Health Education & Community Colleges: Advancing the Workforce. Presentation to League for Innovation for Community Colleges

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1 Health Education & Community Colleges: Advancing the Workforce Presentation to League for Innovation for Community Colleges M. Elaine Auld, MPH, MCHES CEO, Society for Public Health Education David Lohrmann, PhD, MCHES Professor and Chair of the Department of Applied Science, Indiana University School of Public Health, Bloomington, IN June 30, 2015

2 Today s Speakers Elaine Auld, MPH, MCHES Chief Executive Officer, Society for Public Health Education David Lohrmann, PhD, MCHES Professor and Chair of the Department of Applied Science, Indiana University School of Public Health, Bloomington, IN

3 Kudos to League

4 Today s Objectives By the end of the presentation, participants will be able to: Describe SOPHE s mission and activities in relation to community colleges. Discuss anticipated demand for health education specialists due to the Affordable Care Act. Describe three prototype health education courses and course content developed for community colleges. Identify how SOPHE may be a resource to community colleges in furthering the public health/community colleges initiative.

5 SOPHE FOUNDED 1950 MISSION To provide global leadership to the profession of health education and health promotion and to promote the health of society.

6 SOPHE Overview SOPHE s nearly 4,000 national, international and chapter members work in various public and private organizations: PreK-12 schools Colleges/Universities Worksites Medical/Health Care Community Organizations Federal/State/Local Health Departments International Organizations National office Washington, DC

7 SOPHE Leadership Governed by 20-member Board of Trustees elected by membership House of Delegates 21 SOPHE chapters covering > 30 states/regions, Western Canada, Northern Mexico Working Infrastructure Committees 14 Communities of Practice 12 SOPHE National Office Staff + interns

8 SOPHE Major Programs Professional Preparation/Standards Publications Continuing Education Meetings Distance Education CHES/MCHES Provider Awards, Scholarships Policy Advocacy

9 SOPHE 14 Communities of Practice Anthropology & Public Health Children, Adolescents, and School Health Education Tobacco Control and Prevention Medical Care/ Patient Education Students/ Students/ New Professionals New Professionals Emergency Preparedness Environmental Health Promotion Health Communication/ Social Marketing Global Health University Faculty Healthy Aging Public Health Nutrition Healthy Disparities/ Health Equities Worksite Health Education

10 SOPHE 21 Chapters

11 SOPHE Community Colleges Project 12/13 - Task Force chaired by David Lohrmann, PhD, Indiana University School of Public Health 12/13-2/14 - Developed 3 health education courses based on CHES competencies 3/14 - SOPHE board approved courses 11/14 SOPHE board endorses next phases of involvement in implementing report 12/14 - Convene Community Colleges Task Force 2 12/14-4/15 Sponsor Webinar Series & Annl Mtg Session in Portland, OR

12 ACA Window of Opportunity New Orientation Transformation from sick care to wellness focused orientation Policy change 1. Insurance/payer reform 2. System or delivery reform Care & Community Linkages Accountable Care Organizations, Patient Centered Medical Homes Community Transformation Grants, State Innovation Models Corporate Wellness Programs

13 ACA & Preventive Care

14 Achieving ACA Goals Size, composition, distribution and skills of health workforce will determine ACA success. With ACA implementation, demand for Health Education Specialists will increase: Demand for health educators to increase by more than 21%, almost twice as fast as all other occupations (11%). Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Edition, Health Educators and Community Health Workers,

15 Dept of Labor SOC Definition ( ) Provide and manage health education programs that help individuals, families, and their communities maximize and maintain healthy lifestyles. Collect and analyze data to identify community needs prior to planning, implementing, monitoring, and evaluating programs designed to encourage healthy lifestyles, policies, and environments. May serve as resource to assist individuals, other health professionals, or the community, and may administer fiscal resources for health education programs. Excludes "Community Health Workers

16 Health Education Specialists Competencies 1. Assess Needs, Assets, Capacity 2. Plan Health Education 3. Implement Health Education 4. Conduct Evaluation & Research 5. Administer & Manage Health Education 6. Serve as a Resource Person 7. Communicate & Advocate Community Individual Systems

17 US Dept of Labor, Bureau of Labor Statistics,

18 Health Education Certification System Administered by National Commission for Health Education Credentialing, Inc 1988 Certified Health Education Specialist (CHES) Master Certified Health Education Specialist (MCHES) ~12,000 CHES/MCHES Some states CHES/MCHES required, preferred in hiring CHES/MCHES linked to some disease specific testing/reimbursement (e.g. diabetes educator)

19 Roles of the Health Educator The health education specialist plays a pivotal role in health care at the individual, family, community and system levels. 7.Conduct Community health needs assessments

20 Health Education Courses for Community Colleges David Lohrmann, PhD, MCHES Indiana University

21 Context Association of Schools and Programs in Public Health s (ASPPH) Framing the Future Community Colleges and Public Health Project ASPPH developing prototype curricular frameworks for public health generalists initiative in community colleges SOPHE asked to collaborate in order to insure inclusion of a high quality health education concentration

22 ASPPH Parameters Already designed Public Health Generalist Associate degree curriculum* intended to: Assure that associate degree graduates develop basic skills and knowledge consistent with the Critical Component Elements of an Undergraduate Major in Public Health OR Prepare associate degree graduates for public health and related programs at the bachelor's degree level. Encourage students to complete bachelor's degree programs in the health field including public health generalist, health education, health administration, and environmental health programs. *Curriculum could also serve as basis for negotiation of articulation agreements between community colleges and four-year institutions

23 ASPPH Public Health Generalist Curriculum* Associate degree program- 60 semester hour 24 to 30 semester hours of subject area content Core (12 credits) Human Biology- 3 semester hours as part of general education requirements Overview of Public Health- 3 semester hours Health Communications- 3 semester hours Evidence-based Thinking in Health (based on AAC&U's Scientific Thinking and Integrative Reasoning Skills- STIRS)-3 semester hours *Did not include personal health and wellness course

24 ASPPH Public Health Generalist Curriculum* Required Professional Courses (15-18 credits) Health Education- 3 semester hours Health Administration- 3 semester hours Environmental Health- 3 semester hours Nine credit hours in one of these three disciplines may be substituted if the three coordinated courses are endorsed by the corresponding academic association for transfer to a bachelor's degree in their discipline Experiential Learning (3 cr. possible to double dip ) Experiential learning -3 semester hours including curricula on working with individuals and communities Electives (up to 6 credits) Courses broadly relevant to public health such as Public Health Preparedness; Prevention and Community Health; Health, Culture, Economics, & Diversity etc.

25 ASPPH Request to SOPHE By, early March 2014, propose a three course sequence of 3 credit health education courses (9 credits total) that includes: an introductory survey course PLUS two additional health education professional courses. Together, three courses constitute the health education concentration of the Public Health Generalist degree program. Introductory health education course will be: required of all students completing other concentrations within the Public Health Generalist degree constitute the social/behavioral core course that is required in programs that lead to a bachelor of science in public health degree.

26 SOPHE Assumptions Students will have completed an Overview of Public Health course and, possibly, a personal health course prior to or along with the introductory course in health education. Students will also complete courses in Health Administration and Environmental Health as well as a course in Health Communication Students will complete epidemiology, biostatistics and advanced health education professional courses during the final two years of their four-year degree program.* * Issue for faculties in four-year institutions

27 SOPHE Process Convened Community College Taskforce Membership Volunteers already involved in coordination/articulation agreements with community colleges Volunteers with general interest in the issue Appropriate SOPHE Board liaisons Additional recruitment (emerged) expertise in Health Information (including librarians) Service Learning Leadership

28 SOPHE Taskforce Process Use as the foundation for all courses, Eight Responsibilities and Competencies of a Certified Health Education Specialist. Initially develop an introductory survey course by using as the primary resource, Health Promotion Programs: From Theory to Practice by Fertman and Allensworth and other SOPHE resources, including course outlines provided by members Determine the content outlines of the additional two courses by: Specifying CHES Responsibilities and Competencies to be addressed Assuring that course content complements proposed required course on Health Communications Added concern: recommend instructor qualifications

29 SOPHE Taskforce Process (continued) Step 1: Introduction to Health Education Course (review of existing course syllabi and brainstorm) Main themes emerged Health education and health promotion what is it and why is it important? A history of health education and health promotion. Health Educator Careers & Ethics Overview of the major current health issues and high risk populations. (Diversity & Disparities) Introductory Health Theories & Models The Literature of Health Education. Common methods for health education. What is the future of health education and promotion? Special population & setting discussions. Sub-committee formed

30 SOPHE Taskforce Process (continued) Step 2: Determine main themes of two additional courses Survey of taskforce members re: CHES responsibilities and competencies Consensus themes: Accessing and analyzing health information Health Advocacy and Leadership (with experiential learning) Formed two additional sub-committees (recruited additional expertise)

31 SOPHE Course Outlines Submitted to ASPPH Introduction to Health Education Mary I. Hawkins, Ph.D., CHES, Associate Professor Louisiana State University Shreveport Accessing and Analyzing Health Information Elaine R. Hicks, MSLIS, MPH, MCHES, Education/Health Literacy Librarian Rudolph Matas Library of the Health Sciences Public Health Advocacy & Leadership in Action ( double dip = experiential learning) Laurencia S. Hutton-Rogers, DrPH, CHES Chairperson, Department of Health Science, Towson State University

32 Who Should Teach Health Education Courses? SOPHE Instructor Qualifications Minimum of master degrees in health education and/or Certified as an entry-level or advanced-level health education specialist (CHES/MCHES) Involve librarian to demonstrate use of library resources

33 SOPHE Planned Activities Special supplement on Community Colleges: SOPHE Journal, Pedagogy in Health Promotion, Spring 2016 Dissemination through conferences, newsletters March 2016 League presentation - Chicago Compilation of existing articulation agreements Development of model articulation agreement TA to community colleges

34 Technical Assistance SOPHE Webinar Series December 4, 2014 Part 1 January 22, 2015 Part 2 February 19, 2015 Part 3 SOPHE Technical Assistance Providers Faculty Chapters

35

36

37 Thank You David Lohrmann Elaine Auld

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