scholarly journals Viewpoints on Accreditation from Health Education Professionals and Administrators of Academic Professional Preparation Programs

2004 ◽  
Vol 2 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Jay M. Bernhardt ◽  
Donna M. Videto ◽  
Christine L. Widdall ◽  
W. William Chen ◽  
Collins Airhihenbuwa ◽  
...  
Keyword(s):  
Health Education ◽  
Task Force ◽  
Professional Preparation ◽  
Academic Programs ◽  
Accreditation System ◽  
Preparation Programs ◽  
Web Based ◽  
Education Professionals ◽  
Program Accreditation ◽  
Faculty And Administrators

The health education profession has made significant strides in promoting quality assurance for credentialing of health educators through a combination of individual certification and program approval and accreditation mechanisms. Although the profession has widely embraced individual certification, program accreditation has not been uniformly accepted nor implemented. The National Task Force on Accreditation in Health Education was charged to develop a detailed plan for a coordinated accreditation system for undergraduate and graduate programs in health education. One of the goals of the task force was to gather professionwide input into any proposed new system. We conducted two Web-based surveys to assess viewpoints on accreditation and program approval from health education professionals (n=506) and from faculty and administrators at academic programs in health education (n=105). Results from the surveys show that the majority of professionals in the field and at academic programs surveyed supported and would participate in a national, coordinated, professionwide accreditation system in health education. Furthermore, the majority of respondents suggested that the accreditation system should be comprehensive, flexible, build on the strengths of existing accreditation systems, and be linked to individual certification. Findings from these surveys, along with other input from the field, will help inform the final recommendations of the task force.

Viewpoints on Accreditation from Health Education Professionals and Administrators of Academic Professional Preparation Programs

2003 ◽  
Vol 34 (6) ◽  
pp. 351-358 ◽  
Author(s):  
Jay M. Bernhardt ◽  
Donna M. Videto ◽  
Christine L. Widdall ◽  
W. William Chen ◽  
Collins Airhihenbuwa ◽  
...  
Keyword(s):  
Health Education ◽  
Professional Preparation ◽  
Preparation Programs ◽  
Education Professionals

scholarly journals Building our social landscape in cyberspace

2021 ◽  
Author(s):  
Cynthia Houston
Keyword(s):  
Best Practices ◽  
Community Building ◽  
Professional Preparation ◽  
Academic Program ◽  
Academic Programs ◽  
School Librarian ◽  
Preparation Programs ◽  
Social Landscape ◽  
School Librarianship ◽  
Social Landscapes

Developing a community of learners and leaders in school librarianship is fundamental to effective practice in professional preparation programs. As more and more school librarian preparation programs go online, staying focused on community building and collaboration becomes the key challenge to the best practices ideal. The Internet provides excellent tools and resources for developing online professional communities, as well as opportunities for academic programs to create social landscapes that students will engage in after they finish their academic program.

Design of Assessment Information System for Program Accreditation

2020 ◽  
pp. 291-306
Author(s):  
Arif Bhatti ◽  
Irfan Ahmed
Keyword(s):  
Information System ◽  
Flow Control ◽  
Continuous Improvement ◽  
Student Outcomes ◽  
Program Assessment ◽  
Academic Programs ◽  
Web Based ◽  
Course Assessment ◽  
Program Accreditation ◽  
Web Based System

Academic programs seek accreditation to raise their profile. Establishment of program assessment and continuous improvements processes is required to gain and maintain accreditation. Assessment processes are about defining course learning outcomes, student outcomes, and program educational objectives; collect course assessment data, perform statistical evaluations and derive meaningful conclusions to improve the program. Web-based technologies can be used to improve communication, collaboration, coordination and flow control among different entities involved in the processes. This paper presents a web-based system that was designed to assist in assessment and continuous improvement processes with objective to meet the requirements of two accreditation bodies in a program that has academically diverse faculty.

An Assessment of Evaluation Instruction Related to the Health Education Specialist Practice Analysis Competencies in Health Education–Related Professional Preparation Programs

2018 ◽  
Vol 45 (6) ◽  
pp. 1043-1051
Author(s):  
Rosemary Thackeray ◽  
Brad L. Neiger ◽  
Victoria A. Willey
Keyword(s):  
Health Education ◽  
Online Survey ◽  
Professional Preparation ◽  
Model Framework ◽  
Preparation Programs ◽  
Design Data ◽  
Cross Sectional ◽  
Advanced Level ◽  
Practice Analysis ◽  
Specialist Practice

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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