1. Entry-Level Health Educator

3.  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.  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.  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.  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. Assess PlanImplement Evaluate/Research Administer Communicate / Advocate Act as a Resource

8.  Assess  Assess individual and community needs for health education  Plan  Plan effective health education strategies, interventions, and programs  Implement  Implement health education strategies, interventions, and programs

9.  Conduct evaluation and research  Conduct evaluation and research related to health education  Administer  Administer health education strategies, interventions, and programs  Serve  Serve as a Health Education resource person  Communicate and advocate for  Communicate and advocate for health and health education

10.  Candidates in Health Education will:

11.  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.  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.  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. Outcome I: Plan effective strategies, interventions and programs based on assessment of individual and community needs. Comm PH Found HE EpiATOD Sex SHPBio 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. 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.  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.  Why a Master’s? ◦ New skills that prepare for advanced position or promotion ◦ May be entry level for some positions ◦ Pay increase

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

19.  CEPH (Council on Education for Public Health) http://www.ceph.org/i4a/pages/index.cfm?pageid =3344 http://www.ceph.org/i4a/pages/index.cfm?pageid =3344  CAMP (Council of Accredited MPH Programs) http://www.mphprograms.org/ http://www.mphprograms.org/  ASPH (Association of Schools of Public) http://www.asph.org/ http://www.asph.org/

20.  The Oregon MPH is a collaborative degree program between: ◦ Oregon Health & Science University (OHSU) ◦ Oregon State University (OSU) ◦ Portland State University (PSU).

21.  Health Behavior  Epidemiology  Biostatistics  Environmental Health  Health Systems Organization

22.  Grade Point Average (GPA)  Graduate Record Exam (GRE) scores  Experience (work, volunteer, internship, practicum)  Ability to articulate a passion and understanding of the field