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Health Education Specialist Practice Analysis II 2020: Processes and Outcomes

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dc.contributor.authorKnowlden, Adam P.
dc.contributor.authorCottrell, Randall R.
dc.contributor.authorHenderson, James
dc.contributor.authorAllison, Kathleen
dc.contributor.authorAuld, M. Elaine
dc.contributor.authorKusorgbor-Narh, Cynthia S.
dc.contributor.authorLysoby, Linda
dc.contributor.authorMcKenzie, James F.
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.contributor.otherUniversity of North Carolina
dc.contributor.otherUniversity of North Carolina Wilmington
dc.contributor.otherUniversity of Cincinnati
dc.contributor.otherLock Haven University
dc.contributor.otherBall State University
dc.date.accessioned2023-09-28T19:03:46Z
dc.date.available2023-09-28T19:03:46Z
dc.date.issued2020
dc.description.abstractIntroduction. 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.en_US
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.citationKnowlden, A. P., Cottrell, R. R., Henderson, J., Allison, K., Auld, M. E., Kusorgbor-Narh, C. S., Lysoby, L., & McKenzie, J. F. (2020). Health Education Specialist Practice Analysis II 2020: Processes and Outcomes. In Health Education & Behavior (Vol. 47, Issue 4, pp. 642–651). SAGE Publications. https://doi.org/10.1177/1090198120926923
dc.identifier.doi10.1177/1090198120926923
dc.identifier.orcidhttps://orcid.org/0000-0003-0691-2994
dc.identifier.orcidhttps://orcid.org/0000-0001-9318-0917
dc.identifier.urihttps://ir.ua.edu/handle/123456789/10747
dc.languageEnglish
dc.language.isoen_US
dc.publisherSage
dc.subjectcertification
dc.subjectcompetencies
dc.subjectcredentialing
dc.subjecthealth education
dc.subjectpromotion
dc.subjecthealth education specialist
dc.subjectjob analysis
dc.subjectknowledge
dc.subjectpractice analysis
dc.subjectprofessional preparation
dc.subjectworkforce development
dc.subjectPROFESSIONAL PREPARATION
dc.subjectACCREDITATION
dc.subjectPublic, Environmental & Occupational Health
dc.titleHealth Education Specialist Practice Analysis II 2020: Processes and Outcomesen_US
dc.typeArticle
dc.typetext

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