Background. Conducting evaluation and research is one of the seven areas of responsibility for health education specialists. However, there is little evidence to suggest that professional preparation programs use the competencies as identified by the 2015 Health Education Specialist Practice Analysis (HESPA) as a basis for instruction. Aims. To determine the degree to which departments with undergraduate health education–related professional preparation programs provide instruction in the HESPA 2015 Model evaluation competencies. Method. This was a descriptive, cross-sectional, nonexperimental study design. Data were collected using an online survey from programs that prepare students to sit for the CHES exam. Results. Faculty provide instruction about all evaluation subcompetencies regardless of entry- or advanced-level designation. Developing an evaluation plan, monitoring implementation, and selecting, adapting, and creating instruments to collect data represent the competencies taught most frequently. On average, two to three class periods are spent on each competency. Discussion. Advanced-level competencies, more commonly associated with graduate-level training and degrees, are commonly taught at the undergraduate level. This may be due to a lack of awareness of changes to the designation of competencies and subcompetencies as entry- or advanced-level in the HESPA 2015 Model framework, a lack of awareness or appreciation for the framework in general, competing values in the selection of curriculum content, or lack of professional consensus related to terms and definitions. Conclusion. Faculty should consider emphasizing entry-level competencies and subcompetencies consistent with process and formative evaluation. The health education profession should also standardize evaluation and research terms and definitions.
Mental health education in occupational therapy professional preparation programs: Alignment between clinician priorities and coverage in university curricula
