Public Health Educators as Program Evaluators

Health Educators as Program Evaluators
Jason M. Chrisman
A.T. Still University








DHED 8800
Dr. Lori Dewald
March 29, 2015
Abstract
Health education is guided by the ability of health education specialists
to plan, implement, and evaluate effective health programs. Of particular
importance is the planning and evaluation of these programs. Planning of
any health program is completed before it is implemented and evaluation can
be conducted throughout the entirety of the program as well as at the end.
Because health education specialists are professionals performing vital
work, they also have a specific set of qualifications that must be
considered before they can be recognized.
Keywords: health education specialist, health education, health promotion,
evaluation, qualifications














Health Educators as Program Evaluators
Health education is becoming increasingly important concerning
enhancing the health of the various populations of the United States and of
the world (Issel, 2014). Individuals primarily responsible for health
education are referred to as health education specialists and their
overarching focus is to promote wellness and the enhanced health of various
people groups (Issel, 2014). This can be achieved in a variety of ways.
One of the principle areas of promoting wellness in any population is
through health education and health promotion programs. Developing a
health education program consists of many steps including, but not limited
to, a needs and capacity assessment phase, research data concerning the
target population and its health trends, planning and implementing the
health program, monitoring it, and finally, evaluating the effects and
effectiveness of the program (United States Department of Labor , 2014).
Each aspect of developing a health education program is essential, but the
planning and evaluation of previous programs can help lay the groundwork
for new and more effective methods.
Health education specialists must be well qualified for several
reasons. First, the training of the health education specialist will
prepare her for future work (McKenzie, Neiger, & Thackeray, 2013).
Secondly, qualifications are important for the validity of the health
education profession (McKenzie et al., 2013). Finally, the qualification
process allows all health education specialists to be unified in their
approach to health issues and their understanding of the key principles of
the field (McKenzie et al., 2013). This paper will explore why the health
education specialist is essential to the planning and evaluation of health
education and health promotion programs and examine what qualifications a
health education specialist should have.

Health Education and Health Promotion Program Planning and Evaluation
According to McKenzie et al. (2013), when planning a health education
program, it is important to remember that each situation and target
population is unique. Resources, perceived and actual needs, the setting,
and the belief and value system of the target population are all subject to
change with each health education or health promotion program (McKenzie et
al., 2013). As such, the health education program specialist must be
concerned with systematic planning. This type of planning allows for
several positive outcomes. Systematic planning ensures that details of the
program and various situations have been examined, transparency of the
goals and objectives of the program is ensured, and the plans are aligned
(McKenzie et al., 2013). In addition, reviewing and following the
generalized model can help ensure effectiveness. The model consists of
the five steps in program planning; these include needs assessment,
determining goals and objectives, intervention development, implementation,
and evaluation (McKenzie et al., 2013).
There are various ways a health education specialist can evaluate
program effectiveness. It has even been theorized there are 26 different
ways of evaluation that have been clustered into three groups (Issel,
2014). The first group is focused on objective-based and experimental
evaluations, the second looks at improvements as well as accountability,
and the third is concerned with advocacy and social agendas (Issel, 2014).
Whatever method of evaluation the health education specialist decides to
pursue, she must take on various roles to be effective.
When evaluating health education or health promotion programs, it is
important to remember transparency is essential (Gilmore, 2012). More
often than not, the health education specialist will be involved with
others in the evaluation process. The health education specialist may
find herself working to teach or explain the evaluation of the program to
key stakeholders or members of the target audience such as natural helpers
(Gilmore, 2012). One of the most important areas to consider in program
evaluation is the interdependent and cyclic nature throughout the entire
life of the health program (Issel, 2014). In other words, the health
education specialist should constantly be evaluating the effectiveness of
the health program. Not only is taking a comprehensive look at the end of
the program vital to future success, but also maintaining an attitude of
constant evaluation during the program is important to that program's
success. In addition, various evaluation methods are employed even before
the health program is put into place.
As mentioned, many different types of evaluation methods can be used.
Community needs assessment, process evaluations, effect evaluations, and
summative evaluations are some areas the health education specialist can be
instrumental in guiding program effectiveness (Issel, 2014). Community
needs assessments allow the health education specialist the ability to
collect data on the health issues of the target audience (Issel, 2014). A
process evaluation determines whether the health program has followed the
proposed plan; this evaluation also looks at the quality of implementation
(Issel, 2014).
Effect evaluations simply attempt to understand if the program was
effective, while a summative evaluation is completed at the end of the
program and includes a detailed look at every aspect of the health program
(Issel, 2014). The health education specialist is essential to every kind
of evaluation of health education and health promotion programs as she can
use her training and knowledge to guide every aspect of the various types
of evaluations. Whether she is conducting a process or a summative
evaluation, her direction can largely determine the overall direction and
effectiveness of the program in question, as well as future health
programs.

Qualifications of a Health Education Specialist
The following documents were developed that guided the validity of
health education: A Framework for the Development of Competency-Based
Curricula for Entry Level Health Educators and A Competency-Based Framework
for the Professional Development of Certified Health Education Specialists
(these documents are commonly referred to as the "Framework") (McKenzie et
al., 2013). Seven areas of responsibility have been developed from the
Framework and help to set health education specialists apart from others.
The seven areas include needs and capacity assessment, program development,
implementation, evaluation, administering health education, serving as a
health resource, and being an advocate for health education (McKenzie et
al., 2013).
From the Framework, three pieces helped to set the advanced
qualifications for health education specialists. These three pieces are: a
comprehensive guide for curricula used in training health education
specialists, a certification process was developed that includes the
Certified Health Education Specialists exam (CHES) and the Master Certified
Health Education Specialists exam (MCHES), and criteria that is used to
provide educational program accreditation and the formation of approval
bodies (McKenzie et al., 2013). According to McKenzie et al., (2013), a
health education specialist must, at minimum, have obtained a baccalaureate
degree that focuses on health education. The National Commission for
Health Education Credentialing (2008) is very involved in the certification
of health education specialists, continuing to develop standards to guide
the profession, and working on professional development.
The qualifications identified are important for health education
specialists as they help give validity to the profession (McKenzie et al.,
2013). While others may attempt to develop health educational or health
promotional programs, if they have not been trained adequately, they can
potentially do more harm than good. The training that leads to being
qualified as a health education specialist will allow her to work to
improve the health of the target population as well as increase the
reputation of the field (Gilmore, 2012). Not all health education
specialists will receive the MCHES (but will hopefully strive for this
important certification). However, receiving an undergraduate or graduate
degree in health education, and being CHES certified, will help a health
education specialist advance the reputation of the field.
Conclusion
The health education specialist is essential in every aspect of a
health education or health promotion program. Whether she is planning the
program, implementing it, or evaluating the various aspects of the program,
her knowledge gained from education and on-the-job training will help the
program be as effective as possible. Of particular importance are the
planning and the evaluation phases of any health education or health
promotion program. In addition, the standards and qualifications developed
help set the health education specialist apart from others. This is a
major step as health education and health promotion seeks to gain
increasing acceptance as a viable form of increasing health and wellness of
all peoples. With the assumptions the health of anyone can be better
through health education and health promotion, health education specialists
are working to bring quality programs to various target audiences.





References
Gilmore, G. D. (2012). Needs and capacity assessment strategies for health
education and health promotion (4th ed.). Burlington, MA: Jones &
Bartlett Learning.
Issel, L. M. (20143). Health program planning and evaluation: A practical,
systematic approach for community health (3rd ed.). Burlington, MA:
Jones and Bartlett. 
McKenzie, J. F., Neiger, B. L., & Thackeray, R. (2013). Planning,
implementing, and evaluating health promotion programs: A primer (6th
ed.). Boston, MA: Pearson Education.
National Commission for Health Education Credentialing. (2008). Mission and
purpose. Retrieved from http://www.nchec.org/aboutnchec/mission/
United States Department of Labor. (2014). Health educators and community
health workers. Retrieved from http://www.bls.gov/ooh/Community-and-
Social-Service/Health-educators.htm#tab-2