Health Education Specialist Practice Analysis 2015 (HESPA 2015) Process and Outcomes

• Published in: Health education & behavior Vol. 43; no. 3; pp. 286 - 295
• Main Authors: McKenzie, James F., Dennis, Dixie, Auld, M. Elaine, Lysoby, Linda, Doyle, Eva, Muenzen, Patricia M., Caro, Carla M., Kusorgbor-Narh, Cynthia S.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA Sage Publications, Inc 01.06.2016; SAGE Publications; SAGE PUBLICATIONS, INC
• Subjects: Adult; Aged; Career preparation; Certification; Comparative Analysis; Continuing education; Data acquisition; Data collection; Demography; Education; Employment; Female; Health; Health Behavior; Health Education; Health Education - standards; Health Promotion; Health Services; Health status; Humans; Internet; Job analysis; Knowledge; Knowledge Level; Likert Scales; Male; Middle Aged; Minimum Competency Testing; Occupational health; Occupational Information; Online Surveys; Participant Characteristics; Polls & surveys; Professional Competence - standards; Professional knowledge; Puerto Rico; Ratings & rankings; Reproducibility of Results; Response Rates (Questionnaires); Specialists; Subgroups; Surveys and Questionnaires - standards; Teaching methods; Training; United States; Validity; Young Adult; practice analysis; workforce development; health education specialist; credentialing; competencies; certification; health education/promotion
• ISSN: 1090-1981; 1552-6127
• DOI: 10.1177/1090198116639258

The Health Education Specialist Practice Analysis 2015 (HESPA 2015) was conducted to update and validate the Areas of Responsibilities, Competencies, and Sub-competencies for Entry-and Advanced-Level Health Education Specialists. Two data collection instruments were developed—one was focused on Sub-competencies and the other on knowledge items related to the practice of health education. Instruments were administered to health education specialists (N = 3,152) using online survey methods. A total of 2,508 survey participants used 4-point ordinal scales to rank Subcompetencies by frequency of use and importance. The other 644 participants used the same 4-point frequency scale to rank related knowledge items. Composite scores for Sub-competencies were calculated and subgroup comparisons were conducted that resulted in the validation of 7 Areas of Responsibilities, 36 Competencies, and 258 Sub-competencies. Of the Sub-competencies, 141 were identified as Entry-level, 76 Advanced 1–level, and 41 Advanced 2–level. In addition, 131 knowledge items were verified. The HESPA 2015 findings are compared with the results of the Health Education Job Analysis 2010 and will be useful to those involved in professional preparation, continuing education, and employment of health education specialists.