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Health Promotion Practice
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Planning and the Professional Preparation of Health Educators: Implications for Teaching, Research, and Practice

Laura A. Linnan, ScD, CHES

Department of Health Behavior and Health Education at the School of Public Health, University of North Carolina at Chapel Hill, linnan{at}email.unc.edu

Katherine Regan Sterba, MPH

Department of Health Behavior and Health Education at the School of Public Health, University of North Carolina at Chapel Hill

Ann Marie Lee, MPH

University of North Carolina Hospital Hematology/Oncology Unit in Chapel Hill, North Carolina

Jean Breny Bontempi, PhD, MPH

Department of Public Health at Southern Connecticut State University at New Haven

Jingzhen Yang, MPH

Department of Health Behavior and Health Education at the School of Public Health, University of North Carolina at Chapel Hill

Carolyn Crump, PhD

Department of Health Behavior and Health Education at the School of Public Health, University of North Carolina at Chapel Hill

Planning skills are one of the seven essential responsibilities of health educators, according to the National Commission of Health Education Credentialing program; yet little information is available about who provides training in planning, what type of training is offered, and what planning models are taught. A survey of 253 accredited graduate and undergraduate health education programs (response rate = 56%) was undertaken to gather information about planning and the professional preparation of health educators. Results revealed that planning instructors were primarily full-time, experienced, and about one half were CHES certified. Overall, 88% (113/129) of respondents taught the PRECEDE-PROCEED model, and 62% (81/131) taught the planned approach to community health (PATCH) model. Few planning differences were found at the graduate and undergraduate levels. Content analysis of 56 course syllabi revealed that 80% (45/56) required students to complete a program plan proposal or document as the culminating project for the course. Implications for teaching, research, and practice are discussed.

Key Words: planning • professional preparation • training

Health Promotion Practice, Vol. 6, No. 3, 308-319 (2005)
DOI: 10.1177/1524839903260946
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