Foundational Courses in Health Education

Background

When SOPHE joined this project, the CC&PH Expert Panel had already designed a 60-credit public health generalist associate degree curriculum, which was intended to assure that graduates develop basic skills and knowledge consistent with the Critical Component Elements of an Undergraduate Major in Public Health (ASPPH, 2012a). Following this prototype curriculum, students could complete an associate degree program in public health, or they would have the foundation for entry into public health or related programs at the bachelor’s degree level (e.g., public health generalist, health education, health administration, or environmental health programs). Of the 60-semester credit hour program, 24 to 30 credit hours were designed to be completed in specialization areas:

Within this CC&PH framework, SOPHE was charged to provide detailed curricular outlines for three sequential health education courses totaling nine credit hours, including an introductory survey course plus two additional professional courses. Collectively, the three courses would constitute the health education concentration of the public health degree program. As envisioned, the introductory survey health education course would be required of all students who elect to complete the public health generalist associate degree program of study. Additionally, this course would serve as the foundational course for students who elect to complete the alternate sequence of three health education courses. Furthermore, the introductory survey course would constitute the social/behavioral core course that is required in programs leading to a 4-year public health degree. Optimally, students would have completed an “Overview of Public Health” course and, possibly, a personal health and wellness course, prior to enrolling in the introductory course in health education.

Prototype Curriculum Development Process

SOPHE convened a Community Colleges Taskforce in late 2013, comprising SOPHE volunteers from higher education who were already involved in coordination and articulation agreements with community colleges or expressed a keen interest in this initiative. An open call to join the Taskforce was disseminated through SOPHE’s electronic newsletter, yielding a total of 15 members primarily affiliated with colleges or universities. As Taskforce deliberations evolved, additional SOPHE members were recruited to assure inclusion of professionals with expertise in other areas, for example, library science.

Given the health education profession’s strong foundations in quality assurance, SOPHE’s Taskforce agreed on several guiding principles for its work: (a) curricula outlines should be rooted in the latest Areas of Responsibilities, Competencies, and Subcompetencies for Health Education Specialists (National Commission for Health Education Credentialing, Inc., SOPHE, & American Association for Health Education, 2010) ¹ ; (b) health education courses recommended for the community college level must contain content that could be applicable within a 4-year degree program (i.e., the courses should be transferrable) and must be provided at a commensurate level of rigor and complexity expected in a 4-year program; and (c) course instructors should hold a minimum of a master’s degree in health education and/or be certified as an entry-level or advanced-level health education specialist (i.e., CHES/MCHES). The Taskforce also confirmed that completion of three health education courses at the community college level would not qualify students to take the health education certification exam offered by the National Commission for Health Education Credentialing, Inc. Furthermore, a student taking the three health education courses would not confer the formal titles of “health educator,” or “health education specialist,” which are reserved for a professional with a 4-year degree in health education. The U.S. Department of Labor Standard Occupational Classification (SOC 21-1091) defines health educators as those with a baccalaureate degree who

promote, maintain, and improve individual and community health by assisting individuals and communities to adopt healthy behaviors; collect and analyze data to identify community needs prior to planning, implementing, monitoring, and evaluating programs designed to encourage healthy lifestyles, policies and environments; and serve as a resource to assist individuals, other professionals, or the community, and may administer fiscal resources for health education programs. (U.S. Department of Labor, Bureau of Labor Statistics, 2015).

In addition to an introductory health education course, SOPHE’s Taskforce selected two other topic areas they consider as foundational health education subjects: (a) accessing and analyzing health information and (b) health advocacy and leadership. Three SOPHE subcommittees were then empaneled to develop each of the curricular content outlines, with opportunities for feedback and presentation to the overall SOPHE Taskforce. The background and content of these three prototype curricula—Introduction to Health Education, Accessing and Analyzing Health Information, and Public Health Advocacy and Leadership in Action—are described below.

Introduction to Health Education Prototype Curricular Model

An introductory course in health education is essential for any entry-level health professional who aims to engage individuals, groups, or communities in primary, secondary, or tertiary prevention. Such a course provides a basic foundation for further knowledge and skills of a health provider, whether practicing in a community or clinical setting. The World Health Organization’s (2015) definition of health education is “any combination of learning experiences designed to help individuals and communities improve their health, by increasing their knowledge or influencing attitudes.”

To develop the prototype Introduction to Health Education course, existing college and university course syllabi and rubrics were collected from Taskforce members and analyzed for common themes that aligned with the entry-level health education competencies. The course outline is designed to provide an introduction to health education, health promotion, and health promotion programming including the importance, impact, history, foundations, theories, and professional and future implications of these concepts (see Table 1).

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Table 1.

Introduction to Health Education Prototype Curricular Model.

Course Description: This course is designed to provide an introduction to health education, its definition, major theories, foundational principles of health, and roles and functions of a health educator. It is designed to be taken during Year 1 or 2 of community college, following completion of a personal health course.

Topic area	Overview of content	2010 Health education competencies a
Health Information	1. Health information—Describe the role and impact of health information to individuals, groups, and communities, including examples.	1.2, 1.4, 1.4.1, 1.4.3, 6.1, 6.1.2, 7.5, 7.5.2
Health Education, Health Promotion, and Health Promotion Programs	2. Health education, health promotion, and health promotion programs—Define health education, health promotion, and health promotion programs. Relate these concepts to each other and how they have evolved.	1.5, 1.5.1, 1.6, 1.6.1, 1.6.4
	3. History of health education, health promotion, and health promotion programs—Identify key historical advances, people, and events that have impacted health theory and practice (i.e., Healthy People Objectives).	1.6, 1.6.1, 1.6.4
	4. Health organizations and their impact—Identify organizations in community and public health, including governmental, quasi-governmental, and nongovernmental groups.	1.6, 1.6.1
	5. Health promotion program logistics—Identify common settings and stakeholders in health promotion programs.	1.6, 1.6.1, 1.6.4
	6. Diversities in health status, populations, and health promotion programs—Identify population groups and health disparities.	1.4, 1.4.1, 1.4.3, 1.5, 1.5.1, 1.5.3, 1.6, 1.6.4
	7. Health education and health promotion methods—Identify common instructional methodologies and techniques.	1.4, 1.5, 7.2, 7.2.4, 7.3, 7.3.1
Foundational Principles of Health	8. Health and wellness—Review the dimensions of health and the major factors that influence health at the individual and community levels.	1.4, 1.4.1, 1.4.3
	9. Disease prevention and related health promotion overview—Define determinants, risk factors, use of the scientific method in health, and traditional and nontraditional medicine.	1.4, 1.4.1, 1.4.3
	10. Disease process and health behavior—Define the basics of disease processes and behavioral risk factors.	1.4, 1.4.1, 1.4.3, 1.5, 1.5.1, 1.5.3
What Is a Health Educator?	11. Roles and functions of a health educator—Explain common roles and settings in which health educators practice.	7.6, 7.6.1, 7.6.3, 7.6.7, 7.6.8
	12. Health education ethics—Review individual and professional ethics.	7.6, 7.6.3, 7.6.7
	13. Professional certification and licensure—Discuss certifications available in health education and related fields.	7.6, 7.6.1, 7.6.3, 7.6.7, 7.6.8
Theory in Health Promotion Programs	14. Introduction to intrapersonal health theories—Identify the commonly used intrapersonal-level health theories.	1.4, 1.4.1, 1.4.3, 1.5, 1.5.1, 1.5.3
	15. Introduction to interpersonal health theories—Identify the commonly used interpersonal-level health theories.	1.4, 1.4.1, 1.4.3, 1.5, 1.5.1, 1.5.3
	16. Introduction to population-level theories—Identify the commonly used population-level theories.	1.4, 1.4.1, 1.4.3, 1.5, 1.5.1, 1.5.3
	17. Introduction of the logic model—Identify components of and rationale of a logic model and its value in program planning.	1.4, 1.4.1, 1.4.3, 1.5, 1.5.1, 1.5.3
Health Education Literature	18. Health education sources—Identify how to find valid and reliable health information in literature and on the web, including sources and sites.	1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.6, 6.1, 6.1.2, 6.1.3
The Future of Health Education, Health Promotion, and Health Promotion Programs	19. Innovative and future health education issues—Explore emerging health education, health promotion, and health promotion practice (i.e., innovative programs, trends in disease that are of concern, etc.).	7.1, 7.1.1, 7.6, 7.6.2, 7.6.7
Relevant Areas of Responsibility, Competencies, and Subcompetencies of Health Education Specialists—2010.
Responsibility I: Assess Needs, Assets, and Capacity for Health Education
Competency 1.2: Access Existing Information and Data Related to Health
1.2.1 Identify sources of data related to health
1.2.2 Critique sources of health information using theory and evidence from the literature
1.2.3 Select valid sources of information about health
1.2.6 Conduct searches of existing databases for specific health-related data
Competency 1.4: Examine Relationships Among Behavioral, Environmental, and Genetic Factors That Enhance or Compromise Health
1.4.1 Identify factors that influence health behaviors
1.4.3 Identify factors that enhance or compromise health
Competency 1.5: Examine Factors That Influence the Learning Process
1.5.1 Identify factors that foster or hinder the learning process
1.5.2 Analyze factors that foster or hinder the learning process
1.5.3 Identify factors that foster or hinder attitudes and belief
Competency 1.6: Examine Factors That Enhance or Compromise the Process of Health Education
1.6.1 Determine the extent of available health education programs, interventions, and policies
1.6.4 Assess social, environmental, and political conditions that may impact health education
Area of Responsibility VI: Serve as a Health Education Resource Person
Competency 6.1: Obtain and Disseminate Health-Related Information
6.1.1 Assess information needs
6.1.2 Identify valid information resources
6.1.3 Critique resource materials for accuracy, relevance, and timeliness
Area of Responsibility VII: Communicate and Advocate for Health and Health Education
Competency 7.1: Assess and prioritize health education advocacy needs.
7.1.1 Identify current and emerging issues that may influence health and health education
Competency 7.2: Identify and Develop a Variety of Communication Strategies, Methods, and Techniques
7.2.4 Select effective methods or channels for communicating to priority populations
Competency 7.3: Deliver Messages Using a Variety of Strategies, Methods, and Techniques
7.3.1 Use techniques that empower individuals and communities to improve their health
Competency 7.5: Influence Policy to Promote Health
7.5.2 Identify the significance and implications of health policy for individuals, groups, and communities
Competency 7.6: Promote the Health Education Profession
7.6.1 Develop a personal plan for professional growth and service
7.6.2 Describe state-of-the-art health education practice
7.6.3 Explain the major responsibilities of the health education specialist in the practice of health education
7.6.7 Explain the history of the health education profession and its current and future implications for professional practice
7.6.8 Explain the role of credentialing in the promotion of the health education profession

a

Updated Health Education Areas of Responsibility, Competencies, and Subcompetencies were published by SOPHE and the National Commission for Health Education Credentialing, Inc., in 2015.

The course is intended to be taken during Year 1 or 2 of community college, preferably after completion of a personal health course. Included are an introduction to health education as a discipline, a clear concise definition of health education, an introduction to major behavioral and health education theories and foundational principles, health education ethics, and an overview of professional roles in health education. Course content is presented in two primary categories: (a) basic concepts the student should know about health education (e.g., distinctions between health information, health education, health promotion, and health promotion programs) and foundational principles of health and (b) how the student can apply the concepts in terms of his or her role as a health educator, theory in health promotion programs, health education literature, and the future of health education, health promotion, and health promotion practice.

Assessing and Analyzing Health Information Prototype Curricular Model

This course is designed to help community college students find, retrieve, analyze, and use authoritative health information and data systems. It excludes basic health communication concepts, which are addressed in the public health generalist curriculum. In developing the course, SOPHE’s subcommittee used an innovative approach of combining two distinct professional disciplines of health educators and instruction health science librarians. The Information Literacy Competency Standards for Higher Education, developed by the Association of College and Research Libraries (i.e., a division of the American Library Association), were used as a foundational reference. Representatives from the two disciplines cross-walked relevant content contained in the health education and information literacy sets. This emerging research methodology, referred to as e-Science, provides a powerful opportunity such that, “Instead of conducting research to collect and analyze data, a typical e-Science scenario mines existing data in search of patterns or correlations” (Rambo, 2009, p. 159).

Based on the blended competency sets, the SOPHE subcommittee selected the following content areas for inclusion in the course: gathering and accessing information, assessing credibility of sources, scanning for professional literature, media literacy (both deconstructing and constructing sources of information), and health information (i.e., a definition and statement about its importance at the individual, group, and community levels). Additional input was obtained from health science librarians with teaching responsibilities and a SOPHE board member with expertise in media literacy.

Of the 74 competencies from the health education and library competency sets that could be potentially included in the course outline, 70% (52) of all competencies eventually selected were health education competencies, while 30% (22) were information literacy standards. The Subcommittee then segmented the course into four parts: health information concepts, information skill development, evaluation of online health information, and access to data in health information systems. The final curricular outline is shown in Table 2.

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Table 2.

Analyzing and Accessing Health Information Prototype Curricular Model.

Course Description: This course addresses preparation for evaluating the quality of health information and data found online and in mass media, and developing information skills required to locate and critically appraise online health information. It reviews measurements and methods to access public health data in surveillance systems and vital records, with an overview of public health informatics. SOPHE recommends inviting the librarian to demonstrate use of library resources in this session.

Topic	Content	2010 Health education competencies a	ACRL IL standards
Health Information Concepts	Health information concepts—Discuss economic, legal, and social issues surrounding the use of health information.	1.3, 1.3.7, 1.6, 1.6.4, 3.1, 3.1.3, 5.3, 5.3.5, 7.1, 7.1.1, 7.1.2, 7.4, 7.4.4, 7.4.5	5.1, 5.2
	Health information sources—Identify source of health information (mass media, health care organizations, health professionals, social circles, and research).	1.2, 1.2.1, 1.2.3	1.2.c, 1.2.d
	Health information types—Identify types of health information (individual, groups, and community).	1.2, 1.2.1, 1.2.3	1.2.c, 1.2.d
	Health literacy—Identify national standards and objectives to improve health literacy, identify commonly used literacy assessments, and define both barriers and attributes of communication tools which facilitate health communication at the patient level.	1.2, 1.2.1, 1.2.3, 1.5, 1.5.1, 1.5.2, 1.5.3, 1.5.4, 1.5.5, 1.5.6
	Digital citizenship—Describe human, cultural, and societal issues related to health information technology, and identify and analyze relationship between digital citizenship and health literacy.	1.4, 1.4.1, 1.4.2, 3.1, 3.1.3
	Media literacy and health—Identify principles of media literacy used in the production of health information and analyze its effect on personal health.	1.4, 1.4.1, 1.4.2, 3.1, 3.1.3, 7.3, 7.3.3
Information Skill Development	Investigate a problem—Apply critical thinking skills to identify and define health problems in order to determine the nature and extent of information needed.	4.1, 4.1.2, 6.1, 6.1.1
	Locate information—Demonstrate the ability to access information effectively and efficiently using library resources in order to investigate a problem.	1.1, 1.1.1, 1.2, 1.2.1, 1.2.6, 1.3, 1.3.3, 4.1, 4.1.8, 6.1, 6.1.2, 7.1, 7.1.2	1.1, 1.2, 2.1, 2.2, 2.3, 2.4, 2.5, 5.1.b
	Evaluate information—Demonstrate the ability to critically evaluate information and incorporate it into one’s knowledge base or value system.	4.1, 4.1.4, 4.1.5, 4.1.6, 4.1.7, 6.1.3, 7.1, 7.1.2	3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7
	Ethically use information—Describe economic, ethical, legal, and social issues regarding the use of information, comparing Sections 504 and 508 of the Americans with Disabilities Act, and demonstrating skill in acknowledging use of information sources.	5.3, 5.3.5, 5.3.6, 5.4, 5.4.8, 7.4, 7.4.4, 7.4.5	5.1, 5.2, 5.3
Evaluation of Online Health Information	Evaluate online health information—Identify website sponsorship, financial stakeholders, and state source type (.com, .gov, .edu), assess website currency, determine credentials of information sources and authors, identify the target audience, and determine if the message is appropriate for the type of audience (consumers vs. clinicians).	1.2, 1.2.1, 1.2.2, 1.2.3, 6.1, 6.1.2, 6.1.3, 7.3, 7.3.3	1.2.d, 1.2.e, 5.1.b
Access to Data in Information Systems	Demographic measurements—Describe functions, locate, and demonstrate use of major national and global vital statistics, systems which are used to determine health status and classify disease.	1.2, 1.2.1, 1.2.3, 1.3, 1.3.3, 2.4, 2.4.2, 6.1, 6.1.2, 7.4, 7.4.5
	Data collection methods—Describe functions, locate, and demonstrate use of major domestic health, health care, and nutrition surveys, and population surveillance systems.	1.2, 1.2.1, 1.3, 1.3.3, 2.4, 2.4.2, 3.1, 3.1.2, 4.1.8, 4.1.9, 4.1.10, 6.1, 6.1.2, 7.4, 7.4.5
	Informatics—Describe functions, locate, and demonstrate use of both public health and population informatics and state their similarities and differences, tools, and applications.	1.2, 1.2.1, 1.2.3, 1.3, 1.3.3, 2.4, 2.4.2, 6.1, 6.1.2, 7.1, 7.1.1, 7.4, 7.4.5	1.1.f, 1.2.b, 1.2.c, 1.2.d, 1.2.e, 1.2.f
Relevant Areas of Responsibility, Competencies, and Subcompetencies of Health Education Specialists—2010.
Responsibility I: Assess Needs, Assets, and Capacity for Health Education
Competency 1.1: Plan Assessment Process
1.1.1 Identify existing and needed resources to conduct assessments
Competency 1.2: Access Existing Information and Data Related to Health
1.2.1 Identify sources of data related to health
1.2.2 Critique sources of health information using theory and evidence from the literature
1.2.3 Select valid sources of information about health
1.2.6 Conduct searches of existing databases for specific health-related data
Competency 1.3: Collect Quantitative and/or Qualitative Data Related to Health
1.3.3 Identify data collection instruments and methods
1.3.7 Employ ethical standards when collecting data
Competency 1.4: Examine Relationships Among Behavioral, Environmental, and Genetic Factors That Enhance or Compromise Health
1.4.1 Identify factors that influence health behaviors
1.4.2 Analyze factors that influence health behaviors
Competency 1.5: Examine Factors That Influence the Learning Process
1.5.1 Identify factors that foster or hinder the learning process
1.5.2 Analyze factors that foster or hinder the learning process
1.5.3 Identify factors that foster or hinder attitudes and belief
1.5.4 Analyze factors that foster or hinder attitudes and beliefs
1.5.5 Identify factors that foster or hinder skill building
1.5.6 Analyze factors that foster or hinder skill building
Competency 1.6: Examine Factors That Enhance or Compromise the Process of Health Education
1.6.4. Assess social, environmental, and political conditions that may impact health education
Responsibility II: Plan Health Education
Competency 2.4: Develop a Scope and Sequence for the Delivery of Health Education
2.4.2 Select resources required to implement health education
Responsibility III: Implement Health Education
Competency 3.1: Implement a Plan of Action
3.1.2 Collect baseline data
3.1.3 Use strategies to ensure cultural competence in implementing health education plans
Responsibility IV: Conduct Evaluation and Research Related to Health Education
Competency 4.1: Develop Evaluation/Research Plan
4.1.2 Develop evaluation/research questions
4.1.4 Critique evaluation and research methods and findings found in the related literature
4.1.5 Synthesize information found in the literature
4.1.6 Assess the merits and limitations of qualitative and quantitative data collection for evaluation
4.1.7 Assess the merits and limitations of qualitative and quantitative data collection for research
4.1.8 Identify existing data collection instruments
4.1.9 Critique existing data collection instruments for evaluation
4.1.10 Critique existing data collection instruments for research
Responsibility V: Administer and Manage Health Education
Competency 5.3: Demonstrate Leadership
5.3.5 Comply with existing laws and regulations
5.3.6 Adhere to ethical standards of the profession
Competency 5.4: Manage Human Resources
5.4.8 Model professional practices and ethical behavior
Responsibility VI: Serve as a Health Education Resource Person
Competency 6.1: Obtain and Disseminate Health-Related Information
6.1.1 Assess information needs
6.1.2 Identify valid information resources
6.1.3 Critique resource materials for accuracy, relevance, and timeliness
Responsibility VII: Communicate and Advocate for Health and Health Education
Competency 7.1: Assess and Prioritize Health Information and Advocacy Needs
7.1.1 Identify current and emerging issues that may influence health and health education
7.1.2 Access accurate resources related to identified issues
Competency 7.2: Identify and Develop a Variety of Communication Strategies, Methods, and Techniques
7.2.1 Create messages using communication theories and models
7.2.2 Tailor messages to priority populations
Competency 7.3: Deliver Messages Using a Variety of Strategies, Methods, and Techniques
7.3.3 Evaluate the delivery of communication strategies, methods, and techniques
Competency 7.4: Engage in Health Education Advocacy
7.4.4 Communicate the impact of health and health education on organizational and socioecological factors
7.4.5 Use data to support advocacy messages
Association of College and Research Libraries Information Literacy Standards for Higher Education
Standard 1: Determines the nature and extent of the information needed.
Performance Indicator 1: Defines and articulates the need for information.
f. Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information
Performance Indicator 2: Identifies a variety of types and formats of potential sources for information.
b. Recognizes that knowledge can be organized into disciplines that influence the way information is accessed
c. Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book)
d. Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical)
e. Differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline
f. Realizes that information may need to be constructed with raw data from primary sources
Standard 2: Accesses needed information effectively and efficiently.
Performance Indicator 1: Selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.
Performance Indicator 2: Constructs and implements effectively designed search strategies.
Performance Indicator 3: Retrieves information online or in person using a variety of methods.
Performance Indicator 4: Refines the search strategy if necessary.
Performance Indicator 5: Extracts, records, and manages the information and its sources.
Standard 3: Evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
Performance Indicator 1: Summarizes the main ideas to be extracted from the information gathered.
Performance Indicator 2: Articulates and applies initial criteria for evaluating both the information and its sources.
a. Examines and compares information from various sources to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias
c. Recognizes prejudice, deception, or manipulation
d. Recognizes the cultural, physical, or other context within which the information was created and understands the impact of context on interpreting the information
Performance Indicator 3: Synthesizes main ideas to construct new concepts.
Performance Indicator 4: Compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information.
Performance Indicator 5: Determines whether the new knowledge has an impact on the individual’s value system and takes steps to reconcile differences.
Performance Indicator 6: Validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners.
Performance Indicator 7: Determines whether the initial query should be revised.
Standard 5: Understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
Performance Indicator 1: Understands many of the ethical, legal, and socioeconomic issues surrounding information and information technology.
b. Identifies and discusses issues related to free versus fee-based access to information
Performance Indicator 2: Follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources.
Performance Indicator 3: Acknowledges the use of information sources in communicating the product or performance.

a

Updated Health Education Areas of Responsibility, Competencies, and Subcompetencies were published by SOPHE and the National Commission for Health Education Credentialing, Inc., in 2015.

Public Health Advocacy and Leadership in Action Prototype Curricular Model

This course is designed to equip community college students with the essential advocacy and leadership skills, as demonstrated by health education professionals who conduct service-learning in their communities. Using the 2010 entry-level competencies for health education specialists, the course development process included (a) a review of the health education standards for high school students to determine what the students “should” already know about advocacy on completion of high school (Joint Committee on National Health Education Standards, 2007; see Figure 1); (b) a textbook search to identify crucial topics related to advocacy and leadership; and (c) development of a course outline that was reviewed by SOPHE’s Community Colleges Taskforce, revised, and submitted for final approval.

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Figure 1.

National Health Education Standard 8 and performance indicators for high school students.

Although there are existing textbooks on public health advocacy as well as leadership, no single text adequately addressed both areas. Therefore, the course topics were developed based on a combination of textbooks and technical reports to address the overview and purpose of advocacy, levels of advocacy, gathering the evidence, developing a message, developing a strategy, and implementing and evaluating the advocacy methods. Leadership topics address personal integrity and respect, leadership models, preparing others for leadership, personal leadership styles, and health policy development (see Table 3).

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Table 3.

Public Health Advocacy and Leadership in Action Prototype Curricular Model.

Course Description: Essential advocacy and leadership skills as practiced by a health educator. Students apply and practice advocacy and leadership skills through a service-learning experience in their community.

Topic area	Overview of content	2010 Health education competencies
Advocacy
Purpose	1. Define and outline the purpose of advocacy in advancing public health education, promotion, policy and social justice; clarify what advocacy is and what is not; assess risk and rewards (SWOT analysis of advocacy); and overcome barriers to advocacy.	7.1, 7.1.1, 7.6, 7.6.2
Levels of Advocacy	2. Describe levels of advocacy within an ecological framework by addressing the personal and family, local community, state and national voluntary health organizations, and professional organization levels.	7.4, 7.4.4
Advocacy Overview	3. Provide an overview of health policy; illustrate the process for developing public health policies at various levels through the use of case studies and mock debates.	5.3, 5.3.5, 7.1, 7.1.3, 7.5, 7.5.2
Gather Evidence	4. Identify an issue, gather evidence/epidemiological data to support position, and summarize the perspective of opposing interest groups; assess available resources; and outline goals and objectives.	7.1, 7.1.1, 7.1.2, 7.4, 7.4.1, 7.4.3, 7.5, 7.5.3
Develop Advocacy Message	5. Utilizing accurate peer and societal norms to formulate a health-enhancing message; describe the history of campaigns including how they were initiated, developed, and delivered; create a message that is accurate, research-supported, appealing, and structured.	5.3, 5.3.1, 5.3.7, 7.1, 7.1.4, 7.2, 7.2.1, 7.2.2, 7.2.5, 7.2.6, 7.4, 7.4.5
Develop Advocacy Strategy	6. Create letters, media, and Internet-based social marketing to initiate community mobilization, lobbying, and networking; adapt health messages and communication techniques to a specific target audience; implement messages and actions in the appropriate time within the advocacy cycle.	7.2, 7.2.3, 7.2.4, 7.3, 7.3.1, 7.3.2, 7.3.3, 7.4, 7.4.2, 7.4.7, 7.5, 7.5.5
Implement and Evaluate Advocacy Strategy	7. Implement and evaluate advocacy efforts by monitoring and evaluating process and impact; build sustainability, human capital, and fundraising.	7.4, 7.4.6, 7.4.8
Leadership
Personal Integrity and Respect	8. Define personal integrity and respect, leadership and responsibility, and responsibility to others; demonstrate effective verbal and written communication.	5.2, 5.2.5, 5.3, 5.3.2, 5.5, 5.5.3, 7.6, 7.6.5
Leadership Models	9. Outline various leadership models and demonstrate leadership skills and qualities (servant, relational, collaborative); demonstrate nonprofit and organizational leadership, campus organizations. Identify the issues and set goals; articulate your organizational vision, and management style; interact in teams and groups; plan for change and develop strategies for change; integrate health education code of ethics and public health code of ethics.	5.3, 5.3.1, 5.3.6, 5.4, 5.4.2, 5.4.7, 7.6, 7.6.3, 7.6.4
Prepare Others	10. Prepare others to lead through recruiting, managing expectations, modeling, and leading by example.	5.4, 5.4.1, 5.4.5, 7.6, 7.6.6, 7.6.10
Personal Leadership Styles	11. Identify and demonstrate your leadership style and qualities, utilizing a valid leadership inventory. Customize your style to the situation around you and document your own personal growth.	5.4, 5.4.8, 7.6, 7.6.1
Health Policy Development	12. Demonstrate leadership in health policy development and advocacy through championing a cause and engaging in civic action—mobilizing communities for change; and advocating for yourself, your clients, and the profession.	7.6, 7.6.7, 7.6.8, 7.6.12
Suggested Leadership Engagement Assignment: Students select a health issue that is of interest to them and addresses a community need. They apply the basic skills of advocacy and leadership taught through this course within a community agency or organization. They will complete a reflection paper that describes their process in becoming an advocate, addresses the Certified Health Education Specialist (CHES) competencies, and provides an assessment of knowledge gained and a connection to the field. In addition, they will develop a personal leadership portfolio tracking personal and professional growth related to all CHES competencies and reflections on growth and leadership development.
Relevant Areas of Responsibility, Competencies, and Subcompetencies of Health Education Specialists—2010.
Competency 5.2: Obtain Acceptance and Support for Programs
5.2.5 Provide support for individuals who deliver professional development opportunities
Explain how program goals align with organizational structure, mission and goals
Competency 5.3: Demonstrate Leadership
5.3.1 Conduct strategic planning
5.3.2 Analyze an organization’s culture in relationship to health education goals
5.3.5 Comply with existing laws and regulations
5.3.6 Adhere to ethical standards of the profession
5.3.7 Facilitate efforts to achieve organizational mission
Competency 5.4: Manage Human Resources
5.4.1 Develop volunteer opportunities
5.4.2 Demonstrate leadership skills in managing human resources
5.4.5 Recruit volunteers and staff
5.4.7 Apply appropriate methods for team development
5.4.8 Model professional practices and ethical behavior
Competency 5.5: Facilitate Partnerships in Support of Health Education
5.5.3 Facilitate partner relationship(s)
Competency 7.1: Assess and Prioritize Health Information and Advocacy Needs
7.1.1 Identify current and emerging issues that may influence health and health education
7.1.2 Access accurate resources related to identified issues
7.1.3 Analyze the impact of existing and proposed policies on health
7.1.4 Analyze factors that influence decision makers
Competency 7.2: Identify and Develop a Variety of Communication Strategies, Methods, and Techniques
7.2.1 Create messages using communication theories and models
7.2.2 Tailor messages to priority populations
7.2.3 Incorporate images to enhance messages
7.2.4 Select effective methods or channels for communicating to priority populations
7.2.5 Pilot test messages and delivery methods with priority populations
7.2.6 Revise messages based on pilot feedback.
Competency 7.3: Deliver Messages Using a Variety of Strategies, Methods, and Techniques
7.3.1 Use techniques that empower individuals and communities to improve their health
7.3.2 Employ technology to communicate to priority populations
7.3.3 Evaluate the delivery of communication strategies, methods, and techniques
Competency 7.4: Engage in Health Education Advocacy
7.4.1 Engage stakeholders in advocacy
7.4.2 Develop an advocacy plan in compliance with local, state, and/or federal policies and procedures
7.4.3 Comply with organizational policies related to participating in advocacy
7.4.4 Communicate the impact of health and health education on organizational and socioecological factors
7.4.5 Use data to support advocacy messages
7.4.6 Implement advocacy plans
7.4.7 Incorporate media and technology in advocacy
7.4.8 Participate in advocacy initiatives
Competency 7.5: Influence Policy to Promote Health
7.5.2 Identify the significance and implications of health policy for individuals, groups, and communities
7.5.3 Advocate for health-related policies, regulations, laws, or rules
7.5.5 Employ policy and media advocacy techniques to influence decision makers
Competency 7.6: Promote the Health Education Profession
7.6.1 Develop a personal plan for professional growth and service
7.6.2 Describe state-of-the-art health education practice
7.6.3 Explain the major responsibilities of the health education specialist in the practice of health education
7.6.4 Explain the role of health education associations in advancing the profession
7.6.5 Explain the benefits of participating in professional organizations
7.6.6 Facilitate professional growth of self and others
7.6.7 Explain the history of the health education profession and its current and future implications for professional practice
7.6.8 Explain the role of credentialing in the promotion of the health education profession
7.6.10 Serve as a mentor to others
7.6.12 Engage in service to advance the health education profession

This course also aims to develop students’ experiences in applying the classroom concepts to a “real-life” setting. A service-learning assignment is included that requires instructor-determined service hours in a community health agency. For example, in a potential Service-Learning Assignment students are required to (a) select a health issue that is of interest to them and addresses a community need; (b) apply the basic skills of advocacy and leadership taught through this course within this agency or organization; (c) submit a reflection paper that describes their processes in becoming advocates, addresses the entry-level health education competencies in advocacy and leadership, and provides an assessment of knowledge gained and a connection to the field; and (d) develop a personal leadership portfolio, which reflects personal leadership accomplishments as well as aspirations for professional growth in health education competencies.

Dissemination and Moving Forward

The three health education curricular prototypes were reviewed and approved by the SOPHE Board of Trustees in spring 2014 and, subsequently, submitted for inclusion in the Community Colleges and Public Health Project final report. In addition, the Taskforce reviewed an earlier draft of the latter report and provided extensive input regarding the roles of 2-year associate degree–prepared “health navigators” (i.e., a term adopted by ASPPH) and 4-year bachelor degree–prepared health educators.

To disseminate the curricular outlines, SOPHE conducted a three-part webinar series from December 2014 through February 2015, in part sponsored by the National Library of Medicine’s Southeast Regional Library, and provided a presentation at SOPHE’s 2015 Annual Meeting. In addition to this special journal issue, SOPHE is pursuing funding opportunities to fully develop and pilot each health education course. Some 90 SOPHE members have volunteered to work with local community colleges in developing and delivering health education courses and/or preparing articulation agreements. A sample articulation agreement included in this journal issue is intended to further the collaboration and connection between community colleges and 4-year programs offering a baccalaureate degree in health education (Hodges & Salis, 2016).