Toward International Collaboration on Credentialing in Health Promotion and Health Education: The Galway Consensus Conference

2009 ◽  
Vol 36 (3) ◽  
pp. 427-438 ◽  
Author(s):  
John P. Allegrante ◽  
Margaret M. Barry ◽  
M. Elaine Auld ◽  
Marie-Claude Lamarre ◽  
Alyson Taub

The interest in competencies, standards, and quality assurance in the professional preparation of public health professionals whose work involves health promotion and health education dates back several decades. In Australia, Europe, and North America, where the interest in credentialing has gained momentum, there have been rapidly evolving efforts to codify competencies and standards of practice as well as the processes by which quality and accountability can be ensured in academic professional preparation programs. The Galway Consensus Conference was conceived as a first step in an effort to explore the development of an international consensus regarding the core competencies of health education specialists and professionals in health promotion and the commonalities and differences in establishing uniform standards for the accreditation of academic professional preparation programs around the world. This article describes the purposes, objectives, and process of the Galway Consensus Conference and the background to the meeting that was convened.

2009 ◽  
Vol 16 (2) ◽  
pp. 05-11 ◽  
Author(s):  
Margaret M. Barry ◽  
John P. Allegrante ◽  
Marie-Claude Lamarre ◽  
M. Elaine Auld ◽  
Alyson Taub

2018 ◽  
Vol 45 (6) ◽  
pp. 1043-1051
Author(s):  
Rosemary Thackeray ◽  
Brad L. Neiger ◽  
Victoria A. Willey

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.


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