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Health Promot Pract. 2005 Jul;6(3):308-19.

Planning and the professional preparation of health educators: implications for teaching, research, and practice.

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  • 1Department of Health Behavior and Health Education, The School of Public Health, University of North Carolina, Chapel Hill, USA. linnan@email.unc.edu

Abstract

Planning skills are one of the seven essential responsibilities of health educators, according to the National Commission of Health Education Credentialing program; yet little information is available about who provides training in planning, what type of training is offered, and what planning models are taught. A survey of 253 accredited graduate and undergraduate health education programs (response rate = 56%) was undertaken to gather information about planning and the professional preparation of health educators. Results revealed that planning instructors were primarily full-time, experienced, and about one half were CHES certified. Overall, 88% (113/129) of respondents taught the PRECEDE-PROCEED model, and 62% (81/131) taught the planned approach to community health (PATCH) model. Few planning differences were found at the graduate and undergraduate levels. Content analysis of 56 course syllabi revealed that 80% (45/56) required students to complete a program plan proposal or document as the culminating project for the course. Implications for teaching, research, and practice are discussed.

PMID:
16020625
[PubMed - indexed for MEDLINE]

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