Selected Ethical Issues in the Teaching of Health: Perceptions of Health Education Faculty

2001 ◽  
Vol 32 (2) ◽  
pp. 66-74 ◽  
Author(s):  
Susan K. Telljohann ◽  
James H. Price ◽  
Joseph A. Dake
Keyword(s):  
Health Education ◽  
Ethical Issues ◽  
Health Perceptions ◽  
Education Faculty ◽  
Health Education Faculty

Ethical Issues regarding Service: Perceptions of Health Education Faculty

2001 ◽  
Vol 32 (4) ◽  
pp. 208-215
Author(s):  
James H. Price ◽  
Joseph A. Dake ◽  
Susan K. Telljohann
Keyword(s):  
Health Education ◽  
Ethical Issues ◽  
Education Faculty ◽  
Health Education Faculty

Selected Ethical Issues in Research and Publication: Perceptions of Health Education Faculty

2001 ◽  
Vol 28 (1) ◽  
pp. 51-64 ◽  
Author(s):  
James H. Price ◽  
Joseph A. Dake ◽  
Rafat Islam
Keyword(s):  
Health Education ◽  
Ethical Issues ◽  
Academic Rank ◽  
Original Research ◽  
Master's Level ◽  
Graduate Degree ◽  
Education Faculty ◽  
Doctoral Level ◽  
Level Versus ◽  
Health Education Faculty

A national random sample of 195 university health education faculty at graduate degree–granting programs completed a 31-item survey with regard to their perceptions of ethical issues in research and publishing. Most respondents were male (57%), tenured (75%), had graduate faculty status (92%), had presented original research at conferences (85%), and had published articles in health education journals (89%). Faculty members were requested to assess whether 21 scenarios dealing with ethical issues in research and publishing were ethical, unethical, questionable, or not an ethical issue. Of the scenarios, 3 were considered ethical and 7 unethical by the majority of respondents. The perceptions of how ethical the remaining 11 scenarios were varied considerably. Perceptions of the ethical scenarios did not differ among respondents by sex, academic rank, years taught as a faculty member, whether the department taught units/classes on research ethics, or whether the respondents were from doctoral-level versus master’s-level programs.

Educating for Advocacy: Recommendations for Professional Preparation and Development Based on a Needs and Capacity Assessment of Health Education Faculty

2009 ◽  
Vol 10 (1) ◽  
pp. 83-91 ◽  
Author(s):  
Susan M. Radius ◽  
Regina A. Galer-Unti ◽  
Marlene K. Tappe
Keyword(s):  
Health Education ◽  
Professional Preparation ◽  
Professional Organizations ◽  
Capacity Assessment ◽  
University Faculty ◽  
Education Faculty ◽  
Policy Makers ◽  
Electronic Survey ◽  
Wide Variability ◽  
Health Education Faculty

An electronic survey was used to conduct a needs and capacity assessment of health education faculty to determine the extent to which advocacy instruction is present in undergraduate and graduate curricula in health education and to identify faculty members' needs and capacity to provide professional preparation and development experiences related to advocacy. An analysis of the results reveals that most undergraduate and graduate health education programs include advocacy instruction. Although faculty believe advocacy and instruction related to advocacy are important, many lack advocacy-related professional preparation and development experiences and do not participate in advocacy-related training initiatives and advocacy activities. There is wide variability in faculty confidence in their competence to provide advocacy instruction. Partnerships among professional organizations, health education practitioners, university faculty, individuals engaged in policy advocacy initiatives, and policy makers are needed to enhance the capacity of university faculty to provide professional preparation and development experiences related to advocacy.

Attitudes and Practices of University Health Education Faculty Related to Alternative Medicine

2003 ◽  
Vol 1 (3) ◽  
pp. 105-122 ◽  
Author(s):  
Roland Lamarine ◽  
K. John Fisher ◽  
Vic Sbarbaro
Keyword(s):  
Gender Differences ◽  
Health Education ◽  
General Population ◽  
Alternative Medicine ◽  
Random Sample ◽  
Education Faculty ◽  
Attitudes And Practices ◽  
Health Education Faculty

This study determined attitudes and practices, including gender differences, of university health education faculty regarding advocacy and use of alternative medicine. A random sample of health education instructors from institutions offering degrees in health education was surveyed using a written questionnaire. Health education instructors from 41 out of 48 states and territories with programs in health education responded to this survey, comprising a total of 220 usable responses. Results of this survey indicated health education instructors were more likely than the general population to use alternative medicine therapies. The majority of instructors who used such therapies reported high to moderate levels of satisfaction. Significant gender differences were uncovered regarding use, satisfaction, and advocacy for alternative medicine.

scholarly journals Attitudes and Practices of University Health Education Faculty Related to Alternative Medicine

2003 ◽  
Vol 1 (3) ◽  
pp. 105-122
Author(s):  
Roland Lamarine ◽  
K. John Fisher ◽  
Vic Sbarbaro
Keyword(s):  
Gender Differences ◽  
Health Education ◽  
General Population ◽  
Alternative Medicine ◽  
Random Sample ◽  
Education Faculty ◽  
Attitudes And Practices ◽  
Health Education Faculty

This study determined attitudes and practices, including gender differences, of university health education faculty regarding advocacy and use of alternative medicine. A random sample of health education instructors from institutions offering degrees in health education was surveyed using a written questionnaire. Health education instructors from 41 out of 48 states and territories with programs in health education responded to this survey, comprising a total of 220 usable responses. Results of this survey indicated health education instructors were more likely than the general population to use alternative medicine therapies. The majority of instructors who used such therapies reported high to moderate levels of satisfaction. Significant gender differences were uncovered regarding use, satisfaction, and advocacy for alternative medicine.

scholarly journals Measuring Workload Among Health Education Faculty

2007 ◽  
Vol 5 (3) ◽  
pp. 73-79 ◽  
Author(s):  
Joan E. Cowdery ◽  
Austin Agho
Keyword(s):  
Health Education ◽  
Full Time ◽  
Faculty Workload ◽  
Education Faculty ◽  
Education Programs ◽  
Cross Sectional ◽  
Credit Hours ◽  
Teaching Load ◽  
Faculty Time ◽  
Health Education Faculty

Legislation nationwide has mandated millions in funding cuts to state funded universities over the past several years. Additionally, university administrators frequently find themselves in the position to quantify faculty workload and productivity. The purpose of the study was to assess methodologies used by a national sample of universities to determine and assign faculty workload within health education programs. Methods included a cross-sectional descriptive study conducted utilizing a mailed survey to 106 department chairs or program directors of Health Education programs at various universities across the country. Results showed that the majority (87%) of health education programs reported using credit hours as a measure of faculty workload (rather than contact hours). For undergraduate health education faculty 12 credit hours was the typical teaching load for 54% of respondents while 35% taught nine or less credit hours. For graduate health education faculty 48% had a full time teaching load of nine hours or less while 37% reported 12 credit hours as a full time load. At the undergraduate level, administrators allocate the majority of faculty time for teaching (61% of effort) while at the graduate level the effort allocation was slightly shifted toward research with teaching occupying 58% of faculty time. It is anticipated that the results of this study will assist faculty and administrators in making informed decisions regarding faculty workload assignments.

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