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HEB 257 June: Health Education Specialist Practice Analysis 2015 (HESPA 2015): Process and Outcomes

Featuring James McKenzie, PhD, MPH, MCHES

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Health Education Specialist Practice Analysis 2015 (HESPA 2015): Process and Outcomes

James F. McKenzie, PhD, MPH, MCHES, Dixie Dennis, PhD, MCHES, M. Elaine Auld, MPH, MCHES, Linda Lysoby, MS, MCHES, CAE, Eva Doyle, PhD, MSEd, MCHES, Patricia M. Muenzen, MA, Carla M. Caro, MA, Cynthia S. Kusorgbor-Narh, MPH, CHES

Health Education & Behavior 2016, Vol. 43(3) 286-295

Abstract

The Health Education Specialist Practice Analysis 2015 (HESPA 2015) was conducted to update and validate the Areas of Responsibilities, Competencies, and Sub-competencies for Entry- and Advanced-Level Health Education Specialists. Two data collection instruments were developed—one was focused on Sub-competencies and the other on knowledge items related to the practice of health education. Instruments were administered to health education specialists (N = 3,152) using online survey methods. A total of 2,508 survey participants used 4-point ordinal scales to rank Sub-competencies by frequency of use and importance. The other 644 participants used the same 4-point frequency scale to rank related knowledge items. Composite scores for Sub-competencies were calculated and subgroup comparisons were conducted that resulted in the validation of 7 Areas of Responsibilities, 36 Competencies, and 258 Sub-competencies. Of the Sub-competencies, 141 were identified as Entry-level, 76 Advanced 1–level, and 41 Advanced 2–level. In addition, 131 knowledge items were verified. The HESPA 2015 findings are compared with the results of the Health Education Job Analysis 2010 and will be useful to those involved in professional preparation, continuing education, and employment of health education specialists.


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SOPHE

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  • Health Education Specialist Practice Analysis 2015 (HESPA 2015): Process and Outcomes