Community health workers typically have a high school diploma, although some jobs may require postsecondary education. Community health workers typically have a shared language or life experience and an understanding of the community that they serve. Community health workers typically complete a brief period of on-the-job training. This training often covers core competencies such as communication or outreach skills as well as information about the specific health topics that they will be focusing on.
To maintain their certification, health educators must complete 75 hours of continuing education every 5 years. Most states do not require community health workers to become certified, however voluntary certification exists or is being considered or developed in a number of states.
Requirements vary but may include completing an approved training program. Community health workers usually have some knowledge of a specific community, population, medical condition, or disability. The ability to speak a foreign language may be helpful. Health educators typically have an interest in the Helping and Persuading interest areas, according to the Holland Code framework.
The Helping interest area indicates a focus on assisting, serving, counseling, or teaching other people. The Persuading interest area indicates a focus on influencing, motivating, and selling to other people. If you are not sure whether you have a Helping or Persuading interest which might fit with a career as a health educator, you can take a career test to measure your interests.
Analytical skills. Health educators collect and analyze data and other information in order to evaluate programs and to determine the needs of the people they serve.
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Instructional skills. Health educators and community health workers should be comfortable with public speaking so that they can lead programs, teach classes, and facilitate discussion with clients and families. Interpersonal skills. Health educators and community health workers interact with many people from a variety of backgrounds.
The Role of Public Health in Ensuring Healthy Communities
These workers must be good listeners and be culturally sensitive to respond to the needs of the people they serve. Problem-solving skills. Health educators and community health workers must think creatively about how to improve the health of their audience through health education programs. In addition, health educators and community health workers may need to solve problems that arise in planning programs, such as changes to their budget or resistance from the community they are serving.
Writing skills. Health educators and community health workers develop written materials to convey health-related information. Health educators also write proposals to develop programs and apply for funding. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less.
In May , the median annual wages for health educators in the top five industries in which these educators worked were as follows:. In May , the median annual wages for community health workers in the top five industries in which they worked were as follows:. Employment of health educators and community health workers is projected to grow 21 percent from to , faster than the average for all occupations.
Growth will be driven by efforts to improve health outcomes and to reduce healthcare costs by teaching people about healthy habits and behaviors and utilization of available health care services. As healthcare costs continue to rise, insurance companies, employers, and governments are trying to find ways to both improve the quality of care and health outcomes, while curbing costs. One way is to employ health educators and community health workers, who teach people how to live healthy lives and how to avoid costly diseases and medical procedures.
Lifestyle changes can reduce the probability of contracting a number of illnesses, such as lung cancer, HIV, heart disease, and skin cancer. If a person already has a disease such as asthma, health educators and community health workers help people understand how to manage their condition and avoid unnecessary trips to the emergency room. Health educators and community health workers help people understand how what they do affects their health. For many illnesses, such as breast cancer and testicular cancer, finding the disease early greatly increases the likelihood that treatment will be successful.
Therefore, it is important for people to know how to identify potential problems and when to seek medical help.
The need to provide the public with this kind of information is expected to result in an increased demand for health educators and community health workers. Federal health reform will increase access to medical care, such as preventative screenings. Health educators and community health workers will be needed to direct patients in obtaining access to healthcare services. In addition, a number of state and local programs designed to manage conditions such as diabetes and obesity include health educators and community health workers as part of intervention teams. Community health workers who have completed a formal education program and those who have experience working with a specific population may enjoy favorable job prospects.
In addition, opportunities may be better for candidates who speak a foreign language.
Characteristics of Effective Programs
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There are many excellent tools available that will allow you to measure your interests, profile your personality, and match these traits with appropriate careers. Skip to main content. Health Educator or Community Health Worker. Is This the Right Career for You? Work Environment. Work Schedules Most health educators and community health workers work full time. Education and Training. Nysawnder pursued her interest in public health at the Works Progress Administration during the depression.
She served with the Federal Works Agency contributing to the establishment of nursery schools and child care centers to accommodate young mothers working in defense plants. She set up these centers in 15 northeastern states. This did not happen quickly so she advocated all over the nation to train people to act as foster parents for the children of working women. Nyswander became the director of the City health Center in Astoria, Queens in She spent her time as director promoting the idea of New York City keeping an eye on the health of children.
They would do this by keeping records that would follow them to whatever school they might move to. This is still used in public health education courses today. Derryberry was born December 25, and earned his bachelor's degree in chemistry and mathematics at the University of Tennessee.
He began his career in with the American Child Health Association as the director of one of the first large-scale studies of the health status of the nation's schoolchildren. A year after his work with the American Child Health Association he earned his master's degree in education and psychology at Columbia University.
He then went on to earn his doctorate and moved to the New York City Health Department as the secretary to the sanitary superintendent. He became chief of the Public Health Service and began assembling a team of behavioral scientists. They studied the nexus of behavior, social factors, and disease. Two scientists and Derryberry conducted the study of the role of health beliefs in explaining utilization of public health screening services.
This work contributed to the development of the Health Belief Model. This provided an important theoretical foundation for modern health education. His legacy was very important because he engaged behavioral and social scientists in the problems of public health and gave importance to the role of that health education plays on human health. Elena Sliepcevich was a leading figure in the development of health education both as an academic discipline and a profession.
She graduated from the University of Ireland in and received her master's degree from the University of Michigan in She received her doctorate in physical education from Springfield College in After completing her schooling, Elena Sliepcevich worked at Ohio State University in as a professor of health education.
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There she helped direct the School Health Education Study from to , and most health education curricula used in schools today are based on the ten conceptual areas identified by the School Health Education Study. These ten areas of focus include community health, consumer health, environmental health, family life, mental and emotional health, injury prevention and safety, nutrition, personal health, prevention and control of disease, and drug use and abuse.
Helen Agnes Cleary. She became a general nurse in , and an obstetric nurse in Along with other RAAF nurses, she would partake in evacuations throughout New Guinea and Borneo, which earned the nurses the nickname "the flying angels", and were also known as the "glamor girls" of the air force. In April , she was ranked No.
She and other nurses cared for many patients who suffered from malnutrition and dysentery. During the Korean War, Cleary was charge sister on the RAAF, where she organized medical evacuations of Australians from Korea, fought for better treatment and conditions of the critically wounded, and nursed recently exchanged Prisoners of War. On August 18, , Ms. Cleary was made honorary nursing sister to Queen Elizabeth II.
She had been appointed an associate of the Royal Red Cross in , and became a leading member in for her contributions to the training of medical staff, and for maintaining "the high ideals of the nursing profession". She retired on March 28, , and later died on August 26, A long time health educator, Delbert Oberteuffer definitely made his mark on the physical education and health education world. He was born in Portland, Oregon in where he remained through college, attending the University of Oregon receiving his bachelor's degree.
He furthered his education by becoming a professor at Ohio State University where he taught from until During his time there, he was head of the Men's Physical Education Department for 25 years.
He died in at the age of He was survived by his wife, Katherine, and his son, Theodore K. Howard Hoyman is mainly recognized for his work in sex education and introductions of ecology concepts. He is credited for developing the original sex education program for students in grades 1 through The model Hoyman created heavily influenced the thinking of many health educators. Hoyman received his bachelor's degree from Ohio State University in He then went on to earn his master's degree in and Doctorate in from the University of Colombia.
Throughout his career he wrote over articles and was honored many times by multiple organizations such as Phi Beta Kappa and the American Public Health Association. Hoyman retired in as A Professor Emeritus. Lloyd Kolbe received his B. Kolbe played a huge role in the development of many health programs applied to the daily life of different age groups. He received the award for Excellence in Prevention and Control of Chronic Disease, which is the highest recognition in his department of work, for his work forming the Division of Adolescent and School Health.
Kolbe was the Director of this program for 15 years. A year later he received his M. He held many jobs at numerous Universities including Western Kentucky University, University of Georgia, Indiana University, and the University of Florida where he currently resides today. Pigg's main focus of interest is the promotion of health towards children and adolescents. She was elected president November Murray has served in a number of Medical settings her most recent being Medical Director of the federally funded health center, Winfield Moody, serving the Cabrini—Green public housing project in Chicago.
She has also been an active member of the board of national organizations. Along with this she served as Chief Medical Officer in primary care for the twenty three primary care and community health centers. Murray has also been a voice for social justice and health care as a basic human right for over forty years.
Mark J. Kittleson has experience as owner and founder of the HEDIR a place where people can hold discussions related to health and health education. Elaine Auld has been a leading figure for over more than 30 years in the health education field. She has been a certified health specialist since and in was an adviser to the first Health Education Graduate Standards.
Elaine was involved with the Competency Update Project CUP , which provided standards for the health education profession. Elaine's interest and work are related to health education credentialing and standards, workforce development, public policy, and health equity. For the last decade Elaine has been a site visitor for the Council on Education for Public Health, and also strengthened the accreditation and preparation of future health specialists, which is key to an overall healthy well-being.
Wooley spent four years on a curriculum development project for elementary schools, Science for Life and Living: Integrating Science, Technology and Health. Now Susan oversees the day-to-day operations of a national professional association and provides consultation and technical assistance to others working toward health education.
The law defines it as the "acquisition of knowledge about food and nutrition , as well as the ability to make appropriate decisions through practical experience with food, with the aim of developing people's ability to live on a healthy diet ". It was initiated by Sagen Ishizuka , a famous military doctor and pioneer of the macrobiotic diet. Following the introduction of Western fast food in the late 20th century, the Japanese government mandated education in nutrition and food origins, starting with the Basic Law of Shokuiku in , and followed with the School Health Law in Universities have established programs to teach shokuiku in public schools, as well as investigating its effectiveness through academic study.
Classes in shokuiku will study the processes of making food, such as farming or fermentation; how additives create flavor; and where food comes from. Health education in Poland is not mandatory, but research has shown that even with implantation of health education that the adolescents of Poland were still not choosing to live a health lifestyle. Health education is still needed in Poland, but the factor of what is actually available, especially in rural areas, and what is affordable affects the decisions more than what is healthy.
The Health education in Taiwan focus on multiple topic, this included but not limit to . From Wikipedia, the free encyclopedia. Health education can atlso Boone seen as preventive medicine marcus Health Education and Health Promotion. Promoting Healthy Behavior Change. Health: The basics. American Journal of Health Education. List of Basic Terms. Health Promotion Glossary.
Parasitology Today. Journal of School Health. Principles and Foundations of Health Promotion and Education. New York: Benjamin Cummings. The Health Education Monograph Series. National Health Education Standards. Health Education Code of Ethics. November 8, , Chicago, IL. Archived from the original PDF on Retrieved Eta Sigma Gamma.
Archived from the original on Michael Am J Public Health. Bulletin of Keiwa College 15 Taiwan Health Promoting Schools. This article's use of external links may not follow Wikipedia's policies or guidelines.source
Health Education Essays
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