Undergraduate Health Education Research Articles

Using the NCHEC Areas of Responsibility to Assess Service Learning Outcomes in Undergraduate Health Education Students

This study used the areas of responsibility developed by the National Commission for Health Education Credentialing (NCHEC) as a framework for the assessment of Service Learning experiences of undergraduate health education students. In the present study, six Service Learning projects involving 12 students were evaluated using multiple strategies, including (1) students' written reflections, (2) a survey, and (3) annotated portfolios. Written reflections focused on students' impact on the target population, progress during the project, and development of skills associated with the areas of responsibility. The survey assessed students' perceptions regarding their development of competency, and annotated portfolios documented tangible evidence of students' work related to each of the seven areas of responsibility. Triangulation of these data sources demonstrated that students' written reflections and perceptions of their development of competency are solid indicators of how well they will be able to produce tangible evidence of their progress in the areas of responsibility. Therefore, assessment and reflection conducted early in the Service Learning experience and often throughout will provide essential information regarding the students' likelihood of producing documentation regarding their development of competency. The early assessment may allow for the modification of a project to increase its likelihood of developing the students' professional skills.

Portfolio as a method for continuous assessment in an undergraduate health education programme

A portfolio assessment system has been introduced into a biomedical science programme to promote both continuous learning and deep approaches to learning. Attention has been focused on creating harmony between the assessment system and the PBL curriculum of the programme. Biomedicine and laboratory work are central in the curriculum. The portfolio included evidence of laboratory work, personal reflections and certificates from the PBL tutor. The portfolio was assessed on three occasions over 20 weeks. The grades were ‘pass’ or ‘fail’. The tutor certificate appeared to be a crucial part of the portfolio since a ‘fail’ in this part usually led to an overall ‘fail’. Both students and teachers were concerned about ensuring that enough factual knowledge, as measured by a traditional test, had been achieved. The agreement was good enough for the pass or fail level but some expected differences were found at the detailed level. The course, including the portfolio, was evaluated orally during weekly whole-group meetings and using a questionnaire at the end. The students felt comfortable with the portfolio system and preferred it to a traditional test. The teachers felt that they needed to develop their teacher–student discussion skills and to improve their feedback on the reflections. Peer assessment between students is proposed as a line of action to enhance the credibility of the crucial tutor certificate. The portfolio might be an efficient tool for the students to concentrate their efforts on the most central concepts of medical laboratory work. The model will be developed through further discussions and better consensus among faculty.

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

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.

Operation Teddy

Current adolescent HIV infection rates support the need for early HIV/AIDS prevention education. This article describes a successful service-learning project in which undergraduate health education students developed and taught an elementaryschool HIV/AIDS prevention education curriculum that included a compassion component involving donation of teddy bears to community members affected with HIV/AIDS.

Operation Teddy

Current adolescent HIV infection rates support the need for early HIV/AIDS prevention education. This article describes a successful service-learning project in which undergraduate health education students developed and taught an elementaryschool HIV/AIDS prevention education curriculum that included a compassion component involving donation of teddy bears to community members affected with HIV/AIDS.

ICT in higher education: evaluating outcomes for health education

Abstract This paper presents an investigation that examined and compared the effectiveness of collaborative tutorial activities carried out in both web‐based and face‐to‐face learning environments within an undergraduate health education subject. Effectiveness of the different learning environments was measured in terms of observed learning outcomes, analysis of learner interactions and reported perceptions of the learners regarding their experience. Results demonstrated that web‐based environments, with embedded collaborative activities, can effectively foster rich learning experiences that result in attaining positive learning outcomes.

Assessing Student Learning Outcomes and Validation of the “Self-Assessment for Health Educators” in an Undergraduate Health Education Program

The purposes of this investigation were (1) to assess perceived competence of entry-level health educators, as measured by the Self-Assessment for Health Educators; and (2) to provide reliability and validity information for this assessment instrument. Over a 2-year period, professional school and community health education majors (N=64) completed self-report assessments of competencies at three times during their senior year. Pretest assessments were completed prior to the didactic educational methods fall semester. Posttest assessments were completed at the conclusion of this semester. Follow-up assessments were completed at the conclusion of the semester of practicum experience, student teaching, or community internship. Because a pretest, posttest, follow-up design was used, the analyses were two sets of paired-comparisons t-tests. It was found that there was a consistent pattern of statistically significant increases in perceived competency. Across all scales there were significant increases from pretest to posttest and from posttest to follow-up. Furthermore, the construct validity of the assessment procedure was supported by internal reliability measures, and the expected increases in self-reported competence following didactic and experiential education.

Measuring Effectiveness of Health Education in a Web‐based Learning Environment: a preliminary report

ABSTRACT Driven by claims of efficacy, flexibility and resource effectiveness, higher education is increasingly utilising the Web as an instructional tool. The claims for pedagogical effectiveness are often just that – claims — and appear not to have been proven in the reality of subject presentation and evaluation. Thus, it is necessary to examine assumptions regarding the benefits of Web‐based instruction in terms of effectiveness. This article discusses aspects of an investigation which examined and compared the effectiveness of HIV/AIDS related collaborative tutorial activities carried out in both a Web‐based learning environment and a face‐to‐face class situation within an undergraduate health education subject. Effectiveness of the pedagogical strategy and the different learning environments were measured in terms of observed learning outcomes and reported perceptions of the learners regarding their learning experience. Preliminary results based on measured learning outcomes related to the subject matter, HIV/AIDS, demonstrated that collaborative learning activities were significantly more effective in the Web‐based than in the class environment. Additionally, the vast majority of learners perceived the Web‐based environment to be as effective or more effective than the face‐to‐face, class environment in terms of facilitating their understanding of the issues explored in the subject.

Professional Preparation in Mental Health/Illness Education

Abstract The inclusion of mental health/illness education in undergraduate professional preparation programs in health education has not been explored. Healthy People 2000 lists at least nine reasons for health educators to be trained to facilitate promotion of mental health and prevention and identification of mental illness. This pilot study evaluated results of a mail survey of 182 (response rate = 51 percent) undergraduate health education programs to assess the nature and extent of coursework in mental health/illness education. Results showed that 56 percent of the respondents represented undergraduate professional programs in health education that require a course emphasizing mental health or mental illness. Recommendations for course development and a suggested course outline are provided.

Sexual Harassment of Health Education Faculty by Co-Worker(s): Implications for the Profession

Abstract This study was conducted to determine the nature and prevalence of sexual harassment of health education faculty by co-worker(s) in U.S. colleges and universities. Their perceptions of, and attitudes toward, sexual harassment were examined. A 90-item questionnaire was mailed to a stratified random sample, including 239 full-time faculty involved in programs with undergraduate and graduate health education programs listed in the 1992 ESG Directory. Results indicated that nearly 90 percent of the respondents experienced sexual harassment behaviors. Gender harassment behaviors were reported most frequently, followed by unwanted sexual attention, and sexual coercion and attempted sexual assault. More males than females failed to recognize/label these behaviors as sexual harassment (p<.05). Most of the co-workers engaging in the behaviors were of the opposite gender (90 percent). For females, 66 percent of the incidents reported were by a co-worker of a higher rankthan the respondent, while for males,...

Blaming the Victim: Selected College Students' Health and Illness Causation Beliefs

Abstract The primary purpose of this study was to assess and analyze health victim-blaming beliefs of undergraduate health education majors, as compared with selected non-majors. The Health Status Causality Questionnaire (HSCQ), a 25-item self-report instrument, was developed specifically for the study. Data were collected from 295 students. Responses of 150 health education majors and 137 political science majors were analyzed with descriptive and inferential methods. The dependent variable was victim-blaming beliefs. Compared to political science majors, health education majors, as a group, believed that: (1) lifestyle is the major determinant of health, (2) health is a status over which most individuals have a high degree of control, and (3) many people have inflicted their health problems on themselves. The health education majors were significantly more likely to hold these beliefs than were the political science majors. Results of this explatoratory study corroborate several theoretical contentions ...

Utilization of the Student Portfolio to Link Professional Preparation to the Responsibilities and Competencies of the Entry Level Health Educator

Abstract Student portfolios can be utilized in undergraduate health education professional preparation programs to assist students in developing the skills described in the Responsibilities and Competencies of an Entry Level Health Educator. In addition, the portfolio can be used to help students relate classroom assignments and activities to the skills they will need as practicing health educators. The student portfolio at Illinois State University was initiated in an attempt to reflect the integration of the Responsibilities and Competencies into the curriculum. Data concerning student and faculty perceptions of the portfolio process were collected during the first year of implementation. Perceptions from both students and faculty were favorable and indicated that students were better able to link assignments to the Responsibilities and Competencies. Overall, faculty believed that there were more benefits than concerns in using the student portfolio.

Adult Learners in Undergraduate Health Education Professional Education Programs: Planning for Now and the Future

Abstract Adult learners comprise 44 percent of the undergraduate student population in the United States. Professional preparation programs in health education may have a significant number of adult learners currently enrolled or may need to plan for this growing segment of the student population. The purpose of this study was to identify the demographic and motivational characteristics of adult learners in health education undergraduate professional preparation programs in four Illinois public universities. A questionnaire, the Health Education Adult Learner Survey, was mailed to 75 adult learners enrolled in four undergraduate health education programs in Illinois. Data from 38 respondents (51 percent) were used in the analysis. The largest percentage of respondents were Caucasian females between the ages of 40 to 45. Their primary motivation for taking courses was to obtain an undergraduate degree in order to apply for health education positions. Geographic location, convenience of course offering time...

Multiprofessional education at the undergraduate level—the Linkoping model

A model for undergraduate multiprofessional health education (MPE) is described. A ten-week introductory study period is shared by all the six health education programmes in Linköping: nurses, occupational therapists, physicians, physiotherapists, laboratoy technologists and supervisors of social services in community care. The programme was introduced in 1986, with problem-based learning (PBL) as the common educational principle for all programmes. The experience after fifteen terms, with more than 4,000 students, is ovemhelmingly positive; in this respect there is little difference between the different programmes. The teachers also are positive but have to be involved and taught early about planning and implementation in order to secure their optimal co-operation. MPE is continued throughout the curriculum by means of theme days, shared seminars, patient sessions and team training. Undergraduate MPE is thus feasible and is recommended as part of the re-orientation of health curricula for the 21st century, in combination with PBL. Education for improved team function is likely to improve the quality of health care delivery. A positive attitude to co-operation will favour later teamwork and the continuance of multiprofessional education after qualification and graduation.

The continuing challenge of multicultural health education.

Journal of School HealthVolume 62, Issue 1 p. 24-26 The Continuing Challenge of Multicultural Health Education Markella L. Pahnos, Markella L. Pahnos Assistant Professor and Coordinator Undergraduate Health Education, Hofstra University, Dept. of Health, Physical Education, and Recreation, Hempstead, NY 11566.Search for more papers by this author Markella L. Pahnos, Markella L. Pahnos Assistant Professor and Coordinator Undergraduate Health Education, Hofstra University, Dept. of Health, Physical Education, and Recreation, Hempstead, NY 11566.Search for more papers by this author First published: January 1992 https://doi.org/10.1111/j.1746-1561.1992.tb01214.xCitations: 5AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume62, Issue1January 1992Pages 24-26 RelatedInformation

Application of the role delineation project "Framework" to a professional preparation program.

Using the Framework for the Development of Competency-based Curricula for Entry Level Health Educators, the health education faculty at the University of Alabama at Birmingham reviewed and modified their undergraduate health education professional preparation program. Efforts focused on the five steps of preparation and study, review and organization of Framework subcompetencies, organization of Framework subcompetencies into potential courses, placement of objectives for courses, and revision of schedule and sequence for professional preparation courses. The process produced seven core courses to be required of all health education majors. A master list of subcompetencies and objectives also was developed. Faculty perceived several benefits from participating in the project.

Health risk appraisal at the college level.

Abstract This study attempted to determine if health risk appraisals with personalized conferences affected the “health age” of undergraduates at a large, midwestern university. One hundred thirteen (113) students enrolled in four undergraduate health education classes served as subjects. A nonequivalent control group design was employed with two of the classes consisting of students majoring in health-allied disciplines. On the first and last day of class during the ten week course, all students completed a health risk appraisal questionnaire—“Health Evaluation Learning Program”—used to acquire past and present health history and present lifestyle practices. Data from the questionnaires were analyzed by a computer into a printout known as the “Health Risk Index.” All groups received their instruction from lectures. The control groups followed a popular college text and did not receive any feedback via the index or personalized conference. Each student in the experimental classes received a personalized c...