University of Northern Iowa: Division of Health Promotion and
Education Student Outcomes Assessment Summary 2003-2004
Competencies
In conjunction with the Society for Public Health Education and the American Association
for Health Education the National Commission for Health Education Credentialing
developed a national competency based examination for health educators (C.H.E.S.).
National collaborative strategic planning delineating seven major areas of responsibilities
common to health educators in the United States. Each of these major responsibility
areas were further delineated into competencies and sub-competencies.
The
faculty in the Division of Health Promotion and Education at the University of Northern
Iowa have consistently used these national standards to define and develop their
curriculum. The seven core areas are:
Responsibilities Framework:
1. Assess individual and community needs for health education
2. Plan effective health education programs
3. Implement health education programs
4. Evaluate the effectiveness of health education programs
5. Coordinate the provision of health education services
6. Act as a resource person in health education
7. Communicate health and health education needs, concerns and resources
In addition to these competencies, each of the six emphasis areas (Wellness,
Gerontology, Women’s Health, General, Global health, Worksite Health) within our Health
Promotion Major provide unique additional knowledge, skills and abilities.
How are knowledge and skills obtained?
Assessments
1. course specific evaluations
2. Course specific grades
3. Quantitative Student self-assessment
4. Qualitative Student self-assessment
5. Intern supervisor Quantitative assessment
6. Intern supervisor Qualitative assessment
Findings
The Undergraduate Health Promotion Major Student Outcomes Assessment Activity
Summary (Table 1) us which
Actions Taken
Actions Planned
Findings:
C.H.E.S. areas of responsibilities and competencies are in the process of being revised.
Findings from outcomes assessment data indicate that the skills and competencies
needed are becoming increasingly specific to the health promotion setting.