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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2006.12
- 수록면
- 75 - 97 (23page)
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초록· 키워드
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This study assessed 1) the coverage of the entry-level responsibilities and competencies for certified health education specialists (CHES) developed in the United States (U.S.) by 140 current health education-related professional preparation programs in Japan, and 2) barriers and concerns related to the development of Japanese health educators. A cross-sectional survey study was conducted to Japanese professors teaching health education-related courses at 4-year universities/colleges in Japan.
All entry-level CHES responsibilities and competencies were generally covered to different degrees by the study respondents. The top 3 responsibilities most emphasized by the respondents were Responsibilities I, related to need assessment skills, Responsibility Il, related to planning health education programs, and Responsibility In, related to implement health education programs. The 3 competencies most frequently covered by the respondents were related to needs assessment skills (Competencies 1-3). The competencies least by the respondents were those related to Responsibilities V (Competencies 1619)" Other competencies related to role modeling, cultural competencies, and planning youth health education programs, were recommended. In addition, the major concerns and opinions that the respondents reported for this topic pertained to 1) Professional training, The need for well-defined professional roles, and 3) The importance licensing.
The results suggested that Japanese health education-related programs cover all CHES responsibilities and competencies developed in the ns. to different degrees. However, they tend to focus more 011 needs assessment, planning and implementing health education programs. Although possible responsibilities for future Japanese health educators were: recommended, further research to identify the most appropriate responsibilities and competencies for this profession is needed. Major barriers, concerns and opinions reported by the respondents should be discussed at future meetings for this profession.
All entry-level CHES responsibilities and competencies were generally covered to different degrees by the study respondents. The top 3 responsibilities most emphasized by the respondents were Responsibilities I, related to need assessment skills, Responsibility Il, related to planning health education programs, and Responsibility In, related to implement health education programs. The 3 competencies most frequently covered by the respondents were related to needs assessment skills (Competencies 1-3). The competencies least by the respondents were those related to Responsibilities V (Competencies 1619)" Other competencies related to role modeling, cultural competencies, and planning youth health education programs, were recommended. In addition, the major concerns and opinions that the respondents reported for this topic pertained to 1) Professional training, The need for well-defined professional roles, and 3) The importance licensing.
The results suggested that Japanese health education-related programs cover all CHES responsibilities and competencies developed in the ns. to different degrees. However, they tend to focus more 011 needs assessment, planning and implementing health education programs. Although possible responsibilities for future Japanese health educators were: recommended, further research to identify the most appropriate responsibilities and competencies for this profession is needed. Major barriers, concerns and opinions reported by the respondents should be discussed at future meetings for this profession.
목차
Ⅰ. Introduction and Background
Ⅱ. Methods
Ⅲ. Results
Ⅳ. Discussion
Ⅴ. Recommendations
Ⅵ. Limitations
Ⅶ. Conclusion
References
ABSTRACT
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UCI(KEPA) : I410-ECN-0101-2009-517-016410398