American Alliance for Health, Physical Education, Recreation, and Dance National Convention Session 331 Charlotte, NC Thursday, April 25, 2013 Susan M. Radius, PhD, MCHES Professor & Program Director Meghan M. Bailey, MS, CHES Lecturer & Internship Supervisor Theresa K. Jackson, PhD, MPH, CHES Public Health Scientist Army Institute of Public Health

Susan M. Radius, PhD, MCHES Meghan M. Bailey, MS, CHES Theresa K. Jackson, PhD, MPH, CHES  The following personal financial relationships with commercial interests relevant to this presentation existed during the past 12 months: ◦ No relationships to disclose

◦ To explore the relationship between students’ academic performance and internship outcomes ◦ To evaluate extent to which students are gaining exposure to selected NCHEC competencies ◦ To guide recommendations for undergraduate curricula and internship programs

Evolution of US health care system Financing and delivery of health care in US Health Care in the US Introduction to program planning in community and school health settings Curriculum & Planning Instructional techniques for community and school health settings Techniques emphasize adolescent and adult learners Instructional Methods in Health Education Techniques for managing health education programs Real world experience in program design Organization, Implementation, & Management of Health Education Programs Program evaluation methods Common data collection and analysis techniques Preparation of evaluation reports Measurement & Evaluation in Health Education

 Evaluations ◦ Midterm & Final ◦ 53 questions related to professionalism, personal attributes, organization skills, and communication skills  Two indicators assigned for each NCHEC competency

NCHEC AreaEvaluation Indicators 1. Assess needs, assets, and capacity for health education Access, use, and evaluate reliable health resources Uses knowledge of learning styles 2. Plan health education Develops goals and objectives prior to beginning project Establishes priorities for completion of responsibilities 3. Implement health education Demonstrates teaching skills Uses effective and appropriate strategies to meet objectives 4. Conduct evaluation and research related to health education Read and interpret research information Develops/selects appropriate evaluation plans 5. Administer and manage health education Grant writing skills Participates effectively in groups as a leader 6. Serve as a health education resource person Knows how and where to refer clients Responds appropriately to questions from clients/students 7. Communicate and advocate for health and health education Demonstrates promotional and publicity skills Demonstrates culture, gender, and racial sensitivity

 Cumulative GPA  Majors’ course grades

Internship Evaluation IndicatorsPearsonp-values II. Develops goals and objectives prior to beginning project II. Establishes priorities for completion of responsibilities IV. Develops and selects appropriate evaluation plans V. Participates effectively in groups as a leader VII. Demonstrates promotional and publicity skills

 No statistically significant associations

Internship Evaluation IndicatorPearsonp-values II. Establishes priorities for completion of responsibilities II. Develops goals and objectives prior to beginning project III. Uses effective and appropriate strategies to meet objectives IV. Develops and selects appropriate evaluation plans IV. Read and interpret research information V. Participates effectively in groups as a leader VI. Responds appropriately to questions from clients and students VII. Demonstrates promotional and publicity skills Overall evaluation

Internship Evaluation IndicatorPearsonp-values III. Uses effective and appropriate strategies to meet objectives IV. Develops and selects appropriate evaluation plans VII. Demonstrates promotional and publicity skills

Internship Evaluation IndicatorPearsonp-values IV. Develops and selects appropriate evaluation plans V. Grantwriting skills

Internship Evaluation MeasurePearsonp-values II. Develops goals and objectives prior to beginning project II. Establishes priorities for completion of responsibilities III. Uses effective and appropriate strategies to meet objectives Overall Evaluation

Internship Evaluation MeasureGPA II. Develops goals and objectives prior to beginning project XXX II. Establishes priorities for completion of responsibilities XXX III. Uses effective and appropriate strategies to meet objectives XXX IV. Develops and selects appropriate evaluation plans XXXX IV. Read and interpret research information X V. Participates effectively in groups as a leader XX V. Grantwriting skills X VI. Responds appropriately to questions from clients and students X VII. Demonstrates promotional and publicity skills XXX Overall evaluation XX

 I. Access, use, and evaluate reliable health resources  II. Uses knowledge of learning styles  III. Demonstrates teaching skills  VI. Knows how and where to refer clients  VII. Demonstrates culture, gender, and racial sensitivity  Would you consider hiring?

 Agency supervisors ◦ Generous evaluators ◦ Biased; self-fulfilling prophecy ◦ Misinterpret evaluation items ◦ Different interpretations of indicators across diverse sites  Students ◦ Self-select placements in areas of strength ◦ Maturity ◦ Self-select major

 Faculty ◦ Number of course instructors ◦ Easy vs. more rigorous graders  Courses ◦ Upper-level vs. lower-level abilities ◦ Cumulative GPA includes transferred grades

 Not all NCHEC competencies represented on instrument  Instrument inconsistent in ability to capture qualities of interest  Selected NCHEC indicators may reflect other or >1 competency

 Not all courses relate to success in internship measures  Not all competencies relate to success in courses  Despite quantity of significant correlations, no strong correlations emerged

 Professionals & Agencies ◦ Agencies should continue to evaluate transcripts as part of the hiring process in health education.  Academic Institutions ◦ Professional preparation programs may need to adapt to address NCHEC competencies in a practical way. ◦ Internship experiences should complement other health education experiences – including the classroom.

 Share evaluation with preceptors, faculty colleagues and students  Consider internship assessment tools that are more reflective of NCHEC  Cultivate preceptor understanding of program, NCHEC, etc.  Communicate to students that doing well can help to excel as health educator  Communicate to students that grades are NOT everything  Encourage faculty to incorporate NCHEC-related activities in coursework

Dr. Susan Radius Professor and Program Director Meghan Bailey Lecturer Dr. Theresa Jackson Public Health Scientist US Army For more information, please visit: