Entry-Level Health Educator. Great differences existed in professional preparation programs 1978...
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![Page 1: Entry-Level Health Educator. Great differences existed in professional preparation programs 1978 Initial Bethesda Conference Development of a.](https://reader030.fdocuments.us/reader030/viewer/2022032605/56649e735503460f94b73c5a/html5/thumbnails/1.jpg)
Entry-Level Health Educator
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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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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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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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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)
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AssessAssess individual and community needs for health education
PlanPlan effective health education strategies, interventions, and programs
ImplementImplement health education strategies, interventions, and programs
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Conduct Conduct evaluation and researchevaluation and research related to health education
AdministerAdminister health education strategies, interventions, and programs
ServeServe as a Health Education resource person
Communicate and Communicate and advocate for advocate for health and health education
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Candidates in Health Education will:
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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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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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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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Outcome I: Plan effective strategies, interventions and programs based on assessment of individual and community needs.
CommPH
FoundHE
Epi ATODSex
SHP BioRes
AssessEval
ProgPlan
HPIntern
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.
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
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Why a Master’s?
◦ New skills that prepare for advanced position or promotion
◦ May be entry level for some positions
◦ Pay increase
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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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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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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/
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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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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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Health Behavior
Epidemiology
Biostatistics
Environmental Health
Health Systems Organization
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Grade Point Average (GPA)
Graduate Record Exam (GRE) scores
Experience (work, volunteer, internship, practicum)
Ability to articulate a passion and understanding of the field