Gary D. Gilmore

Results of a Curriculum Intervention with Seventh Graders Regarding Violence in Relationships

This research measured the effects of a violence prevention curriculum on the knowledge and attitudes of seventh grade health education students (N=239) about woman abuse using a valid and reliable inventory. Pretests, post-tests, and post-post-tests were administered to experimental and comparison groups. The experimental group received the curriculum intervention,Skills for Violence-Free Relationships. Significant differences were found between the experimental and comparison groups from pretest to post-test on both the knowledge (p=.0027) and attitude (p=.0089) sections of the inventory. This impact did not remain stable at post post-test. These results confirm those found in other studies and reinforce recommendations of the battered women’s movement to integrate violence-free principles into school curricula. Within the experimental group, significant gender differences were found only on the attitude section from post-test to post post-test (p=.0335); females showed greater change over time. Such limited change was not unexpected in a middle school population given the reported formative nature of the subjects’ gender acquisition as contrasted with those at an older age.

EFFECTS OF A TAI CHI CHUAN PROGRAM ON HMONG AMERICAN OLDER ADULTS

The effects of Tai Chi Chuan on the health of Hmong American older adults were investigated. The Tai Chi Chuan Program Inventory was used as a pre‐test and post‐test. Significant improvements were found in Tai Chi Chuan knowledge, attitudes, and behavior, as well as in resting blood pressure, stress level, and shoulder and knee flexibility. These results provide further documentation of Tai Chi Chuans beneficial health effects.

A role delineation study of health educators in the United States: methodological innovations

This paper focuses on methodological innovations used in the National Health Educator Competencies Update Project (CUP) in the United States. The CUP was a six-year research study designed to delineate the role of the health educator in the USA. Individuals who self-identified as health educators were included in the study. To provide context, the background for the research is presented, followed by a brief overview of the research process. Some of the key methodological innovations discussed are: selecting a representative sample when the total population of those working as health educators was not easily identified or readily accessible; assessing response methodology preferences through pilot studies; enhancing the response rate through accurate, up-to-date mailing lists and incentives; and exploring new approaches to large-scale data analyses. Insights gained are included for other researchers who may wish to undertake similar studies or draw from the CUP dataset for secondary analyses. (Promot Educ, 2008; 15 (4): 38-43)

Overview of the National Health Educator Competencies Update Project, 1998-2004

Abstract This research was supported in part by the Agency for Healthcare Research and Quality, U.S. Department of Health and Human Services (HHSP233200400186P);Bureau of Health Professions, Health Resources and Services Administration, U.S. Department of Health and Human Services (Purchase Order 00-257(P)); New York University Research Challenge Fund Programs; American Association for Health Education; National Commission for Health Education Credentialing, Inc.; and Society for Public Health Education, Inc. The National Health Educator Competencies Update Project (CUP), conducted during 1998-2004, addressed what health educators currently do in practice, the degree to which the role definition of the entry-level health educator is still up-to-date, and the validation of advanced-level competencies. A 19-page questionnaire was sent to a representative sample of health educators in recognized practice settings in all states and the District of Columbia. A total of 4,030 health educators participated in the research (70.6% adjusted response rate) resulting in the largest national data set of its kind, with 1.6 million data points. The model derived from the research was hierarchical (7 areas of responsibility, 35 competencies, and 163 subcompetencies), with three levels of practice (Entry, Advanced 1, and Advanced 2) differentiated by degrees earned and years of experience. The findings affect professional preparation, credentialing, and professional development.

Applied Contributions and Insights From Health Education Role Delineation Research (1978-2015) in Advancing the Health Education Profession in the United States

Five role delineation studies for health education specialists (HESs) were conducted from 1978 through 2015. The authors explored contributions and derived insights from these studies in advancing the profession of health education through professional preparation, credentialing, and professional development. The review process incorporated a comprehensive and methodic review of published and publicly available documents from the five studies: Role Delineation Project (1978-1981), Graduate Competencies Development Process (1992-1996), National Health Educator Competencies Update Project (1998-2004), National Health Education Job Analysis 2010 (2008-2009), and National Health Education Specialist Practice Analysis 2015 (2013-2014). The methodology involved identification and selection of resources; review of the published literature to identify comparison points that were analyzed across the five studies leading to data and information extraction; compilation of operational aspects, results, and professional buy-in; and identification of findings and eventually, themes. Three overarching themes emerged addressing: leadership, sponsors, and resources; a competency-based model of professional practice; and consistency and changes in defining the role of the HES. Nine major conclusions were drawn from the findings. Five key recommendations derived from the analyses and conclusions addressed greater health education role delineation research data set and report availability; wider dissemination of study findings and technical reports; increased representativeness of HES from key work settings and the three levels of professional practice in future role delineation studies; expansion of the research involvement and support from the full profession; and consistently naming the empirically based hierarchical model the Hierarchical Model of Professional Practice (HMPP).

Key questions for conducting role delineation research

Role delineation research for the verification of professional competencies is essential in many professions to promote quality assurance and support capacity building and workforce development. In this article, guidance is provided about key aspects of role delineation research. The information contained in this article focuses on 13 key questions within three selected research phases when attempting to identify and verify the roles that are inherent within any given profession. The major sections in the paper include planning the research, collecting and analyzing the data, interpreting findings, and considering the future. Recommendations and examples related to each of the important questions are provided to assist others undertaking role delineation research.

Workforce development: using role delineation research findings for policy-making and professional practice.

For the health education profession in the United States, role delineation research has been ongoing to identify valid professional competencies as the basis for workforce development. During 1998—2004, a multi-phase national research study, the National Health Educator Competencies Update Project (CUP), was designed to re-verify the role of the entry-level health educator, and further define and verify the role of advanced level health educators. The CUP findings are the evidence that has influenced the professional preparation, credentialing, and professional development of health educators. The lessons learned include the importance of employing role delineation research with a discipline-specific representative sample to appropriately affect workforce development and sustainability through an empirically-based model.

Some Major Factors Influencing Motivation: Implications for Educational Setting Events.

The purpose of this study was to examine specific factors which can positively influence the educational desire of a student. Basic to this was the inherent consideration that behavioral outcomes would be dependent to a degree on individual self-perception and the desire for personal well-being. The factors involved the following: A workable problem-solving process for the initiation of a positive direction for solutions; a workable decision-making process to aid in coming to grips with the issue at hand so that alternatives might be sought; serious listening to enhance the comprehension of the particular issue; knowledge of results to serve as feedback to the individual regarding his responses; the use of praise in an atmosphere of trust for encouragement; varied curricular tasks for variety, the expansion of creative thinking, and self-enhancement; and teacher influence for the facilitation of learning through the establishment of trust and the development of self-confidence. These factors enable the individual to recognize his own needs in relation to his present situation, and provide constructive procedures for their fulfillment.