Assessment of Public Health Educator Practice: Health Educator Responsibilities

Johnson, Hans H.; Glascoff, Mary A.; Lovelace, Kay; Bibeau, Daniel L.; Tyler, Emily T.

doi:10.1177/1524839903260160

Cited by 11 publications

(6 citation statements)

References 5 publications

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“…Our findings on tasks performed by clinic health educators were similar to those found by Johnson et al (2005) for health educators employed by public health agencies. The health educators in this project spent 21.2% of their time in program planning and evaluation compared to 19.6% by the public health workers.…”

Section: Discussion and Recommendationssupporting

confidence: 85%

Integrating Health Education into Clinical Settings

Byrd¹,

Hoke²,

Gottlieb³

2007

CALIF J HEALTH PROMOT

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In the United States, health concerns such as food insecurity and obesity continue to rise among American households (Centers for Disease Control and Prevention, 2003). Poor dietary intake can result in poor health outcomes as well as negatively impact student academic performance (Sigman-Grant, 2003). Despite the growing health concerns among the youth, limited studies have examined the dietary patterns of the Mexican-American adolescent population. This study aims to fill that void by describing the dietary intake of predominantly Mexican-American adolescents 13-18 years of age (n=532). The study design was cross-sectional and randomly selected high school participants based on their enrollment in physical education classes. Results of a one day 24-hour dietary recall showed both males and females in this study were below the national recommendations for total calories per day and reported poor eating behaviors. Further research is needed to investigate food insufficiency in this population who has high prevalence of overweight.

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Section: Discussion and Recommendationssupporting

confidence: 85%

Integrating Health Education into Clinical Settings

Byrd¹,

Hoke²,

Gottlieb³

2007

CALIF J HEALTH PROMOT

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“…Educational preparation, job responsibilities, and continuing education have been considered in regard to health education competencies. Johnson, Glascoff, Lovelace, Bibeau, and Tyler reported in 2005 that only 2.8% of health educator time in North Carolina was spent applying appropriate research principles and methods in health education and 58.1% of respondents reported not performing this activity at all (Jackson, Pitkin, & Kington, 1998;Johnson et al, 2005). Just more than 19% of responding health educators reported a need for continuing education focused on applying appropriate research principles (Price, Akpanudo, Dake, & Telljohann, 2004).…”

Section: > Health Educators In the Workforcementioning

confidence: 99%

Evidence-Based Practice in Health Education and Promotion: A Review and Introduction to Resources

Hill

Alpi

Auerbach

2009

Health Promotion Practice

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This review examines evidence-based practice (EBP) in health education and promotion with a focus on how academically trained health educators develop EBP skills and how health education and promotion practitioners access the literature to inform their activities. Competencies and credentialing in health education related to evidence-based practice are outlined and sources for evidence-based practice literature in health education and promotion are described. An exploratory questionnaire to consider teaching and resources in evidence-based practice was distributed to faculty and librarians from the top 10 ranked health education doctoral programs. Findings highlighted the integral value of EBP instruction to the curriculum. Growth opportunities in evidence-based health education and health promotion for instructors, practitioners, and librarians include promotion and expansion of online evidence-based public health resources to close the evidence-practice gap.

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“…The assessment instrument was divided into 4 sections: (a) rate how closely they followed activities (items 1a -1c); (b) report any changes that occurred during the class (items 2 -8); (c) rate their perceptions of the classroom process (items 9-16); and (d) report whether students talked about things other than the program, whether any students stated their intentions to quit, and how well they thought the session was conducted (items [17][18][19]. Sections 1 and 3 were 5-point Likert items asking health educators to state their level of agreement, and section 2 items were dichotomous (yes/no).…”

Section: He Assessment Datamentioning

confidence: 99%

“…One of the main concerns in a study comparing curricula is that health educators (HEs) will be biased in their preference for one program over another. 17 Thus a primary objective of this process evaluation was to determine whether the 2 curricula were implemented similarly as reported by HEs and observers. A second concern is that program delivery may be affected by HE characteristics, particularly HE experience.…”

mentioning

confidence: 99%

Differences in Perceived Implementation of a Standard Versus Peer-led Interactive Substance Abuse Prevention Program

Valente

Okamoto²,

Pumpuang

et al. 2007

am j health behav

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Objective-To assess perceived implementation of 2 substance-abuse prevention programs: a standard one and a peer-led interactive one.Methods-Data from 16 health educators were collected after 504 classroom sessions, 63 of which were observed by 24 monitors.Results-In the interactive program, health educators (HEs) followed the curriculum less closely, reported less favorable classroom processes and less off-task talking than in the standard one.Conclusions-These data indicate that an interactive substance-abuse prevention program does not necessarily entail more off-task discussion but also does not necessarily guarantee more favorable program implementation.Keywords substance use; process evaluation; schools; prevention Project Towards No Drug Abuse (TND) is a school-based curriculum designed to motivate youth to change their perspectives on and perceptions of drug use, learn social and life skills to bond to prosocial institutions, and learn decision making to help them plan good solutions to complex, problem situations. 1 A one-year follow-up study of TND has shown decreased use of cigarettes, alcohol, marijuana, hard drugs, and weapons carrying. 2 Effects on cigarette smoking, hard drug use, and marijuana use (the latter, among male nonusers at baseline) were also maintained at 2-year follow-up. 3 Address correspondence to Dr Valente, Department of Preventive Medicine, School of Medicine, University of Southern California, 1000 S. Fremont Avenue, Building A Room 5133, Alhambra CA 91803. tvalente@usc.edu. NIH Public Access Author ManuscriptAm J Health Behav. Author manuscript; available in PMC 2011 July 12.Published in final edited form as: Am J Health Behav. 2007 ; 31(3): 297-311. doi:10.5555/ajhb.2007.31.3.297. NIH-PA Author Manuscript NIH-PA Author Manuscript NIH-PA Author Manuscript TND, and many other substance abuse prevention programs, have been created and implemented with limited success perhaps because they have not adequately incorporated the power and influence of peer social networks. Social networks have been shown repeatedly to be a significant covariate of adolescent substance use. [4][5][6][7] Most programs, however, incorporate peer influence factors only tangentially, primarily through role modeling and resistance-skills training. [8][9][10][11] Our prior work with a tobacco prevention program showed that using network information to structure a school-based tobacco prevention program increased its effectiveness. 11,12 The statistical analysis revealed a program by network interaction such that the network condition, peers assigned to groups based on their social networks, was more effective in the culturally tailored curriculum than in the traditional social-influences one. Specifically, the culturally tailored program was effective in preventing smoking if students participated in the activities in groups composed of their social network members. However, a traditional social-influences program did not appear to be more effective when students participated in groups with their ...

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Assessment of Public Health Educator Practice: Health Educator Responsibilities

Cited by 11 publications

References 5 publications

Integrating Health Education into Clinical Settings

Integrating Health Education into Clinical Settings

Evidence-Based Practice in Health Education and Promotion: A Review and Introduction to Resources

Differences in Perceived Implementation of a Standard Versus Peer-led Interactive Substance Abuse Prevention Program

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