Entry-Level Health Educator

Great differences existed in professional preparation programs

1978 Initial Bethesda Conference

Development of a National Task Force on the Preparation and Practice of Health Educators

1979 First Role Delineation Study

Role delineation study led to the development of competencies and standards for practice

Curricula began to develop that were tailored to the standards and competencies

6 year multiphase national research study

Re-verify the role of entry level health educators

Further define and verify the role of advanced-level health educators

Revisions to competencies and sub-competencies

Three-tiered level of practice◦ Entry (<5yrs + bachelors or masters)◦ Advanced 1 (5 or > yrs + BS or MS)◦ Advanced 2 (doctorate + 5 or > yrs)

AssessAssess individual and community needs for health education

PlanPlan effective health education strategies, interventions, and programs

ImplementImplement health education strategies, interventions, and programs

Conduct Conduct evaluation and researchevaluation and research related to health education

AdministerAdminister health education strategies, interventions, and programs

ServeServe as a Health Education resource person

Communicate and Communicate and advocate for advocate for health and health education

Candidates in Health Education will:

Access valid, reliable and current data and data collection instruments.

Prioritize needs based upon assessment of health-related data.

Identify community resources and communicate with key stakeholders.

Develop goals and measurable objectives in collaboration with stakeholders.

Select theory-based and/or evidence-based strategies to achieve program objectives.

Analyze audience characteristics and assess equipment and resource needs for program implementation.

Implement appropriate strategies to meet program objectives including utilization of instructional technology or media.

Conduct formative assessments and adjust objectives or instructional strategies as needed.

Develop and implement a comprehensive program evaluation plan

Effectively communicate findings and recommendations for future practice to multiple audiences

Demonstrate collaborative efforts with community agencies and organizations to achieve common goals.

Describe skills, abilities and ethics needed in consultative relationships.

Demonstrate the ability to match information requests with appropriate computerized retrieval systems.

Select appropriate educational materials and communications to match diverse audiences.

Analyze controversial issues and changing social, cultural and political factors influencing health issues.

Outcome I: Plan effective strategies, interventions and programs based on assessment of individual and community needs.

CommPH

FoundHE

Epi ATODSex

SHP BioRes

AssessEval

ProgPlan

HPIntern

CAP

HE 227

HE 385

HE 375

HE 445

HE 496

HE 473

HE 487

HE 471

HE 419

HE 499

A : Access valid, reliable, and current data and data collection instruments.

B: Prioritize needs based on assessment of health-related data.

C: Identify community resources and communicate with key stakeholders.

D: Develop goals and measurable objectives in collaboration with stakeholders.

E: Select theory-based and/or evidence-based strategies to achieve program objectives.

Scoring Guide: 1= class discussion only 2 = explicit practice (class activity or project) with no formal assessment 3 = class discussion and written exam 4 = explicit practice (class activity or project) with formal/graded assessment other than a written exam

Bachelor’s, Masters or Doctoral degree from an accredited institution AND:◦ A MAJOR in: health education, community health

education, public health education, school health education

OR◦ 25 semester hours (37 quarter hours) specific to

course work related to competencies

◦ MCHES now available

Why a Master’s?

◦ New skills that prepare for advanced position or promotion

◦ May be entry level for some positions

◦ Pay increase

M.Ed. = Master of Education M.S. = Master of Science M.A. = Master of Arts M.P.H. = Master of Public Health M.A.T. = Masters of Arts in Teaching

Is the program accredited? Faculty Focus areas Learning style Opportunities for GTA/GRA

◦ GTA = graduate teaching assistant◦ GRA = graduate research assistant

CEPH (Council on Education for Public Health) http://www.ceph.org/i4a/pages/index.cfm?pageid=3344

CAMP (Council of Accredited MPH Programs) http://www.mphprograms.org/

ASPH (Association of Schools of Public) http://www.asph.org/

The Oregon MPH is a collaborative degree program between:◦ Oregon Health & Science University (OHSU)◦ Oregon State University (OSU)◦ Portland State University (PSU).

Health Behavior

Epidemiology

Biostatistics

Environmental Health

Health Systems Organization

Grade Point Average (GPA)

Graduate Record Exam (GRE) scores

Experience (work, volunteer, internship, practicum)

Ability to articulate a passion and understanding of the field