Health Education Program Undergraduate Program Course of Study Mission and Philosophy The Health Education Program strives to ensure a quality course of study that prepares students to address the health problems of the 21 st century. The importance of vital health is moving to the forefront of the nation's social, economic and political agenda. The public focus continues to shift from treatment and rehabilitation to disease prevention and education/promotion of health. The Health Education Program provides students with a course of study emphasizing principles of prevention and promotion of health within a multicultural and multilevel context. The Health Education Program is located in the Health, Exercise & Sports Sciences in Room 1150 at Johnson Center. It is comprised of five full-time faculty members, a research faculty member, graduate teaching assistants and several part-time and adjunct faculty. Faculty Elias Duryea, Ph.D., University of Nebraska, 277-2925, duryea@unm.edu* Magdalena Avila, Dr.PH., University of California, 277-8175 avilam@unm.edu Elba Saavedra, Ph.D., University of New Mexico, 277-3243 elsaave@unm.edu** Shawn Hrncir, Ph.D., University of New Mexico, 277-5151 hrncir@unm.edu Beth Pierson, M.S.., University of New Mexico, 277-5151 bpierson@unm.edu Camilla Bustamante, Ph.D., University of New Mexico, 277-5151 camb@unm.edu Wilma John, M.S. (Cand.)., University of New Mexico, 277-5151 wajohn@unm.edu *Program Coordinator **Research Faculty The interdisciplinary focus of the program encourages students to take courses from other faculty across the College of Education as well as the University. Degrees Offered Students may obtain a Bachelor of Science in Education (B.S. Ed.) degree in the following concentrations: School Health Education Community Health Education Students can also Minor in School or Community Health Education Admission to the College of Education Community Health Education (non-teaching) Information for completing admission is available at the College of Education Advisement Center located in Hokona Hall (277-3190). Students interested in pursuing Community Health Education (non-teaching) must be enrolled at UNM, have completed a minimum of 26 credit hours and have a GPA of at least 2.5 before they can apply to the College. The Community Health concentration consists of 128 credit hours and prepares students in the design, implementation and evaluation of community prevention programs in a wide variety of populations and settings.
School Health Education (teaching licensure) Students interested in obtaining a teaching license must meet the same requirements as above and also pass the New Mexico Teacher Assessments Test: Basic Skills and General Knowledge Sections. The Registration/Information Bulletin for the test can be picked up at the College of Education Advisement Center in Hokona Hall, first floor. The School Health Education concentration consists of 128 credit hours which leads to state teacher licensure. Graduates are prepared to effectively teach, as well as develop, implement and evaluate school health education programs under an array of sociocultural contexts at various levels. Admission to the Health Education Program and Advisement To apply for admission to the Health Education Program, the student should go to the COE Advisement Office in Hokona Hall to obtain the necessary information and paperwork. In either concentration the student must provide a portfolio that includes a biographical sketch, transcripts and schedule an interview with a Health Education faculty member. Students can contact Prof. Pierson for assistance in School Health Education and Dr. Avila or Dr. Duryea for assistance in Community Health Education. Dr. Duryea is the Program Coordinator if the student has other concerns. Students can also contact Margie Chavez (mac9@unm.edu), Administrative Assistant for the program, located in the main office at Johnson Center, Room 1150, 277-5152. The student should schedule advisement appointments each semester for periodic assessments of their program of studies. Two semesters before graduation, a graduation check with your advisor must be scheduled. This assessment will determine if the student has completed at least 40 credit hours of upper division courses and all other requirements. School or Community Health Education Minor Students majoring in areas outside health education and interested in obtaining a Minor in either school or community health education must complete a 24 credit hour requirement. The courses comprising the Health Education Minor can be obtained from the Administrative Assistant in Johnson Center, Room 1150. NOTE: Students are responsible for all academic regulations governing their particular degree program. It is strongly recommended that students carefully read the current UNM COE/HESS Website which outlines the Health Education Undergraduate Program. These websites also give the yearly course of study in both community and school health education. Undergraduate Program Objectives (selected) The Health Education Program faculty provides an undergraduate course of study following the: National Framework for the Development of a Competencies-Based Curriculum for Entry-Level Health Educations, (1985; 1990.). Students gain proficiency and are academically prepared to:
1. Use leadership skills when working with individuals, and community groups, and organizations for planning effective health education programs. 2. Recruit community organizations, and potential participants for support and assistance in planning health education programs. 3. Demonstrate the ability to develop a logical scope and sequence curriculum plan for culturally diverse populations. 4. Design health educational programs that are consistent with nationally mandated health status objectives. 5. Demonstrate competence in implementing a variety of innovative health education programs including, drug, alcohol and violence prevention programs. 6. Apply appropriate methods to implement health education program plans for specific learners. 7. Demonstrate the ability to monitor planned programs, and to implement appropriate process evaluation techniques. 8. Apply skills to develop evaluation plans which assess achievement of program goals and objectives. 9. Demonstrate the ability to implement contemporary evaluation strategies and to interpret results. 10. Infer implications from evaluation results for recommendations for immediate program revisions. 11. Organize in-service training programs for teachers, volunteers, and other interested personnel. 12. Develop and apply an appropriate knowledge base for culturally sensitive health education programs. 13. Demonstrate skill in using technology for the identification and use of health related information for problem solving, data collection, and information management. 14. Design educational learning activities for school and community health education programs. 15. Implement school-based programs that focus on the development of specific health decisionmaking skills. 16. Investigate and systematically plan health education programs with regard to physical, social, emotional, intellectual and environmental factors influencing individual health behaviors. 17. Demonstrate skill in using theory to identify behaviors that promote or compromise vital health status. 18. Plan and implement school-based programs that emphasize the development of societal values. 19. Plan and implement school and community that emphasize career as well as professional opportunities. University Placement Students will be encouraged to prepare a placement file at the University Placement Office in the Student Services Center Room 220 during their last semester (277-2531).
Undergraduate Program Course Titles Course # H.Ed. 164 H.Ed. 171 H.Ed. 209 H.Ed. 212 H.Ed 247 H.Ed. 260 H.Ed. 306 H.Ed. 310 H.Ed. 321 H.Ed. 333 H.Ed. 345 H.Ed. 362 H.Ed. 391 H.Ed. 445 H.Ed. 451 H.Ed. 471 H.Ed. 473 H.Ed. 477 H Ed 481 H.Ed. 482 H Ed 487 H.Ed. 489 CR 3 Standard First Aid 3 Personal Health Management 1 Education for AIDS Prevention 3.Fundamentals of Human Sexuality 1 Consumer Health 3 Foundations of Health Promotion 1 Conflict Mediation 1 Injury Prevention 1 Violence Prevention 3 Mental/Emotional Health in Interpersonal Relationships 3 Professional Applications in Health Education 2 Theory and Skills for the Development of a Healthy Adolescent 1-3 Independent Study 1.. Strategies for Prevention of Substance Use 2.. Teaching Strategies and Curriculum for Health Education 3.. Introduction to Community Health 3.. Health Issues of Death & Dying 3.. Stress Management 2.. Pre-Student Teaching 3... Health Promotion in Multicultural Settings 3.. Physical Activity & Aging 8 Student Teaching The Health Education Program is accredited by the National Commission for Health Education Credentialing, INC. (NCHEC); The Society for Public Health Education and the Association For the Advancement of Health Education (AAHE). The Health Education Program faculty provides an undergraduate course of study following the: National Commission for Health Education Credentialing, Inc NCHEC.: A Competency -Based Framework for Health Educators 2006. Students gain proficiency and are academically competent in seven major areas: National Standards for Health Education (NCHEC) Area I Assessing Individual & Community Needs for Health Education Access existing health-related data 1. Identify diverse health-related databases 2: Utilize computerized sources of health-related information
3: Determine the compatibility of data from different data sources 4. Select valid sources of information about health needs and interests Collect health-related data 1. Use appropriate data gathering instruments 2. Apply survey techniques to acquire health data 3. Conduct health-related needs assessments 4. Implement appropriate measures to assess capacity for improving health status Distinguish between behaviors that foster or hinder well-being 1. Identify diverse factors that influence health behavior 2. Identify behaviors that tend to promote or compromise health Determine factors that influence learning Competency E Identify factors that foster or hinder the process of Health Education 1. Determine the extent of available health education services 2. Identify gaps and overlaps in the provision of collaborative health services Competency F Infer needs for health education from obtained data 1. Analyze needs assessment data Area II Plan Health Education Strategies, Interventions, and Programs : Involve people and organizations in program planning 1. Identify populations for health education programs 2. Elicit input from those who will affect or be affected by the program 3. Obtain commitments from individuals who will be involved in the program 4. Develop plans for promoting collaborative efforts among health agencies Incorporate data analysis and principles of community organization 1. Use research results when planning programs 2. Apply principles of community organization when planning programs 3. Suggest approaches for integrating health education within existing health programs 4. Communicate need for the program to those who will be involved Formulate appropriate and measurable program objectives 1. Design developmentally appropriate interventions
Develop a logical scope and sequence plan for a health education practice 1. Determine the range of health information requisite to a given program of instruction 2. Select references relevant to health education issues or programs Competency E Design strategies, interventions, and programs consistent with specified objectives Competency F Select appropriate strategies to meet objectives 1. Analyze techniques methods and media for their acceptability to diverse groups 2. Match health education services to proposed program activities Competency G Assess factors that affect implementation 1. Determine the availability of information and resources needed to implement health education programs for a given audience 2. Identify barriers to the implementation of health implementation of health education programs Area III Implementing Health Education Strategies, Interventions and Programs Initiate a plan of action 1. Use a community organizational principles to facilitate change conducive to health 2. Pretest learners to determine baseline data relative to proposed program objectives 3. Deliver educational programs to diverse populations 4. Facilitate groups Demonstrate a variety of skills in delivering strategies, interventions and programs 1. Use instructional technology effectively 2. Apply implementation strategies Use a variety of methods to implement strategies, interventions, and programs 1. Use the code of ethics in professional practice 2. Apply theoretical and conceptual models from health education and related disciplines to improve delivery 3. Demonstrate skills needed to develop capacity for improving health status 4. Incorporate demographically and culturally sensitive techniques when promoting programs 5. Implement intervention strategies to facilitate health related change Conduct training programs Area IV Conduct Evaluation and Research Related to Health Education
Develop plans for evaluation and research 1. Synthesize information presented in the literature 2. Evaluate research designs, methods, and findings presented in the literature Review research and evaluation procedures 1. Evaluate data-gathering instruments and processes 2. Develop methods to evaluate factors that influence shifts in health status Design data collection instruments 1. Develop valid and reliable evaluation instruments 2. Develop appropriate data-gathering instruments Carry out evaluation and research plans 1. Use appropriate research methods and designs in health education practice 2. Use data collection methods appropriate for measuring stated objectives 3. Implement appropriate qualitative and quantitative evaluation techniques 4. Implement methods to evaluate factors that influence shifts in health status Competency E Interpret results from evaluation and research 1. Analyze evaluation data 2. Analyze research data 3. Compare evaluation results to other findings 4. Report effectiveness of programs in achieving proposed objectives Competency F Infer implications from findings for future health related activities Area V Administer Health Education Strategies, Interventions and Programs 1. Conduct strategic planning 2. Analyze the organization s culture in relationship to program goals 3. Promote cooperation and feedback among personnel related to the program Secure fiscal resources Manage human resources 1. Develop volunteer opportunities
Obtain acceptance and support for programs Area VI Serve as a Health Education Resource Person Use health related-information resources 1. Match information needs with the appropriate retrieval systems 2. Select a data system commensurate with program needs 3. Determine the relevance of various computerized health information resources 4. Access health information resources 5. Employ electronic technology for retrieving references Respond to requests for health information 1. Identify information sources needed to satisfy a request 2. Refer requesters to valid sources of health information Select resource materials for dissemination 1. Evaluate applicability of resource materials for given audience 2. Apply various processes to acquire resource materials 3. Assemble educational material of value to the health of individuals and community groups Establish consultative relationships 1. Analyze parameters of effective consultative relationships 2. Analyze the role of the health educator as a liaison between program staff and outside groups and organizations 3. Act as a liaison among consumer groups, individuals and health care provider organizations 4. Apply networking skills to develop and maintain consultative relationships 5. Facilitate collaborative training efforts among health agencies and organizations Area VII: Communicate and Advocate for Health and Health Education 1. Analyze factors (e.g., social, cultural, demographic, and political) that influence decisionmakers Apply a variety of communication methods and techniques 1. Assess the appropriateness of language in health education messages 2. Compare different methods of distributing educational materials 3. Respond to public input regarding health education information 4. Use culturally sensitive communication methods and techniques 5. Use appropriate techniques when communicating health and health educational information 6. Use oral, electronic, and written techniques for communicating health education information
7. Demonstrate proficiency in communicating health information and health education needs Promote the health education profession individually and collectively 1. Develop a personal plan for professional growth Influence health policy to promote health 1. Identify the significance and implications of health care providers messages to consumers