Health Education Specialist Practice Analysis II 2020: Processes and Outcomes

Autor/inn/en	Knowlden, Adam P.; Cottrell, Randall R.; Henderson, James; Allison, Kathleen; Auld, M. Elaine; Kusorgbor-Narh, Cynthia S.; Lysoby, Linda; McKenzie, James F.
Titel	Health Education Specialist Practice Analysis II 2020: Processes and Outcomes
Quelle	In: Health Education & Behavior, 47 (2020) 4, S.642-651 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Knowlden, Adam P.) ORCID (Auld, M. Elaine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1981
DOI	10.1177/1090198120926923
Schlagwörter	Health Education; Specialists; Knowledge Level; Health Promotion; Certification; Minimum Competency Testing; Occupational Information; Professional Development; Minimum Competencies; Participant Characteristics; Demography; Responsibility; Health Services + Suchen Sie Ihr Suchwort? Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Wissensbasis; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Abschlusszeugnis; Zertifizierung; Berufsinformation; Fundamentum; Mindestwissen; Demografie; Verantwortungsübernahme; Zuständigkeit; Health service; Gesundheitsdienst; Gesundheitswesen
Abstract	Introduction: The Health Education Specialist Practice Analysis II 2020 (HESPA II 2020) described the contemporary practice of health education specialists across work settings at entry and advanced levels. The purpose of the HESPA II 2020 manuscript was to report the research process and resulting data associated with the HESPA II 2020 and to provide recommendations for future practice analyses in health education. Method: Two data collection instruments were developed with the assistance of a 17-member Health Education Practice Panel to survey practicing health education specialists on the knowledge and skills needed in their ongoing roles. The instruments were designed to assess the degree to which the elements of the model had importance to practice ("Importance"), how often health education specialists performed the elements of the model ("Frequency"), and the point in time that health education specialists were expected to perform the various elements of the model ("Performance Expectation"). Composite scores for Sub-Competencies were calculated and subgroup comparisons were conducted to distinguish between levels of practice. Results: A total of 3,851 health education specialists provided usable responses. The final validated hierarchical model included eight Areas of Responsibility, 35 Competencies, and 193 Sub-Competencies. Of the Sub-Competencies, 114 were Entry level, 59 Advanced 1 level, and 20 Advanced 2 level. In addition, 145 knowledge items were verified. Discussion: HESPA II 2020 produced a validated hierarchical model descriptive of current practice of health education specialists across work settings. The results have implications for professional preparation, professional development, and certification. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01