The purpose of this study was to identify and examine the major knowledge domains required for rehabilitation counseling practice across settings in today's rapidly changing practice environment. Data obtained and analyzed from a recent national study by the Commission on Rehabilitation Counselor Certification (CRCC) is reported and reviewed in detail. Specific implications for knowledge translation of the study's finding for practitioner certification and academic program accreditation are identified.
The National Health Educator Job Analysis 2010 was conducted to update the competencies model for entry- and advanced-level health educators. Qualitative and quantitative methods were used. Structured interviews, focus groups, and a modified Delphi technique were implemented to engage 59 health educators from diverse work settings and experience levels in a seven-step instrument development process. An online survey was then completed by 1,022 practicing health educators. Survey participants used 4-point ordinal scales to rank subcompetencies by frequency of use and importance and related knowledge items by cognitive levels based on the Revised Bloom's Taxonomy. Composite scores were calculated and subgroup comparisons conducted to validate 223 subcompetencies at entry (162), advanced-1 (42), and advanced-2 (19) levels of practice, along with 113 knowledge items. Advanced-level versus entry-level competencies and a comparison with the Competency Update Project model of 2006 are discussed. Implications and recommendations for the profession are provided.
The purpose of this study was to identify and examine the major knowledge domains required for rehabilitation counseling practice across settings in today's rapidly changing practice environment. Data obtained and analysed from a recent national study by the Commission on Rehabilitation Counselor Certification (CRCC) is reported and reviewed in detail. Specific implications for knowledge translation of the study's finding for practitioner certification and academic program accreditation are identified.
The Health Education Specialist Practice Analysis 2015 (HESPA 2015) was conducted to update and validate the Areas of Responsibilities, Competencies, and Sub-competencies for Entry- and Advanced-Level Health Education Specialists. Two data collection instruments were developed—one was focused on Sub-competencies and the other on knowledge items related to the practice of health education. Instruments were administered to health education specialists (N = 3,152) using online survey methods. A total of 2,508 survey participants used 4-point ordinal scales to rank Sub-competencies by frequency of use and importance. The other 644 participants used the same 4-point frequency scale to rank related knowledge items. Composite scores for Sub-competencies were calculated and subgroup comparisons were conducted that resulted in the validation of 7 Areas of Responsibilities, 36 Competencies, and 258 Sub-competencies. Of the Sub-competencies, 141 were identified as Entry-level, 76 Advanced 1–level, and 41 Advanced 2–level. In addition, 131 knowledge items were verified. The HESPA 2015 findings are compared with the results of the Health Education Job Analysis 2010 and will be useful to those involved in professional preparation, continuing education, and employment of health education specialists.
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