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Health Promotion Practice
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Educating for Advocacy: Recommendations for Professional Preparation and Development Based on a Needs and Capacity Assessment of Health Education Faculty

Susan M. Radius, PhD, CHES

Towson University in Towson, Maryland

Regina A. Galer-Unti, PhD, CHES

Marlene K. Tappe, PhD, CHES

Minnesota State University, Mankato, Minnesota, marlene.tappe{at}mnsu.edu

An electronic survey was used to conduct a needs and capacity assessment of health education faculty to determine the extent to which advocacy instruction is present in undergraduate and graduate curricula in health education and to identify faculty members' needs and capacity to provide professional preparation and development experiences related to advocacy. An analysis of the results reveals that most undergraduate and graduate health education programs include advocacy instruction. Although faculty believe advocacy and instruction related to advocacy are important, many lack advocacy-related professional preparation and development experiences and do not participate in advocacy-related training initiatives and advocacy activities. There is wide variability in faculty confidence in their competence to provide advocacy instruction. Partnerships among professional organizations, health education practitioners, university faculty, individuals engaged in policy advocacy initiatives, and policy makers are needed to enhance the capacity of university faculty to provide professional preparation and development experiences related to advocacy.

Key Words: advocacy • professional preparation • professional development • needs and capacity assessment

This version was published on January 1, 2009

Health Promotion Practice, Vol. 10, No. 1, 83-91 (2009)
DOI: 10.1177/1524839907306407
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