A Qualitative Analysis of Health Education Practice in Applied Work Settings

Abstract

Job analysis projects play a critical role in the health education profession by validating what is constant in the profession and identifying emerging patterns of effective practice. In this regard, the Role Delineation Project, Competencies Update Project (CUP), and Health Educator Job Analysis Project (HEJA) have provided frameworks for the accreditation of professional preparation programs, credentialing, and continuing education of health education specialists. To date, projects (CUP, HEJA, and Health Education Specialist Practice Analysis) have revalidated the framework to help describe the contemporary practice of health education specialists. Evidence is lacking regarding exactly how the frameworks have been integrated into applied practice and what guides the practice of health educators. In context of the Areas of Responsibility for health education specialists, the purpose of this qualitative study was to examine the gap between the "state of the art" and the "state of the practice" among health education practitioners in a range of workplace settings. Data were collected through structured interviews and analyzed for emergent themes. Major themes included the use of formal and informal assessment methods, program-specific planning materials and implementation strategies, supplemental materials for planning and conveying information, and the influence and work with organizations. Based on the emergent themes, the gaps between the "state of the art" and the "state of the practice" were described, with suggestions for advancing the profession.

Bibliometric review of credentialing and quality in healthcare field

“…Training and assessment should be carried out regularly to reduce skills decay [26]. The credentialing team should also regularly go out into the field to view and update the credentialing standards, as each country's needs and resources are different [34]. These efforts are made to maintain the quality and safety of actions in an atmosphere of dynamic scientific development.…”

Differences in Health Education Competencies Among Obesity Prevention and Nutrition Education Professionals

“…The ability to plan, implement, and evaluate evidence-based health education and prevention programs is critical to reducing morbidity and mortality. However, the lack of professional recognition and employment of health educators charged with such efforts could make recruiting a new generation of health educators difficult and may ultimately affect the quality of health education and prevention programs (Baisch et al, 2016).…”

“…The lack of awareness of the responsibilities and competencies of health educators among employers and the absence of licensing, certification, or statutory requirements is a concern (Gambescia et al, 2009). This can affect quality assurance among those providing health education services that can, in turn, affect the effectiveness of health education and prevention programs (Allegrante, Barry, Auld, & Lamarre, 2012; Baisch, Krajny, Wagner, & Symons, 2016; Dimaria-Ghalili et al, 2014). A cursory review of online job search sites (e.g., Indeed.com) reveal that many recruiting announcements for health education positions do not explicitly require a university degree in health education and few require CHES certification for employment.…”

“…However, research regarding the relationship between professional’s perceived competency and health outcomes is limited. Some evidence suggests that those trained in health education and CHES certified are more likely to use evidence-based practices (Baisch et al, 2016). Other research from the fields of teacher education, nursing, and medicine has shown that perceived competency is not only related to practice quality but also related to program and patient outcomes (Gardulf et al, 2016; Kunter et al, 2013; McGaghie et al, 2001).…”

Validating the self-reported annual monitoring grid for the 2007 Caribbean Community Declaration of Port-of-Spain on noncommunicable diseases

“…Baisch et al (2016) used a qualitative study to compare the “state of the art” and the “state of the practice” and identify the gap between the two (25). Our validation compared the mandates with the practice.…”