An Assessment of Evaluation Instruction Related to the Health Education Specialist Practice Analysis Competencies in Health Education-Related Professional Preparation Programs

Autor/inn/en	Thackeray, Rosemary; Neiger, Brad L.; Willey, Victoria A.
Titel	An Assessment of Evaluation Instruction Related to the Health Education Specialist Practice Analysis Competencies in Health Education-Related Professional Preparation Programs
Quelle	In: Health Education & Behavior, 45 (2018) 6, S.1043-1051 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thackeray, Rosemary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1981
DOI	10.1177/1090198118779129
Schlagwörter	Health Education; Specialists; Professional Education; Program Evaluation; Curriculum Evaluation; Undergraduate Study; Competency Based Education; Formative Evaluation + Suchen Sie Ihr Suchwort? Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Berufsausbildung; Programme evaluation; Programmevaluation; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Grundstudium; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode
Abstract	Background: Conducting evaluation and research is one of the seven areas of responsibility for health education specialists. However, there is little evidence to suggest that professional preparation programs use the competencies as identified by the 2015 Health Education Specialist Practice Analysis (HESPA) as a basis for instruction. Aims: To determine the degree to which departments with undergraduate health education-related professional preparation programs provide instruction in the HESPA 2015 Model evaluation competencies. Method: This was a descriptive, cross-sectional, nonexperimental study design. Data were collected using an online survey from programs that prepare students to sit for the CHES exam. Results: Faculty provide instruction about all evaluation subcompetencies regardless of entry- or advanced-level designation. Developing an evaluation plan, monitoring implementation, and selecting, adapting, and creating instruments to collect data represent the competencies taught most frequently. On average, two to three class periods are spent on each competency. Discussion: Advanced-level competencies, more commonly associated with graduate-level training and degrees, are commonly taught at the undergraduate level. This may be due to a lack of awareness of changes to the designation of competencies and subcompetencies as entry- or advanced-level in the HESPA 2015 Model framework, a lack of awareness or appreciation for the framework in general, competing values in the selection of curriculum content, or lack of professional consensus related to terms and definitions. Conclusion: Faculty should consider emphasizing entry-level competencies and subcompetencies consistent with process and formative evaluation. The health education profession should also standardize evaluation and research terms and definitions. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01