may take this as a non-degree course.
  • BC2001 Health Disparities
    Demonstrate understanding of health disparities.
  • BC2002 Cultural Competence
    Apply culturally competent practices when working with patients and other healthcare professionals.
  • BC2003 Social Ecological Model
    Apply the social ecological model to community health issues.
  • BC2004 Health Disparity Programs
    Evaluate intervention programs aimed at mitigating health disparities.
  • BC2005 Advocacy
    Advocate for changes to policies or programs that positively impact the health of vulnerable populations.
  • Students may take this as a non-degree course.
  • HB2001 Influences on Health Behavior
    Analyze the influences of personal, social, and environmental factors on health behaviors.
  • HB2002 Health Behavior Theories and Models
    Describe key concepts associated with health behavior theories and models.
  • HB2003 Changing Health Behaviors
    Analyze theory-based strategies to change health behaviors.
  • HB2004 Applying Health Behavior Theories and Models
    Apply theories and models to the development of strategies that influence health behaviors in specific populations with health issues.
  • EA3001 Ethical Decision-Making Models
    Apply ethical decision-making models.
  • EA3002 Code of Ethics
    Apply codes of ethics to health-related issues.
  • EA3003 Legal Issues
    Apply healthcare-related laws to healthcare settings.
  • EA3004 Good Samaritan Laws
    Synthesize information on Good Samaritan laws.
  • EA3005 Informed Consent
    Apply informed consent criteria.
  • EA3006 End of Life
    Analyze the ethical and legal issues related to completed advanced directives.
  • Students may take this as a non-degree course.
  • PG3001 Global Health Trends and Practices
    Identify key influences on global health trends and practices.
  • PG3002 Global Health Populations
    Describe key public health populations and global health factors that affect diverse populations and cultures, as well as women and children.
  • PG3003 Infectious Disease
    Identify and describe infectious diseases and their modes of transmission.
  • PG3004 Chronic Disease
    Identify chronic diseases, such as heart disease, cancer, and diabetes, and their impact on global health trends.
  • PG3005 Global Health Organizations and Strategies
    Describe global health agencies, their roles, and the ways in which they support global public health.
  • PG3006 The Future of Global Health
    Recognize emerging trends in global public health as they relate to population growth, new technology, and ethical/legal considerations.
  • PG3007 Apply Principles of Global Public Health
    Recommend strategies to positively affect global public health in an identified population.
  • Students may take this as a non-degree course.
  • HM4001 Manager vs. Leader
    Differentiate the characteristics of managers and leaders.
  • HM4002 Emotional Intelligence
    Analyze the influence of emotional intelligence on leadership style.
  • HM4003 Roles and Responsibilities
    Delegate responsibilities within a healthcare management team.
  • HM4004 Leadership Strategies
    Apply leadership strategies to management scenarios.
  • HM4005 Leadership Philosophy
    Develop a personal leadership philosophy reflective of emotional intelligence and leadership style.
  • Students may take this as a non-degree course.
  • PE4001 Descriptive Epidemiology
    Analyze the epidemiologic factors of disease related to person, place, and time.
  • PE4002 Study Designs
    Analyze study designs as they apply to the surveillance of diseases.
  • PE4003 Role of the Epidemiologist
    Analyze the role of the epidemiologist in informing scientific, ethical, economic, and political decisions within public health.
  • RM4001 Research Questions
    Develop health-related research questions designed around the scientific method.
  • RM4002 Literature Review
    Evaluate peer-reviewed research surrounding health-related topics.
  • RM4003 Research Design
    Apply research design to health-related topics.
  • RM4004 Ethics in Research
    Apply ethical principles to health-related research.
  • RM4005 Data Collection and Analysis
    Apply data collection and analysis tools to health-related topics.
  • RM4006 Presenting Your Proposal
    Present formal research proposals.
  • HH4001 Introduction to Economics
    Identify concepts related to healthcare economics.
  • HH4002 Health Insurance and Reimbursement
    Analyze the economic impact of health insurance and reimbursement.
  • HH4003 Economics of Population Health
    Analyze the impact of social determinants of health.
  • PF1001 Introduction to Public Health
    Identify concepts related to public health.
  • PF1002 Professional Goals
    Develop professional goals based on program learning outcomes.
  • PF1003 Impact of Chronic Illness
    Analyze the impact of chronic illness on communities.
  • PF1004 Public Health Services
    Analyze public health services and career opportunities.
  • PF1005 Advocacy for Public Health
    Advocate for public health interests.
  • Students may take this as a non-degree course.
  • EH3001 Introduction to Environmental Health
    Analyze the impact of environmental factors on health.
  • EH3002 Agents of Environmental Disease
    Analyze the health effects of agents of environmental disease.
  • EH3003 Environmental Policy
    Explain local, national, and global environmental policies relating to air, food, water, and waste management.
  • EH3004 Environmental Health Assessment
    Apply findings from an environmental health assessment to home and workplace safety.
  • Students may take this as a non-degree course.
  • DP3001 Public Health Trends
    Analyze the impact of public health trends on disparities.
  • DP3002 Biological Factors
    Analyze how the impact of disease on the human body informs public health strategies.
  • DP3003 Spread of Disease
    Recommend public health strategies informed by the epidemiologic triangle and chain of infection.
  • DP3004 Culture and Psychosocial Factors
    Analyze the impact of culture and psychosocial factors on the incidence and prevalence of chronic disease.
  • DP3005 Risk Factors Responsible for Infectious Diseases
    Recommend strategies to address emerging and reemerging disease risk factors.
  • DP3006 Modifiable Risk Factors
    Recommend strategies to address modifiable risk factors aimed at preventing disease.
  • Students may take this as a non-degree course.
  • PU4001 History and Trends
    Identify key historical events and trends in the health education profession.
  • PU4002 Professional Organizations
    Analyze the role of professional organizations in public health advocacy.
  • PU4003 Professional Development Plans
    Apply certification standards to a professional development plan.
  • PU4004 Codes of Ethics
    Apply the Health Education Code of Ethics.
  • PU4005 Communicating to Populations
    Apply communication strategies for public health education.
  • Students may take this as a non-degree course.
  • PP4001 Community Needs Assessment
    Justify the selection of public health problems within targeted communities.
  • PP4002 Planning Models
    Justify the selection of planning models to address chosen public health problems within targeted communities.
  • PP4003 Mission, Goals, Objectives, and Strategies
    Develop measurable goals, objectives, and intervention strategies to address chosen public health issues.  
  • PP4004 Implementation
    Develop budgets, timelines, and marketing strategies for program plan implementation.
  • PP4005 Program Proposal
    Develop proposals to present program plans.
  • Students may take this as a non-degree course.
  • EV4001 Purposes of Program Evaluation
    Analyze purposes of program evaluation and distinguish between types of evaluation.
  • EV4002 Program Evaluation Steps
    Apply the steps in designing and conducting program evaluations.
  • EV4003 Program Evaluation Standards
    Assess program evaluation criteria to meet standards.
  • EV4004 Data Collection
    Recommend valid data collection tools applicable to program evaluation plans.
  • EV4005 Data Analysis and Reporting
    Develop plans for data analysis and reporting evaluation results.
  • Students may take this as a non-degree course.
  • SX4001 Introduction to the U.S. Government
    Recognize the structure and function of the branches of the U.S. government.
  • SX4002 Policy Development
    Analyze the development of policy to address public health issues.
  • SX4003 Legal and Ethical Ramifications of Policy
    Analyze the legal and ethical ramifications of public health policy.
  • SX4004 Critiquing Policy
    Recommend amendments to public health policy.
  • SX4005 Advocacy Skills
    Develop advocacy plans for public health issues to affect positive social change.
  • Students may take this as a non-degree course.

Concentration Competencies (0 or 25 credits)

These courses are dependent upon the particular concentration. Please see the course list on each concentration page.

Electives (50 or 25 credits)

Students choosing the competency-based program are to select 10 or five additional courses (based on their concentration) to fulfill the elective requirement. Students may choose courses from General Education, BS in Health Studies, or other Walden bachelor’s degree programs. Elective credits should total 50 or 25 to meet the program requirements. Students may also be eligible to transfer previous credit to meet their elective requirements.

Capstone Competencies (5 credits)

  • CS4001 Professional Standards
    Analyze health knowledge as it applies to professional skills and responsibilities.
  • CS4002 Professional Development
    Apply communication skills related to professional development.
  • CS4003 Annotated Bibliography
    Evaluate evidence-based resources relating to selected health issues and professional standards.
  • CS4004 Communication Skills
    Apply communication skills to selected health issues and professional standards.
  • CS4005 Social Change
    Apply social change concepts to a selected health issue.

Note on Curriculum

In an effort to ensure competencies are kept up to date and relevant to meet the learning outcomes of the program, the number and subject matter of individual competencies needed to satisfy program course requirements may change. However, program outcomes and the number and subject matter of courses will not be impacted. As a result, the required competencies listed in a student’s individual learning plan may differ from what is currently listed in the catalog.