Roles and Responsibilities

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Roles and Responsibilities

• Entry-Level Health Educator

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How were the roles and responsibilities of an
entry-level Health Educator determined?
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Process began in the late 1970s

• 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

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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

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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

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Competencies Update Project (CUP)

• Revisions to competencies and sub-competencies
• Three-tiered level of practice
• Entry (lt5yrs bachelors or masters)
• Advanced 1 (5 or gt yrs BS or MS)
• Advanced 2 (doctorate 5 or gt yrs)

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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

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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

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WOU Student Learning Outcomes for Health Education

• Candidates in Health Education
• will

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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.

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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

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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.

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(No Transcript)
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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.

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Advanced Study in Health Education

• Why a Masters?
• New skills that prepare for advanced position or
  promotion
• May be entry level for some positions
• Pay increase

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Options for a Masters 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

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Choosing a Program

• Is the program accredited?
• Faculty
• Focus areas
• Learning style
• Opportunities for GTA/GRA
• GTA graduate teaching assistant
• GRA graduate research assistant

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Resources

• CEPH (Council on Education for Public Health)
  http//www.ceph.org/i4a/pages/index.cfm?pageid334
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• CAMP (Council of Accredited MPH Programs)
  http//www.mphprograms.org/
• ASPH (Association of Schools of Public)
  http//www.asph.org/

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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).

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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)

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Core Curriculum of MPH Programs

• Health Behavior
• Epidemiology
• Biostatistics
• Environmental Health
• Health Systems Organization

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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