This article highlights similarities and differences between the public health competencies recently developed by the Association of Schools of Public Health (ASPH) and one public health specialty, health education (HE), which has used competencies in its quality assurance systems for more than 20 years. Based on a crosswalk methodology developed for this analysis, some 50 percent to 61 percent of the HE and ASPH competencies had similarities of varying degrees; 18 percent were deemed matches due to sameness in skill or content. Most similarities were found between the ASPH social and behavioral sciences competencies and the HE competencies. Significant domains of "no match" were found between the HE and ASPH competencies in the areas of Systems Thinking, Leadership, and Public Health Biology. The study results have implications for academic programs related to curricula review and revision, continuing education providers who are developing training agendas for the workforce, employers anticipating competencies in new job hires, and prospective students and practitioners who are considering a form of certification. Qualitative insights from the study related to professional culture, purpose, age, and consistency of the scope or depth of the two competency sets, as well as the crosswalk methodology itself, may be useful to those comparing other competency sets.
"The U.S. Department of Commerce and Labor formally recognized " health education " as an occupation for the first time in 1998. However, the span of health education research and practice by public health professionals has made a noteworthy impact on underserved populations for almost half a century (Woodhouse et al., 2010). During the 1960s and 1970s health education changed single, health-directed acts (i.e., obtaining immunizations) into community-wide, public health initiatives and changed medical care behaviors through patient education and self-care initiatives (Glanz, Rimer, & Lewis, 2002). "
[Show abstract][Hide abstract] ABSTRACT: Health education, as a discipline and specialization, is often overshadowed by other branches of public health (e.g., bio-statistics, epidemiology, and policy management). Although social workers have been performing health education for decades, social work students may not know the history of health education as a practice profession and its uses in a social work context. The purpose of this article is to introduce the field of health education to social work students who are currently, or anticipate, practicing health education in their careers. We conclude with implications for social work education and a discussion about the impact of collaborative social work and health education efforts in the reduction of health disparities.
Social Work in Health Care 09/2012; 51(8):680-94. DOI:10.1080/00981389.2012.686474 · 0.62 Impact Factor
[Show abstract][Hide abstract] ABSTRACT: The National Health Educator Job Analysis 2010 was conducted to update the competencies model for entry- and advanced-level health educators. Qualitative and quantitative methods were used. Structured interviews, focus groups, and a modified Delphi technique were implemented to engage 59 health educators from diverse work settings and experience levels in a seven-step instrument development process. An online survey was then completed by 1,022 practicing health educators. Survey participants used 4-point ordinal scales to rank subcompetencies by frequency of use and importance and related knowledge items by cognitive levels based on the Revised Bloom's Taxonomy. Composite scores were calculated and subgroup comparisons conducted to validate 223 subcompetencies at entry (162), advanced-1 (42), and advanced-2 (19) levels of practice, along with 113 knowledge items. Advanced-level versus entry-level competencies and a comparison with the Competency Update Project model of 2006 are discussed. Implications and recommendations for the profession are provided.
[Show abstract][Hide abstract] ABSTRACT: The American Association for Health Education (AAHE), a national health education organization with the mission of advancing the profession of health education, launched the 2011 AAHE membership survey between October 13, 2011 and November 1, 2011, under the leadership of the AAHE Board of Directors and AAHE Staff. The primary objective of the survey was to provide insight into the perspectives of AAHE members on several important issues facing the organization including: AAHE exiting its parent organization, the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD), and the proposed "modified" merger with the Society for Public Health Education (SOPHE), another national health education organization. A total of 240 AAHE members completed the survey. A majority of respondents were university faculty members in health education, and results provide keen insight into AAHE members' perspectives on the AAHE-SOPHE modified merger.
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