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Incorporating advocacy training in professional
preparation programs.
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| Abstract: | Advocacy for health and health education is both a professional and an ethical responsibility of health educators. Therefore, advocacy-related training must be integrated into the curricula of undergraduate and graduate health education programs. The purpose of this article is to provide rationale, strategies, and resources for incorporating advocacy training in undergraduate and graduate health education professional preparation programs. This articulation of rationale, strategies, and resources for integrating advocacy training in undergraduate and graduate health education curricula will support faculty in institutions of higher education in planning, implementing, assessing, and evaluating competency-based professional preparation experiences related to health advocacy. |
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| Subject: |
Universities and colleges College teachers Public health Ethics |
| Authors: |
Tappe, Marlene K. Galer-Unti, Regina A. Radius, Susan M. |
| Pub Date: | 01/01/2009 |
| Publication: | Name: American Journal of Health Studies Publisher: American Journal of Health Studies Audience: Professional Format: Magazine/Journal Subject: Health Copyright: COPYRIGHT 2009 American Journal of Health Studies ISSN: 1090-0500 |
| Issue: | Date: Wntr, 2009 Source Volume: 24 Source Issue: 1 |
| Product: | Product Code: 8220000 Colleges & Universities; 8000120 Public Health Care; 9005200 Health Programs-Total Govt; 9105200 Health Programs NAICS Code: 61131 Colleges, Universities, and Professional Schools; 62 Health Care and Social Assistance; 923 Administration of Human Resource Programs; 92312 Administration of Public Health Programs SIC Code: 8221 Colleges and universities |
| Accession Number: | 308743754 |
| Full Text: |
Health educators have a professional and an ethical responsibility
to advocate for health and health education (Galer-Unti & Tappe,
2006; Galer-Unti, Tappe, & Lachenmayr, 2004; Radius, Galer-Unti,
& Tappe, 2009; Tappe & Galer-Unti, 2001). The professional
responsibilities, competencies, and subcompetencies of health educators
related to health advocacy are delineated in A Competency-Based
Framework for Health Educators-2006 (National Commission for Health
Education Credentialing, Inc. [NCHEC], Society for Public Health
Education [SOPHE], & American Association for Health Education
[AAHE], 2006). Additionally, the ethical responsibility of health
educators to advocate for health and health education is identified in
the profession's code of ethics (National Task Force on Ethics in
Health Education [NTFEHE], 2000). To train more competent health
educators it is essential for health education programs in institutions
of higher education to integrate advocacy-related curricula and
instruction into undergraduate and graduate health education
professional preparation programs. However, health education faculty
need guidance to integrate advocacy-related content and skills into
undergraduate and graduate curricula (Radius et al.; Tappe, Galer-Unti,
& Radius, 2007). The purpose of this article is to provide rationale, strategies, and resources for incorporating advocacy training in undergraduate and graduate health education professional preparation programs. The articulation provided herein will support faculty in institutions of higher education in planning, implementing, assessing, and evaluating competency-based professional preparation experiences related to health advocacy. This article provides justification for advocacy-related instruction within undergraduate and graduate health education and identifies advocacy-related competencies and subcompetencies in A Competency-Based Framework for Health Educators-2006 (NCHEC et al., 2006). The article also provides a thorough identification of strategies for integrating competency-based advocacy-related instruction into undergraduate and graduate health education curriculum, instruction, and assessment. The article concludes by identifying resources for teaching advocacy for health and health education in undergraduate and graduate health education curricula. ADVOCACY TRAINING IN HEALTH EDUCATION PROFESSIONAL PREPARATION The literature related to advocacy training in health education professional preparation programs includes identification of health education faculty members' advocacy-related perceptions and their participation in advocacy activities (Tappe et al., 2007), an assessment of students' needs related to advocacy training (Cooper, 1986), the needs and capacity of faculty members (Radius et al., 2009) and higher education program administrators (Goodhart, 2002) to provide professional preparation and development related to advocacy, and strategies for integrating advocacy-related instruction into professional preparation and development experiences for health educators (Birch, 1991; Caira et al., 2003; Galer-Unti & Tappe, 2006; Freudenberg, 1982, 1984; Freudenberg & Kotelchuck, 2001; Goodhart; Ogden, 1986; Tappe & Galer-Unti, 2001). Tappe and associates found significant positive relationships between health education faculty members' perceptions of the importance of advocacy and their competence to teach advocacy, their own professional preparation in advocacy, their advocacy-related teaching experiences, and their participation in advocacy activities at the local, state, and national levels. These findings by Tappe and colleagues are consistent with previous findings that positive attitudes toward political involvement by health education students (Cooper) and public policy efficacy expectations of health educators (Holtrop, Price, & Boardley, 2000) were significantly associated with involvement in advocacy-related activities. Cooper reported that undergraduate health education students need basic instruction to help them develop knowledge, skills, and positive perceptions for participating in health and health education advocacy initiatives. Radius and associates found that many health education faculty reported that they are limited in their professional preparation and development to participate in advocacy and do not feel competent to teach advocacy for health and health education. Goodhart identified barriers to offering advocacy coursework including meeting the instructional demands of existing curricula, the number of courses already required in the program and the need to compete with other programs which require fewer credits for completion, lack of administrative interest or support, and a dearth of instructional resources related to advocacy. Fortunately, authors (Birch, 1991; Caira et al, 2003; Freudenberg, 1982, 1984; Freudenberg & Kotelchuck, 2001; Galer-Unti & Tappe, 2006; Goodhart, 2002; Tappe & Galer-Unti, 2001) have provided guidance regarding the content of, and strategies for, advocacy-related professional preparation and development experiences for health educators. These strategies are incorporated into the following recommendations for integrating advocacyrelated instruction into curricula for undergraduate and graduate health education students based on the advocacy-related competencies and subcompetencies in A Competency-Based Framework for Health Educators-2006 (NCHEC et al., 2006). Rationale for advocacy-related training in health education professional preparation is grounded in both A Competency-Based Framework for Health Educators-2006 (NCHEC et al., 2006) and the Code of Ethics for the Health Education Profession (NTFEHE, 2000). The responsibility for advocacy is integrated into "Area VII: Communicate and Advocate for Health and Health Education" in A Competency-Based Framework for Health Educators-2006 (NCHEC et al., 2006, p. 38). This responsibility area includes four competencies (see Table 1) and 22 subcompetencies spread across three levels of education and experience in health education. Health educators have ethical responsibilities to the public and the profession to advocate for health and health education (see NTFEHE, 2000). Health educators' advocacy-related responsibilities to the public include encouraging "...actions and social policies that support and facilitate the best balance of benefits over harm for all affected parties" (NTFEHE, Article I, Section 2, p. 216) and acting "... on issues that can adversely affect the health of individuals, families, and communities" (NTFEHE, Article I, Section 4, p. 214). Health educators' advocacy-related responsibilities to the profession include "... involvement in issues related to the health of the public" (NTFEHE, Article II, Section 1, p. 214). Given the profession and ethical responsibilities of health educators related to health advocacy, the following sections provide guidance for integrating advocacy instruction into undergraduate and graduate health education curricula. ADVOCACY-RELATED CURRICULA, INSTRUCTION, AND ASSESSMENT IN PROFESSIONAL PREPARATION Advocacy-related curricula, instruction, and assessment in health education professional preparation should provide undergraduate and graduate students with the knowledge, skills, and training they to need to actively plan, implement, and evaluate advocacy initiatives. Guiding premises, approaches, content, and competency-based learning and assessment activities for advocacy-related curricula, instruction, and assessment in institutions of higher education are delineated in the following sections of this article. GUIDING PREMISES FOR ADVOCACY-RELATED CURRICULA, INSTRUCTION, AND ASSESSMENT The development of advocacy-related curricula, instruction, and assessment for undergraduate and graduate health education students can be guided by a number of premises. The most fundamental premise is that advocacy-related curricula, instruction, and assessment should be based on the competencies and subcompetencies delineated in A Competency-Based Framework for Health Educators-2006 (NCHEC et al., 2006) and that there is alignment between advocacy-related subcompetencies, curricula, instruction, and assessment. Additional premises for advocacy-related curricula, instruction, and assessment initiatives are that these initiatives should be multifaceted (Tappe & Galer-Unti, 2001), include both formal and informal learning experiences (Tappe & Galer-Unti), and provide students with hands-on and authentic opportunities to apply and practice their advocacy-related knowledge and skills (Radius et al., 2009). Advocacy-related curricula, instruction, and assessment should provide students with multiple opportunities to develop, apply, and receive feedback regarding their advocacy-related knowledge and skills (Tappe & Galer-Unti). Finally, in addition to building students' advocacy-related knowledge and skills, health education faculty should build students' perceptions regarding the importance of advocacy initiatives and actively encourage students to engage in advocacy activities (Radius et al.). APPROACHES TO ADVOCACYRELATED CURRICULA, INSTRUCTION, AND ASSESSMENT As noted previously, students should be provided with both formal and informal learning experiences related to advocacy. Formal learning experiences include undergraduate and graduate advocacy courses focused on advocacy or advocacy-related concepts and skills infused into courses designed to meet multiple responsibilities and competencies of health educators (Goodhart, 2002; Tappe & Galer-Unti, 2001). One approach is to use a writing intensive course to focus on responsibility Area VII: Communicate and Advocate for Health and Health Education (see Galer-Unti & Tappe, 2006). Advocacy can also be integrated into service learning (Tappe & Galer-Unti) and internships (Freudenberg, 1982, 1984; Goodhart; Tappe & Galer-Unti) for undergraduate and graduate students. Formal instruction related to advocacy can take the form of independent study learning experiences (Freudenberg, 1984) and applied research projects (Goodhart). Informal advocacy-related learning experiences include mentoring by faculty (Goodhart) and students' participation in student organizations focused on health-related (e.g., the BACCHUS Network) or social issues (e.g., Student World Assembly), professional honoraries (i.e., Eta Sigma Gamma), and state (e.g., Maine Association for Health, Physical Education, Recreation, and Dance) and national organizations (e.g., Society for Public Health Education) for health education professionals (Tappe & Galer-Unti). CONTENT FOR ADVOCACY INSTRUCTION Authors have identified instructional content related to advocacy (Caira et al., 2003; Freudenberg, 1982, 1984; Galer-Unti, n.d.; Galer-Unti & Tappe, 2006; Galer-Unti et al., 2004; Tappe & Galer-Unti, 2001). This proposed content includes, but is not limited to, the following: advocacy terminology (see Galer-Unti, n.d.; Galer-Unti et al.); advocacy in relationship to the Code of Ethics for the Health Education Profession (NTFEHE, 2000) and A Competency-Based Framework for Health Educators-2006 (NCHEC et al., 2006) (Tappe & Galer-Unti); health educators' roles related to engaging in advocacy (Caira et al.; Tappe & Galer-Unti) and teaching advocacy-related knowledge and skills to enable others to advocate for personal, family, and community health (Tappe & Galer-Unti); identifying and demystifying common concerns related to participating in advocacy activities (Caira et al.; see Galer-Unti et al.); fundamentals of civics (Caira et al; see Galer-Unti, n.d.); public health law (Caira et al.); the process of policy development and implementation (Freudenberg, 1984; Galer-Unti, n.d.; Goodhart; Radius et al., 2009; Tappe & Galer-Unti); the roles of nongovernmental organizations and lobbyists in the policy development process (Tappe & Galer-Unti); identifying sources of power and influence (Caira et al.; Goodhart); identifying and accessing local, state, and national policymakers (Goodhart; Tappe & Galer-Unti); policymakers' views, responsibilities, and needs (Caira et al.; Galer-Unti & Tappe, 2006); voter registration and voting behavior (Tappe & Galer-Unti); identifying public policy issues (Caira et al.); examining both sides of policy-related issues (Galer-Unti & Tappe); advocacy strategies and guidelines for the effective use of these strategies (Caira et al.; Freudenberg, 1984; Galer-Unti et al.; Tappe & Galer-Unti); advocacy principles (see Caira et al., 2003; Goodhart); social epidemiology (Freudenberg, 1982, 1984); the framing of policy issues (Caira et al.); strategies for corresponding, meeting, and establishing relationships with policymakers (Caira et al.; Goodhart); gauging (Goodhart) and influencing (Galer-Unti & Tappe) public opinion; media advocacy and developing relationships with the media (Caira et al; Galer-Unti & Tappe; Goodhart); community organization and coalition development (Caira et al; Freudenberg, 1982; Goodhart; Tappe & Galer-Unti); and resources for advocacy initiatives (Caira et al.; see Galer-Unti et al.) STRATEGIES FOR TEACHING AND ASSESSING ADVOCACY-RELATED SUBCOMPETENCIES A variety of authors have also identified diverse strategies for teaching and assessing advocacy-related subcompetencies (Birch, 1991; Caira et al., 2003; Freudenberg, 1982, 1984; Freudenberg & Kotelchuck, 2001; Galer-Unti n.d.; Galer-Unti & Tappe, 2006; Galer-Unti et al., 2004; Ogden, 1986; Tappe & Galer-Unti, 2001). Often the approaches used to provide instruction related to advocacy involve the creation of an array of materials used to advocate for health and health education. The creation of these materials often involves formal writing assignments and may include, but is not limited to, the following advocacy-related materials: public service announcements (PSAs) (Galer-Unti & Tappe; Tappe & Galer-Unti); paid advertisements (Galer-Unti & Tappe); letters to the editor (Birch; Galer-Unti & Tappe; Galer-Unti et al.; Goodhart; Tappe & Galer-Unti); opinion (op-ed) or guest editorials (Galer-Unti & Tappe; Galer-Unti et al.; Goodhart); correspondence with policymakers (Galer-Unti & Tappe; Goodhart; Tappe & Galer-Unti); position papers (Birch; Galer-Unti & Tappe; Tappe & Galer-Unti); rationale statements (Galer-Unti & Tappe); fact sheets (Goodhart); talking points (Galer-Unti & Tappe); issue briefs (Galer-Unti & Tappe); news releases (Galer-Unti & Tappe; Galer-Unti et al.); written testimony or scripts for oral testimony (Galer-Unti & Tappe; Galer-Unti et al.); PowerPoint[TM] presentations (Tappe & Galer-Unti); scripts for videos; websites (Tappe & Galer-Unti); and draft laws (Ogden). Classroom-based instructional strategies may involve games (e.g., Advocacy Jeopardy; see Galer-Unti, n.d.), presentations by guest speakers (Caira et al.; Goodhart), discussions, and case studies (Goodhart) related to health issues and advocacy-related concepts and strategies. Classroom-based instructional activities may also involve debates (Galer-Unti & Tappe) and simulated media interviews (see Birch), community forums (Birch; Galer-Unti & Tappe), city council or school board meetings (Galer-Unti & Tappe), meetings with legislators or legislative assistants (Birch), and legislative hearings (Galer-Unti & Tappe). Authentic learning experiences related to advocacy may include, but are not limited to, the following field-based learning activities: writing a letter to an editor (Goodhart); responding to advocacy alerts (Goodhart); observing or participating in school board or city council meetings (Galer-Unti & Tappe; Goodhart); interviewing health educators, policymakers, and lobbyists; observing a legislative session (Goodhart); developing issue-specific advocacy strategies (Caira); corresponding with policymakers; meetings with policymakers or their legislative assistants (Birch; Goodhart); analyzing public opinion polls (Galer-Unti & Tappe); and policy analysis (Freudenberg, 1984; Freudenberg & Kotelchuck; Galer-Unti & Tappe). Participation in these activities may lead to an array of informal and formal writing assignments. Informal assignments aligned with these activities may include individual or cooperative note taking, journal entries, double-entry journals, lecture summaries, and free writes (Galer-Unti & Tappe). Formal writing assignments aligned with these activities may include the creation of aforementioned advocacy materials or include annotated bibliographies and literature reviews of articles regarding advocacy issues, strategies, and initiatives. Formal writing assignments may include content analyses of health-related newspaper articles, advocacy materials, and health- and education-related legislation. Students can also complete technology-based assignments including the creation of PowerPoint[TM] presentations, videos, websites, and blogs as well as the use of Twitter. Specific examples of instructional strategies and assessments aligned with health education competencies and subcompetencies for "Area VII: Communicate and Advocate for Health and Health Education" (NCHEC et al., 2006, p. 38) are delineated in Tables 2 through 4. Distinct examples of instructional strategies and assessments aligned with the "Entry" and "Advanced 1" subcompetencies (NCHEC et al., p. 38) are identified in Tables 2 and 3, respectively. The "Entry" subcompetencies are for health educators with a baccalaureate or master's degree and less than five years of experience whereas the "Advanced 1" subcompetencies are for health educators with a baccalaureate or master's degree and five or more years of experience (NCHEC et al., p. 38). Examples of instructional strategies aligned with the "Advanced 2" subcompetencies (NCHEC et al., p. 38) are identified in Table 4. "Advanced 2" subcompetencies (NCHEC et al., p. 38) are for health educators with a doctorate and five or more years of experience. RESOURCES FOR ADVOCACY INSTRUCTION AND ASSESSMENT There is a wide range of resources for providing instruction related to advocacy. As noted earlier, various authors (Birch, 1991; Caira et al., 2003; Freudenberg, 1982, 1984; Freudenberg & Kotelchuck, 2001; Galer-Unti n.d.; Galer-Unti & Tappe, 2006; Galer-Unti et al., 2004; Ogden, 1986; Tappe & Galer-Unti, 2001) have identified an array of strategies for teaching and assessing advocacy-related subcompetencies. There are organizations, agencies, and other groups that have websites related to advocacy. Examples of these resources include legislative materials from the American Public Health Association (www.apha.org/advocacy/activities/), ideas for media advocacy from the Centers for Disease Control and Prevention (http://www.cdc. gov/dhdsp/cdcynergy_training/Content/activeinformation/resources/Media_Advocacy_Tips.pdf), websites related to advocacy from the Coalition of National Health Education Organizations (http:// www.health.educationadvocate. org/resources/websites.html), and "how to" information for advocacy work from Research America (www.researchamerica.org/advocacy_resources) and the University of Kansas (http://ctb.ku.edu/en/). CONCLUSION Faculty in institutions of higher education should recognize not only the importance and the need for advocacy training in future professionals, but also recognize that the provision of knowledge and skills to advocate for health and health education are professional mandates. The rationale, strategies, and resources for incorporating competency-based advocacy training in undergraduate and graduate health education professional preparation programs described in this article are useful for faculty who are seeking to initiate or become more effective in facilitating students' development of advocacy-related knowledge and skills. Enabling students to develop knowledge and skills to advocate for health and health education is critical to promoting health and ensuring the continued viability of the profession and practice of health education. REFERENCES Birch, D. A. (1991). Helping prospective school health educators develop political advocacy skills. Journal of School Health, 61, 176-177. Caira, N. M., Lachenmayr, S., Sheinfeld, J., Goodhart, F. W., Cancialosi, L., & Lewis, C. (2003). The health educator's role in advocacy and policy: Principles, processes, programs, and partnerships. Health Promotion Practice, 4, 303-313. Cooper, C. E. (1986). Political knowledge and participation of health education students. Health Education, 17(5), 10-13. Freudenberg, N. (1982). Health education for social change: A strategy for public health in the US. International Journal of Health Education, 24, 138-145. Freudenberg, N. (1984). Training health educators for social change. International Quarterly of Community Health Education, 5, 37-52. Freudenberg, N., & Kotelchuck, D. (2001). Political competencies and public health leadership. American Journal of Public Health, 91, 468. Galer-Unti, R. A. (n.d.). Advocacy jeopardy. Retrieved March 12, 2009 from http://www.ncpe4me.com/ powerpoint/advocacy_jeopardy.ppt Galer-Unti, R. A., & Tappe, M. K. (2006). Developing effective written communication and advocacy skills in entry-level health educators through writing intensive program planning methods courses. Health Promotion Practice, 7, 110-116. Galer-Unti, R. A., Tappe, M. K., & Lachenmayr, S. (2004). Advocacy 101: Getting started in health education advocacy. Health Promotion Practice, 5, 280-288. Goodhart, F. W. (2002). Teaching advocacy to public health students: The New Jersey experience. Health Promotion Practice, 3, 341-346. Holtrop, J. S., Price, J. H., & Boardley, D. J. (2000). Public policy involvement by health educators. American Journal of Health Behavior, 24, 132-142. National Commission for Health Education Credentialing, Inc., Society for Public Health Education, & American Association for Health Education. (2006). A competency-basedframework for health educators-2006. Whitehall, PA: The National Commission for Health Education Credentialing, Inc. National Task Force on Ethics in Health Education. (2000). Code of ethics for the health education profession. Journal of Health Education, 31, 216-217. Ogden, H. G. (1986). The politics of health education: Do we constrain ourselves? Health Education Quarterly, 13, 1-7. Radius, S. M., Galer-Unti, R. A., & Tappe, M. K. (2009). Educating for advocacy: Recommendations for professional preparation and development based on a needs and capacity assessment of health education faculty. Health Promotion Practice, 10, 83-91. Tappe, M. K., & Galer-Unti, R. A. (2001). Health educators' role in promoting health literacy and advocacy for the 21st century. Journal of School Health, 71, 477-482. Tappe, M. K., Galer-Unti, R. A., & Radius, S. M. (2007). Health education faculty's advocacy-related perceptions and participation. American Journal of Health Studies, 22, 186-195. Marlene K. Tappe, PhD, CHES, is affiliated with Department of Health Science, Minnesota State University-Mankato. Regina A. Galer-Unti, PhD, CHES, is affiliated with Public Health Faculty, Walden University. Susan M. Radius, PhD, CHES, is affiliated with Health Science Department, Towson University. Please address all correspondence to Marlene K. Tappe, PhD, CHES, Department of Health Science, 213 Highland Center North, Minnesota State University-Mankato, Mankato, MN 56001. PHONE: 507-389-2686, FAX: 507-389-2985, E-mail: marlene.tappe@mnsu.edu. Table 1. Number of Subcompetencies Related to Responsibility Area IV:
Communicate and Advocate for Health and Health Education by Level
Number of Subcompetencies by Level
Competency * Entry-Level Advanced 1 Advanced 2
A. Analyze and respond 1 3 2
to current and future
needs in health education.
B. Apply a variety of 7 0 0
communication methods
and techniques.
C. Promote the health 1 0 4
education profession
both individually
and collectively.
D. Influence health 1 1 2
policy to promote health.
* NCHEC et al., 2006, p. 38
Table 2. Strategies for Teaching and Assessing Entry-Level
Advocacy-Related Subcompetencies
Competency * Subcompetency * Learning Activity
A. Analyze and 1. Analyze Brainstorming
respond to factors (e.g., of factors
current and social, cultural, that influence
future needs in demographic, decision makers.
health education. political)
that influence Review of
decision makers. advocacy
materials and
strategies
designed to
influence
decision makers.
Attendance at,
or observation
of, city council
or school board
meetings to
identify influences
on decision makers.
Guest lecture by
a policymaker
which addresses
factors that
influence
decision makers.
Interview with
a policymaker
regarding
influences on his/
her decisions.
B. Apply a 1. Assess the Analysis of
variety of appropriateness advocacy materials
communication of language in to assess the
methods and health education appropriateness
techniques. messages. of the language
of the advocacy
message.
3. Respond to Development of
public input materials to
regarding health respond to public
education input regarding
information. health education
information.
2. Compare Reading of
different articles or
methods of documents
distributing regarding
educational advocacy
materials. audiences and
communication
4. Use methods and
culturally techniques for
sensitive advocacy.
communication
methods and Brainstorming
techniques. of advocacy
audiences and
5. Use communication
appropriate methods
techniques for techniques for
communicating advocacy.
health education
information. Attendance at,
or observation
6. Use oral, of, city council
electronic, or school board
and written meetings to
techniques for identify
communicating communication
health education methods and
information. techniques for
advocacy.
7. Demonstrate
proficiency in Interviews with
communicating policymakers
health regarding
information and communication
health education methods and
needs. techniques for
advocacy.
Development of
materials to use
in debates and
mock briefings,
community forums,
legislative
hearings, city
council and
school board
meetings.
Development
of advocacy
materials.
C. Promote the 1. Develop a Brainstorming
health education personal plan of strategies
profession both for professional for professional
individually and development. growth including
collectively. professional
development for,
and involvement
in, advocacy
activities.
D. Influence 1. Identify the Reading of
health policy to significance and articles or
promote health. implications of documents
health care regarding the
providers' significance
messages to and implications
consumers. of health care
providers'
messages to
consumers.
Discussion
related to the
significance
and implications
of health care
providers'
messages to
consumers.
Competency * Subcompetency * Assessment
A. Analyze and 1. Analyze Journal entry
respond to factors (e.g., or minute paper
current and social, cultural, related to the
future needs in demographic, brainstorming
health education. political) activity.
that influence Journal entry
decision makers. or minute paper.
Meeting notes,
journal entry,
and/ or essay
regarding
attendance at,
or observation
of, a city
council or
school board
meeting.
Lecture notes,
minute paper,
journal entry,
or double-entry
journal related
to the guest
lecture.
Interview
questions and
notes, journal
entry, or
minute paper
related to the
interview.
B. Apply a 1. Assess the Journal entry,
variety of appropriateness double-entry
communication of language in journal, or
methods and health education minute paper
techniques. messages. related to the
analysis of
the advocacy
materials.
3. Respond to Briefing notes,
public input issue briefs,
regarding health talking points,
education scripts for
information. oral testimony,
written
testimony,
PowerPoints[TM],
and videos.
2. Compare Journal entry,
different double-entry
methods of journal,
distributing abstract, or
educational essay related
materials. to the advocacy
articles or
4. Use documents.
culturally
sensitive
communication
methods and Journal entry
techniques. or minute paper
related to the
5. Use brainstorming
appropriate activity.
techniques for
communicating
health education
information. Meeting notes,
journal entry,
6. Use oral, and/or essay
electronic, related to the
and written attendance at,
techniques for or observation
communicating of, a city
health education council or
information. school board
meeting.
7. Demonstrate
proficiency in Interview
communicating questions and
health notes, journal
information and entry, and/or
health education essay related to
needs. the interview.
Briefing notes,
issue briefs,
talking points,
scripts for
oral testimony,
written
testimony,
PowerPoints[TM],
and videos.
Letters to the
editor, op-eds,
letters to
policymakers,
PSAs, paid
advertising,
PowerPoints[TM],
videos,
websites, blogs,
podcasts, and
Twitters.
C. Promote the 1. Develop a Journal entry
health education personal plan or minute paper
profession both for professional related to the
individually and development. brainstorming
collectively. activity.
Professional
development plan
which includes
professional
development for,
and involvement
in advocacy
activities.
D. Influence 1. Identify the Journal entry,
health policy to significance and double-entry
promote health. implications of journal,
health care abstract, or
providers' essay related
messages to to the articles
consumers. or documents.
Journal entry
or minute paper
related to the
discussion
activity.
* NCHEC et al., 2006, p. 38
Table 3. Strategies for Teaching and Assessing Advanced 1
Advocacy-Related Subcompetencies
Competency * Subcompetency * Learning Assessment
Activity
A. Analyze 1. Respond to Reading of Double-entry
and respond challenges articles or journal,
to current facing health documents essay,
and future education regarding abstract,
needs in programs. challenges annotated
health facing health bibliography,
education. education or review of
programs. literature
related to
the articles
or documents.
Discussion Minute paper
and/or related to
writing the
activity to discussion;
identify writing
advocacy activity
strategies to regarding
respond to advocacy
challenges strategies to
facing health respond to
education challenges
programs. facing health
education
programs.
Interviews Interview
with health questions and
education notes or tapes
professionals and essay
to identify related to
advocacy the interview.
strategies to
respond to
challenges
facing health
education
programs.
2. Implement Reading of Double-entry
strategies articles or journal,
for advocacy documents essay,
initiatives. regarding abstract,
strategies annotated
for advocacy bibliography,
initiatives. or review of
literature
related to
advocacy
articles or
documents.
Brainstorming Minute paper
of strategies related to
for advocacy brainstorming
initiatives. activity.
Development of Briefing notes,
materials to issue briefs,
use in debates talking
and mock points,
briefings, scripts for
community oral testimony,
forums, written
legislative testimony,
hearings, city PowerPoints
council and [TM], and
school board videos.
meetings.
Development Letters to the
and use of editor, op-eds,
materials for letters to
advocacy policymakers,
initiatives. PSAs, paid
advertising,
PowerPoints [TM],
videos,
websites, blogs,
podcasts, and
Twitters.
3. Use Review of Double-entry
evaluation advocacy journal, essay,
data to materials to abstract,
advocate examine the use annotated
for health of evaluation bibliography
education. data to related to the
advocate for use of
health evaluation data
education in advocacy
materials.
Use evaluation Model policy.
data to develop
a model policy
related to
health
education.
Use of Briefing notes,
evaluation data issue briefs,
to develop talking points,
advocacy scripts for oral
materials to testimony,
use in debates, written testimony,
briefings, scripts for PSAs
community and paid
forums, advertising,
legislative letters to the
hearings, city editor, op-eds,
council and letters to
school board policymakers,
meetings. model policies,
Power Points [TM],
videos, websites,
webcasts, blogs,
and Twitters.
D. Influence 1. Use Review of Double-entry
health research advocacy journal, essay,
policy to results to materials to related to the
promote develop examine the use use of research
health. health of research data to develop
policy. data in these health policy.
initiatives. Interview
Interviews with questions and
policymakers notes or tapes
regarding the and essay related
use of research to the interview.
data in
developing
health policy.
Use of research Model policy.
data to develop
a model health
policy.
Use of research Briefing notes,
data to develop issue briefs,
advocacy talking points,
materials to scripts for oral
influence the testimony, written
development of testimony, scripts
health policy. for PSAs and paid
advertising,
letters to the
editor, op-eds,
letters to
policymakers,
model policies,
PowerPoints[TM],
videos, websites,
webcasts, blogs,
and Twitters.
Table 4. Strategies for Teaching and Assessing Advanced 2
Advocacy-Related Subcompletencies
Competency * Subcompetency * Learning Activity
A. Analyze and 1. Analyze the Reading, writing,
respond to interrelationships and discussion
current and among ethics, activities
future needs values, and regarding
in health behavior. advocacy-related
education. ethical
responsibilities
and behaviors
of health educators.
2. Relate health Reading, writing,
education issues discussion
to larger social activities
issues. regarding the
relationship
between health
education issues and
social issues.
Interviews with
health educators
regarding the
relationship
between health
education
issues and
social issues.
C. Promote the 1. Describe the Review of literature
health education state of the art and internet
profession of health education materials to
both individually practice. describe the
and collectively. state of the art
of health education
practice related
to advocacy.
Interviews with
health educators
regarding the
state of the
art of health
education practice
related to advocacy
2. Explain major Reading, writing,
responsibilities and discussion
of the health activities regarding
educator in the the advocacy-related
practice of responsibilities of
health education. health educators.
3. Explain the Review of literature
role of health including internet
education materials to examine
associations in advocacy initiatives
advancing the by health education
profession. associations to
advance the
profession.
Interviews with
health educators
regarding advocacy
initiatives by
health education
associations to
advance the profession.
4. Explain the Review of literature
benefits of and internet
participating materials to identify
in professional advocacy initiatives
organizations. of professional
organizations.
Interviews with
health educators
regarding the
advocacy initiatives
of professional
organizations.
D. Influence 1. Describe how Interviews with
health policy research results policymakers
to promote influence health regarding the
health. policy. impact of data in
2. Use evaluation health-related
findings in policy decision making.
analysis and Analysis of the
development. use evaluation
and research
data in existing or
proposed health
policies.
Use of evaluation
and research
data to develop
a model policy
related to
health and health
education.
Use of evaluation
research data to
develop advocacy
materials to use
in debates,
briefings,
community forums,
city council
and school
board meetings,
and legislative
hearings, to
influence policy
development.
Competency * Subcompetency * Assessment
A. Analyze and 1. Analyze the Double-entry
respond to interrelationships journal, or essay
current and among ethics, regarding
future needs values, and advocacy-related
in health behavior. ethical responsibilities
education. of health educators
and behaviors.
2. Relate health Double-entry
education issues journal, or essay
to larger social regarding the
issues. relationship
between health
education issues
and social
issues
Interview questions
and notes or tapes
and essay related to the
interview.
C. Promote the 1. Describe the Double-entry
health education state of the art journal, essay,
profession of health education abstract,
both individually practice. annotated bibliography
and collectively. related to
advocacy
initiatives by
health education
associations to
advance the profession.
Interview questions
and notes or tapes
and essay related
to the interview.
2. Explain major Journal entry,
responsibilities double-entry
of the health journal, or essay
educator in the regarding the
practice of advocacy-related
health education. responsibilities
of health educators
3. Explain the Double-entry
role of health journal, essay,
education abstract,
associations in annotated
advancing the bibliography
profession. related to
advocacy
initiatives by
health education
associations to
advance the profession.
Interview questions
and notes or tapes
and essay related
to the interview.
4. Explain the Double-entry
benefits of journal or
participating essay related
in professional to the advocacy
organizations. initiatives of
professional
organizations.
Interview questions
and notes or tapes
and essay related
to the interview.
D. Influence 1. Describe how Interview questions
health policy research results and notes or tapes
to promote influence health and essay related
health. policy. to the interview.
2. Use evaluation Double-entry
findings in policy journal or essay
analysis and related to the
development. analysis of the use
of evaluation
and research data.
Model policy
related to the use
of evaluation
and research data
to develop the
model policy.
Briefing notes,
issue briefs,
talking points,
scripts for oral
testimony, written
testimony, scripts
for PSAs and paid
advertising,
letters to the
editor, op-eds,
letters to policymakers,
model policies,
PowerPoints[TM],
videos, websites,
webcasts, blogs, and
Twitters. |
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