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The Diabetes Educator

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Health Promotion Practice
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What's this?

Public Health Educators' Participation in Teams: Implications for Preparation and Practice

Kay A. Lovelace, PhD, MPH

University of North Carolina-Greensboro, klovelace{at}uncg.edu

Daniel L. Bibeau, PhD

University of North Carolina-Greensboro

Brigid M. Donnell, MPH

University of North Carolina-Greensboro

Hans H. Johnson, EdD, MS

East Carolina University in Greenville, North Carolina

Mary A. Glascoff, EdD, MSN

East Carolina University in Greenville, North Carolina

Emily Tyler, MPH

University of North Carolina-Greensboro

Collaboration among public health organizations is essential to ensuring the health of the public. Much of the day-to-day work of public health educators is done in groups or teams or in consultation with others. This study examined the extent of health educators' work in teams as a proxy for collaboration. Health educators participated in an average of four teams per individual; three of these were interorganizational teams. Moreover, 40% of the respondents participated in five or more teams. Health educators supervised by other health educators were more likely to work in interorganizational teams than were those supervised by other professionals. Certified Health Education Specialists were more likely to participate in intraorganizational teams. Curricula in academic programs should reflect the extensive teamwork in which health educators are involved. Employers need to provide health educators with grounding in organizational priorities and support to carry out their collaborative work.

Key Words: professional preparation • health educators • teams • interorganizational collaboration

This version was published on July 1, 2009

Health Promotion Practice, Vol. 10, No. 3, 428-435 (2009)
DOI: 10.1177/1524839907307992
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