Online Program

Competency-based health education for the Public Health Generalist degree

Monday, November 2, 2015 : 9:30 a.m. - 9:50 a.m.

Elaine Hicks, MSLIS, MPH, MCHES, Rudolph Matas Library of the Health Sciences, Tulane University, New Orleans, LA
M. Elaine Auld, MPH, MCHES, Society for Public Health Education, Washington, DC
David Lohrmann, PhD, Applied Health Science, Indiana University Bloomington, Bloomington, IN
Laurencia Hutton-Rogers, DrPH, CHES, Department of Health Science, Towson University, Towson, MD
Mary I. Hawkins, Ph.D., CHES, Kinesiology & Health Science Dept., Louisiana State University Shreveport, Shreveport, LA
President Obama’s  recent initiative, Building American Skills through Community Colleges, is important for public health education!   SOPHE is collaborating with the Association of Schools and Programs in Public Health’s Community Colleges and Public Health Project to insure that a high quality health education concentration is included in the Prototype Curricular Frameworks for Public Health Generalists initiative.  This initiative is intended to assist four-year institutions with developing articulation agreements with community colleges where students will complete two years of course work before matriculating to a bachelor degree program.  Additionally, on the horizon is the possibility that community college students could complete a two-year associate degree program to become a health navigator. Three competency-based health education courses were developed to constitute the health education concentration of the Public Health Generalist degree program.   In this multi-presenter session, participants will learn about future directions of education in public health generally and in health education specifically, and why it is important to work with community colleges to assure that 1) high quality health education professional courses are provided, 2) sound articulation agreements are negotiated between 2- and 4-year degree programs, and 3) the differences between a health navigator and a health education specialist are clearly delineated and maintained.

Learning Areas:

Planning of health education strategies, interventions, and programs
Public health or related education

Learning Objectives:
Identify 2 major recommendations from the ASPPH Future of Public Health initiative. Describe the process followed in developing three competency-based courses in health education and related course content. Explain the importance of becoming involved in distinguishing associate degree health navigators from bachelor-prepared health education specialists. List steps for working with community colleges to implement a health education concentration that articulates to a four-year degree program.

Keyword(s): Public Health Curricula & Competencies, Health Promotion and Education

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: As health science librarian, Master-certified health educator, and SOPHE member, I led the development of a 3-cr hour information skills course, one of three 3-cr hour courses proposed by SOPHE to the ASPPH Community Colleges and Public Health Project for a Public Health Generalists degree program.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.