Planning and the Professional Preparation of Health Educators: Implications for Teaching, Research, and Practice

Journal Article (Journal Article)

Planning skills are one of the seven essential responsibilities of health educators, according to the National Commission of Health Education Credentialing program; yet little information is available about who provides training in planning, what type of training is offered, and what planning models are taught. A survey of 253 accredited graduate and undergraduate health education programs (response rate = 56%) was undertaken to gather information about planning and the professional preparation of health educators. Results revealed that planning instructors were primarily full-time, experienced, and about one half were CHES certified. Overall, 88% (113/129) of respondents taught the PRECEDE-PROCEED model, and 62% (81/131) taught the planned approach to community health (PATCH) model. Few planning differences were found at the graduate and undergraduate levels. Content analysis of 56 course syllabi revealed that 80% (45/56) required students to complete a program plan proposal or document as the culminating project for the course. Implications for teaching, research, and practice are discussed. © 2005, Sage Publications. All rights reserved.

Full Text

Duke Authors

Cited Authors

  • Linnan, LA; Sterba, KR; Lee, AM; Bontempi, JB; Yang, J; Crump, C

Published Date

  • January 1, 2005

Published In

Volume / Issue

  • 6 / 3

Start / End Page

  • 308 - 319

International Standard Serial Number (ISSN)

  • 1524-8399

Digital Object Identifier (DOI)

  • 10.1177/1524839903260946

Citation Source

  • Scopus