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Health Educator Career Pathways
Trelisa Glazatovon 25 June 2013
Transcript of Health Educator Career Pathways
A day in the life of a health educator
Patient education is an evolving and expanding field. As it continues to grow, many questions arise regarding who should provide health education. Discussions about who should provide diabetes education are an area of particular interest in the global community. New questions surface, such as: How does one provide education with limited resources? How do nontraditional care providers fit it? Which health care disciplines should be responsible for the educational process? What are the benefits of credentialing? This article provides information on the introduction of health education in the United States and describes the responsibilities of health educators, which ultimately define the role of the health educator.
Siminerio, L. (1999). Defining the Role of the Health Education Specialist in the
United States. Diabetes Spectrum, 12(3), 152.
Two basic assumptions are made by national disaster planners and policy makers: public health workers are prepared to render public health care and population-based health care services during any natural or man-made disaster, and individuals and their families are aware of and engaged in personal preparedness and response planning (Chertoff, 2008). This study had two principal goals: (1) to analyze the results of a rural health survey that sought to identify perceived vulnerability and preparedness for natural or man-made disasters among local residents in Hawkins County, Tennessee, which lies in the heart of rural southern Appalachia, and (2) to consider the results in the broader context of rural health preparedness and suggest mechanisms for improving public awareness and preparedness for all-hazards disaster situations in rural settings. A major limitation of the study was the study sample, which was a convenience sample of attendees at an all-hazards preparedness health fair. The study responses demonstrated a lack of perceived vulnerability, which may reflect the fact that living memory does not recall major local disasters affecting the community. The authors suggest that local poverty among county residents may also play a role in local preparedness and response. Despite the readiness or availability of public health professionals, rural areas may be especially vulnerable to natural or man-made disasters due to a lack of public awareness and understanding of recommended preparedness plans and responses. The authors suggest that Community Health Educators (CHEs) and Community/Public Health Nurses (CPHNs) in the public health workforce can formally and informally be valuable sources of emergency preparedness and response planning, training, and education in rural communities.
Wilson, S. L., Huttlinger, K., & Reddy, T. (2010). Engaging People of the Mountains and Hollows: A Role for the Community and Public Health Preparedness Workforce. Journal of Rural and Community Development, 5(3), 162-174.
Health Education Specialists: Promoting a Healthy World
Hudson Mohawk AHEC: Clinical Educator Health Career
Health Security Intelligence:
Assessing the Nascent Public Health Capability
This article provides a resourceful guide for the health education specialist to improve emergency management knowledge and skills specific to their setting, including training and preparing for emergencies and providing adequate support to students, clients, and colleagues. Five steps guide competent health education practice before, during, and after a crisis event. Free training resources and priority actions are emphasized. The authors underscore professional benefits of emergency readiness that align with performance expectations established by the Coalition of National Health Education Organizations, including promoting and protecting the health of individuals, families, and communities and providing education and services to reduce costly premature deaths and disability.
Geiger, B.F., Firsing, S.L., Beric, B., Rodgers, J.B. (2013) Readying the health education specialist for emergencies. American Journal of Health Education,44(3).
What do we know about medical educators’ perspectives and how they view their own development? To begin to answer this question, we conducted a series of semi-structured interviews with 12 medical educators at McGill University to ascertain their perceptions of how they became medical educators, the required core competencies, and what advice they would like to give younger colleagues.
Steinert, Y. (2012). Faculty development: On becoming a medical educator. Medical Teacher, 34(1), 74-76.