Overview of the National Health Educator Competencies Update Project, 1998-2004

Applying the National Health Educator Competencies Update Project Model to Health Education

“…We are confident that the model that emerged from the research is truly representative not only of what health educators do in a multiplicity of settings, but also the relative importance of each of the skills performed. A detailed presentation of the research process can be found in Gilmore, Olsen, and Taub (2004), and . What is presented in this paper is a brief overview of the research process to provide the reader with the backdrop for the development of the CUP Hierarchical Model.…”

“…Are there differences in the roles of entry and advanced level health education specialists based on degrees held and years of work experience in health education? (Gilmore, Olsen, & Taub, 2004;NCHEC, SOPHE, & AAHE, 2006).…”

“…A total of 4,030 respondents completed and returned the questionnaire resulting in an adjusted response rate of 70.6%. A review of the overall research process can be found in A Competency-Based Framework for Health Educators -2006(NCHEC, SOPHE, & AAHE, 2006, with detailed discussions of each phase presented in Gilmore, Olsen, and Taub (2004), and . The critical feature of this research process was that data were collected from a representative sample of professionals from all 50 states and the District of Columbia, who indicated they were currently working in the field of health education and who self-identified as health educators (Gilmore, Olsen, & Taub, 2004).…”

“…Responses from more than 4000 entry and advanced level health educators working in a variety of settings from every state in the USA and the District of Columbia verified the current role of health educators at three levels of practice. Detailed discussions of the planning, conduct, and results of the National Health Educator Competencies Update Project (CUP) have been published elsewhere (Gilmore, Olsen, & Taub, 2004;.…”

Does a Unified Accreditation System Benefit School Health Education Programs?

“…The profession has continued to improve the credentialing process. The National Health Educators CUP was undertaken in part to “Determine the degree to which the responsibilities, competencies, and subcompetencies for entry‐level health educators are still valid as determined by their ability to accurately reflect the current scope of health education practice and their generic application across practice settings.” 5 The CUP was designed to identify “… generic areas of responsibility, competencies, and subcompetencies …” 6 The findings of the CUP suggested that all of the subcompetencies are generic to the different settings. Consequently, coursework in preparation programs may emphasize the generic nature of health education.…”