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Roles and Responsibilities

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

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Roles and Responsibilities

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  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. Health Education Specialists:Seven Areas of Responsibility:

  8. 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

  9. 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

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

  11. 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.

  12. 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

  13. 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. 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

  15. CHES Eligibility Requirements • 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

  16. 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

  17. 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

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

  19. 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/

  20. 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).

  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

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