This study documented reliability of a picture identification instrument and determined its utility with young children in selected preschool programs. Three hundred eleven children, ages three-five, were selected from formal early childhood education programs in three states. A comprehensive health knowledge instrument, consisting of 30 items, was administered to all children, and a retest was administered two weeks later to a 20% randomly selected subsample. Data analysis included reliability assessments and systematic modification of the instrument. Pearson's Product Moment Correlation and Kuder Richardson 21 analyses indicated the instrument is reliable when administered individually to children ages three-five. The authors recommended this instrument, or a similar picture identification instrument, be used to assess comprehensive health knowledge.
Using the Framework for the Development of Competency-based Curricula for Entry Level Health Educators, the health education faculty at the University of Alabama at Birmingham reviewed and modified their undergraduate health education professional preparation program. Efforts focused on the five steps of preparation and study, review and organization of Framework subcompetencies, organization of Framework subcompetencies into potential courses, placement of objectives for courses, and revision of schedule and sequence for professional preparation courses. The process produced seven core courses to be required of all health education majors. A master list of subcompetencies and objectives also was developed. Faculty perceived several benefits from participating in the project.
Using the Framework for the Development of Competency-based Curricula for Entry Level Health Educators, the health education faculty at the University of Alabama at Birmingham reviewed and modvied their undergraduate health education professional preparation program. uforts focused on the five steps of preparation and study. review and organization of Framework subcompetencies. organization of Framework subcompetencies into potential courses, placement of objectives for courses, and revision of schedule and sequence for professional preparation courses. The process produced seven core courses to be required of all health education majors. A master list of subcompetencies and objectives also was developed. Faculty perceived several benefits from participating in the project. (J Sch Health 1987;57(4): 147-1 49) he Role Delineation Project for Health Education,
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