HLTH 331 Study Guide - Fall 2018, Comprehensive Midterm Notes - Public Health, Health Promotion, Health Education
12 Oct 2018
School
Department
Course
Professor
HLTH 331
MIDTERM EXAM
STUDY GUIDE
Fall 2018
COMMUNITY HEALTH - HLTH 331 - EXAM REVIEW
Community Health
Monday, August 27, 2018
NOTE: National Committee for Health Services and Credentialing??
DR. WILSON: SPECIALIZES IN HUMAN SEXUALITY AND MORE SPECIFICALLY
TEEN PREGNANCY → WANTS CHILDREN TO MAKE PROPER DECISIONS → TRYING
TO DEVELOP INNOVATING PROGRAMS FOR TEENS
●Responsibilities and Competencies of Health Education Specialists (BELOW)
○Responsibilities
= specify the overall scope of practice
○Competencies
= 3 to 7 under each responsibility & reflect ability to understand,
know, etc
○Sub-competencies
= 3 to 12 under each competency & reflect specific skills
○A competency-based framework for health education specialists 2010
■7 responsibilities
■39 competencies
■223 sub-competencies
●162 entry-level-subcompetencies
●61 advanced-level-sub-competencies
●Responsibility 1
○Assess needs, assets and a capacity for Health Education
■May be most critical step
■Needs assessment
= determines what health problems exist, what assets
are available to address health problems
■Capacity
= bot individual and collective resources that can be brought to
bear for health enhancement
■Assets
= skills, resources agencies, groups and individuals
■Collect data
= primary and secondary
●Primary = data we collect ourselves → firsthand knowledge
○Benefits = easiest to access and ask own questions
●Secondary = data that already exists
○Benefits = saves time and money
●Responsibility 2
○Plan health education
■Based upon needed assessment
■Recruit stakeholders to help plan
●Stakeholders
= people who care about specific issue
■Develop goals and objectives
■Develop appropriate interventions
find more resources at oneclass.com
find more resources at oneclass.com
■Rule of sufficiency
= effective enough to accomplish the program
objectives
●How many times do we need to expose an audience to something
before they change their behavior?
●Responsibility 3
○Implement health education
■Actual presentation of the program
■Understand priority population
■Comfortable with wide range of educational methods/techniques
■Continues to monitor once up and running
■Apply a number of sub-competencies
■Adhere to code of ethics
●Responsibility 4
○Conduct evaluation and research related to health education
■Critical to conduct accurate evaluation; prove worth
■Create a plan to assess the objectives
■Collect, analyze and interpret data
■Use results to modify.improve current or future programs
■Health education research
●A systematic investigation involving the analysis of collected
information or data that is ultimately used to enhance health
education knowledge or practice and answers one or more
questions about health-related theory, behavior or phenomenon
●Responsibility 5
○Administer and manage health education
■There is much to administer and coordinate
■More a function of the experienced health education specialist
■Facilitate cooperation among personnel, both within and between
programs
■Knowledge of existing programs is important to avoid overlap in services
●Responsibility 6
○Serve as a health education resource person
■Retrieve health education information to answer questions
■Skill needed to access resources
■Select or develop educational resources for dissemination
■Establishing effective consultative relationships with those seeking
assistance
●Responsibility 7
○Communicate and advocate for health and health education
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Dr. wilson: specializes in human sexuality and more specifically. Teen pregnancy wants children to make proper decisions trying. Responsibilities and competencies of health education specialists (below) Responsibilities = specify the overall scope of practice. Competencies = 3 to 7 under each responsibility & reflect ability to understand, Sub-competencies = 3 to 12 under each competency & reflect specific skills. A competency-based framework for health education specialists 2010 know, etc. Assess needs, assets and a capacity for health education are available to address health problems. Needs assessment = determines what health problems exist, what assets. Capacity = bot individual and collective resources that can be brought to. Assets = skills, resources agencies, groups and individuals. Collect data = primary and secondary bear for health enhancement. Primary = data we collect ourselves firsthand knowledge. Benefits = easiest to access and ask own questions. Stakeholders = people who care about specific issue. Rule of sufficiency = effective enough to accomplish the program objectives.
