1. Roles and Responsibilities
Entry-Level Health Educator

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

3. 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

4. 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

5. 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

6. 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)

7. 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

8. 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

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

10. 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.

11. 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

12. 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.

14. 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.

15. 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

16. 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

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

18. Resources
CEPH (Council on Education for Public Health) =3344
CAMP (Council of Accredited MPH Programs)
ASPH (Association of Schools of Public)

19. 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).

20. 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)

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

22. 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