Roles and Responsibilities Entry-Level Health Educator

How were the roles and responsibilities of an entry-level Health Educator determined?

Process began in the late 1970’s 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

Process cont. 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

National Health Education Competencies Update Project (CUP) 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

Competencies Update Project (CUP) 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)

Entry Level Standards (competencies) Assess individual and community needs for health education Plan effective health education strategies, interventions, and programs Implement health education strategies, interventions, and programs

Entry Level Standards cont. Conduct evaluation and research related to health education Administer health education strategies, interventions, and programs Serve as a Health Education resource person Communicate and advocate for health and health education

WOU Student Learning Outcomes for Health Education Candidates in Health Education will:

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

Implement and evaluate strategies, interventions and programs. 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

Coordinate, communicate and advocate for research-based practices. 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.

1= class discussion only 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 Outcome I: Plan effective strategies, interventions and programs based on assessment of individual and community needs. Comm PH Found HE Epi ATOD Sex SHP Bio Res Assess Eval Prog Plan HP Intern 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.

Advanced Study in Health Education Why a Master’s? New skills that prepare for advanced position or promotion May be entry level for some positions Pay increase

Options for a Master’s Degree 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

Choosing a Program Is the program accredited? Faculty Focus areas Learning style Opportunities for GTA/GRA GTA = graduate teaching assistant GRA = graduate research assistant

Resources 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/

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

Tracks Available: Epidemiology & Biostatistics (OHSU) Health Management & Policy (OSU & PSU) Health Promotion (OSU & PSU) Primary Health Care & Health Disparities (OHSU) International Health (OSU) Environment, Safety & Health (OSU)

Core Curriculum of MPH Programs Health Behavior Epidemiology Biostatistics Environmental Health Health Systems Organization

Criteria for Acceptance? Grade Point Average (GPA) Graduate Record Exam (GRE) scores Experience (work, volunteer, internship, practicum) Ability to articulate a passion and understanding of the field