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Competency 1.

Plan strategies, interventions and health education programs of instruction based on assessment of individual and community needs.

Course Experience:

Required Core Classes

HE227 Community/Public Health, HE375 Epidemiology; HE385 Foundations of Health Education, HE473 Biometrics & Research Methods, HE487 Assessment & Evaluation, HE471 Program Planning, HE419 Internship

1a. Access valid health-related data and use computerized sources of health-related information.

In HE 473 with Dr. Maty, I created a lengthy annotated bibliography for a literature review. This literature review analyzed beta-alanine supplementation in professional athletes, as well as a small elderly population. In order to find sources for this literature review, I searched the WOU library online databases. Some databases I used were Ebsco Academic Search Premier, Health Source: Nursing/Academic Edition, Google Scholar, and MEDLINE. In each of these databases, I used search terms such as, “beta-alanine”, “supplementation”, “muscle fatigue”, “athletes”, “elderly”, “carnosine”, and “physical activity”.

1b. Use theory-based and/or evidence-based research results when planning programs and curriculums.

In HE 471 with Dr. Patton-Lopez, I participated in creating a Strategy Justification Worksheet, which collected evidence-based research in order to justify a program plan to increase SNAP enrollment among low-income families by implementing a school-based health navigator into a local school. The National Prevention Strategy created 5 recommendations to help agencies reduce health disparities in their communities. One of the recommendations is to increase the capacity of the prevention workforce in order to identify and address disparities. The program will be increasing the capacity of the prevention workforce by implementing a school-based health navigator to assist families in enrolling for SNAP benefits. A theory that supports the intervention of a school-based health navigator is the social support theory. This theory states that if informational, instrumental, and emotional support is provided to someone willing to change a behavior, then they will be more likely to change that behavior. The school-based health navigator will be providing support in all of these areas in hopes to increase SNAP enrollment among low income families.

1c. Apply techniques to acquire qualitative and quantitative health data.

In HE 473 with Dr. Maty, I conducted a comparative analysis on two articles. The goal of this assignment was to compare how the two different articles conducted their research, and how one collected quantitative data while the other collected qualitative data.

In the article “Waiting for a liver transplant” by Brown, Sorrell, McClaren, & Creswell, the authors explored subjective realities. For example, they created and organized themes of their results by constructing meaning units. This article was clearly qualitative research, as the authors created 8 themes to organize their results (transformation, doctors, teams and trust, elation to despair, loss, questioning process, searching, coping, and paradox of time).

In the article, “Examining contextual factors in the career decision status of African American adolescents” by Constantine, Wallace, & Kindaichi, the authors explore objective realities by distributing quantitative surveys. There was no influence from researchers in this study because the researchers did not interview, hold focus groups, or collect any qualitative data. Statistics (mean, standard deviation, multiple regression, intercorrelations) were used to analyze data.

1d. Analyze needs assessment data and reports.

In HE 471 with Dr. Patton-Lopez, my group analyzed needs assessment data from the Benton County Community Health Improvement Plan to influence our decision to attempt to increase food security among low-income families in Corvallis. We found that over 14% of Benton County residents live in households that meet the definition of being food insecure. We also discovered that 34.9% of Corvallis School District students were eligible for free or reduced school lunch in 2010-2011. The school with the second highest percentage of students who qualify for free or reduced lunch is Lincoln Elementary school with 68.2 percent of students qualifying.

We assumed that if about 68% of students qualify for free or reduced lunch, it is likely that portion of these students are suffering from food insecurity. In order to fix this issue, we created a program plan to implement a school-based health navigator into Lincoln Elementary in order to increase SNAP enrollment among low-income families.

1e. Develop goals and formulate appropriate and measurable objectives for health programs.

In HE 471 with Dr. Patton-Lopez I developed goals and appropriate, measurable objectives for our program “SNAP! Into Food Security”. One of our short term goals for this program was to increase SNAP enrollment among low-income families in Corvallis. A few objectives for this goal were:

· By the beginning of the 2017-2018 school year, Lincoln Elementary School will have accepted and implemented a health navigator into their available resources for low-income families.

· By the end of the 2017-2018 school year, 50% of families below 185% of the federal poverty level are meeting with the health navigator.

· By the end of the 2017-2018 school year, the health navigator will have 200 meetings with low-income families regarding SNAP benefits and the application process.

Two more examples of goals and objectives are attached in the program plan. Goals and objectives section is located on pages 8-9.

Competency 2.

Implement and evaluate strategies, interventions and health education programs.

Course Experience.

Required Core Classes

HE227 Community/Public Health, HE375 Epidemiology, HE385 Foundations of Health Education, HE473 Biometrics & Research Methods, HE487 Assessment & Evaluation, HE471 Program Planning, HE419 Internship

2a. Evaluate research designs, methods and findings presented in the literature.

2b. Implement intervention strategies to facilitate health-related change.

2c. Develop a comprehensive program evaluation plan.

2d. Use educational technology effectively.

2e. Effectively communicate findings and recommendations for future practice to multiple audiences.

2f. Use the Code of Ethics in health education practice.

Competency 3.

Communicate and advocate for health and health education and serve as a health education resource person.

Course Experience.

Required Core Classes

HE227 Community/Public Health, HE375 Epidemiology, HE385 Foundations of Health Education, HE473 Biometrics & Research Methods, HE487 Assessment & Evaluation, HE471 Program Planning, HE419 Internship

3a. Develop a personal plan for professional development.

3b. Use oral, electronic and written techniques to communicate effectively with diverse audiences.

3c. Establish professional and community relationships for collaborative efforts to influence health issues.

3d. Influence local, school, state, and national policy to promote health.

3e. Analyze controversial issues and changing social, cultural and political factors influencing health issues.