The National Health Educator Job Analysis 2010

Doyle, Eva I.; Carla, M.; Lysoby, Linda; Auld, M. Elaine; Smith, Becky; Muenzen, Patricia M.

doi:10.1177/1090198112463393

Cited by 17 publications

(46 citation statements)

References 18 publications

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“…Consistent with prior research (Chaney et al, 2013;Doyle et al, 2012;Gambescia et al, 2009;Gilmore et al, 2005), results revealed that applied health education takes place in very varied work settings provided by individuals with diverse backgrounds, credentials, professional preparation, and job titles. In this context, one participant obtained a bachelor's degree in community health, previously worked at a fitness center, performed African dance for 12 years, and received a master's degree and a state-issued teaching license in health education, enabling her to serve as a high school health education at the time of the study.…”

Section: > > Discussionsupporting

confidence: 89%

A Qualitative Analysis of Health Education Practice in Applied Work Settings

Baisch

Krajny

Wagner

et al. 2016

Health Promotion Practice

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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.

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Section: > > Discussionsupporting

confidence: 89%

A Qualitative Analysis of Health Education Practice in Applied Work Settings

Baisch

Krajny

Wagner

et al. 2016

Health Promotion Practice

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show abstract

“…Building on CUP study approaches and analyses, in 2008 SOPHE, AAHE, and NCHEC conducted the National Health Educator Job Analysis, which surveyed 1,022 respondents from 49 states, the District of Columbia, and Puerto Rico. The result of the online survey was an updated model of responsibilities, competencies, and subcompetencies for health education specialists and the addition of 133 knowledge items (Doyle et al, 2012).…”

Section: Role Delineation Researchmentioning

confidence: 99%

Accreditation of Professional Preparation Programs for School Health Educators

et al. 2014

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The health education profession is committed to maintaining the highest standards of quality assurance, including accreditation of professional preparation programs in both school and community/public health education. Since 2001, the Society for Public Health Education (SOPHE) has increased attention to strengthening accreditation processes for preservice programs. This article focuses on the preparation of school health educators and the evolving philosophies and approaches concerning quality assurance, with particular attention to recent changes in teacher education and national professional accreditation entities. The unification of the National Council for Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC) to form the Council for the Accreditation of Educator Preparation (CAEP) as the single voice for teacher accreditation presents an opportunity to create a model unified accreditation system. Such a system can improve and enhance the stature of the teaching profession, raise expectations and the performance standards for teacher education candidates, and strengthen the standards for the evidence used to support claims of quality. During this transition period from NCATE and TEAC to CAEP, a School Health Education Accreditation Working Group convened by SOPHE recommended to the SOPHE Board of Trustees that SOPHE urge health education professionals to monitor and provide input into the emerging standards and processes for school health educator program accreditation. The Working Group also recommended that both health education professionals and the stakeholder professional organizations advocate for strong quality assurance standards for school health educator professional preparation programs. The Working Group anticipates future changes in quality assurance processes and curricula to keep pace with new accreditation requirements and the results from the latest role delineation research for health education specialists.

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“…The United States have a rich history of development of competencies for the health education profession [ 7 ]. They currently operate out of a model that is organized into seven areas of responsibility, further broken down into 34 competencies and then divided into 223 sub-competencies [ 8 ]. Since health promotion is delivered by different kinds of professionals in various settings, contextualising practitioner competencies is an important step in order to provide a framework for professional practice.…”

Section: Introductionmentioning

confidence: 99%

Teacher Competencies in Health Education: Results of a Delphi Study

et al. 2015

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ObjectiveThe aim of this research study was to identify the core competencies for health education teachers in supporting the development of health literacy among their students.Method/ResultsA three round Delphi method was employed. Experts in health education were asked to identify core competencies for school health educators. Twenty six participants from the academic field were invited to participate in the study. Twenty participants completed the first round of the Delphi, while eighteen took part in round two and fifteen participated in the final round. Data were collected using an electronic questionnaire. The first round contained an open ended question in which participants were asked to name and define all the competencies they perceived were important. Thematic analysis was undertaken on these data. A list of 36 competencies was created from this round. This list was then returned to the same participants and they were asked to rate each competency on a 7 point semantic differential scale in terms of importance. The resulting data were then analysed. For the final round, participants were presented with a list of 33 competencies and were asked to rank them again, in order of importance.ConclusionTwelve core competencies emerged from the analysis and these competencies comprised of a mixture of knowledge, attitude and skills. The authors suggest that how these competencies are achieved and operationalised in the school context can be quite complex and multi-faceted. While the authors do not seek to generalise from the study they suggest that these competencies are an important input for all stakeholders, in order to question national and international teacher guidelines. In addition the competencies identified may provide a useful starting point for others to undertake deeper analysis of what it means to be an effective health educator in schools.

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The National Health Educator Job Analysis 2010

Cited by 17 publications

References 18 publications

A Qualitative Analysis of Health Education Practice in Applied Work Settings

A Qualitative Analysis of Health Education Practice in Applied Work Settings

Accreditation of Professional Preparation Programs for School Health Educators

Teacher Competencies in Health Education: Results of a Delphi Study

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