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Record identifier : 569406
Personal Name - Primary Intelectual Responsibility : Lyles, Ayanna N
Title and statement of responsibility : Development of an instrument to assess how health education professional preparation programs prepare students to address health disparities [Thesis]
Publication, Distribution,Etc. : Southern Illinois University at Carbondale, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , Southern Illinois University at Carbondale
Summary or Abstract : Eliminating health disparities is one goal of the nation as outlined by Healthy People 2010 . Improving cultural competence of health educators and health care providers has been identified as one means to decrease health disparities. No studies, however, have addressed how professional preparation programs are preparing entry-level health educators to address health disparities.There were two purposes to the study. The initial purpose was to determine the essential characteristics and elements needed in a professional preparation program for entry-level health educators to address health disparities. The second purpose was to develop a valid and reliable instrument that measures the degree to which undergraduate Health Education professional preparation programs prepare entry level health educators to address health disparities.In conducting the two-part research study, a non-experimental research design was used. Both the Delphi technique and a cross sectional research design were employed. Phase one of the study utilized a three-round Delphi technique to solicit consensus of an expert panel to identify essential characteristics and elements of a professional preparation program to prepare entry-level health educators to address health disparities. Phase two involved development and implementation of a survey, the Lyles Health Disparities Assessment Tool , based on information from the Delphi technique. The Lyles Health Disparities Assessment Tool was piloted among the sample population of 187 Health Education Programs and measured the extent to which programs prepare health educators to address health disparities.Pilot testing of the survey took place among the undergraduate health education preparation programs in the United States in order to determine validity and reliability. The Cronbach's alpha coefficient for internal consistency reliability was .752. A Chi-Square Goodness of Fit Test revealed statistical significance was reached at the predetermined alpha level of significance (p=.05) for all items, indicating all responses on the survey deviated from random response. Based upon the findings, the Lyles Health Disparities Assessment Tool is determined to be valid and reliable.Health education programs can do more to incorporate training for students to address health disparities. Only 43 (n=19) of program coordinators felt students get an optimal experience in learning to work with populations that experience health disparities. Health Education Programs should integrate health disparities information throughout the curriculum, for example by including training and internship experiences. Seventy percent (n=31) of the Health Education Programs do not offer courses entirely devoted to health disparities. Only 20 of the program coordinators report students complete an internship in diverse communities. It is recommended, therefore, programs should incorporate of an internship with communities which may experience health disparities. Inclusion of an internship will allow for students to use theories and models based in culture and apply these models in a real life situation, strengthening their grasp of the material.Many of the program coordinators surveyed felt faculty had a professional commitment to teaching students to address health disparities. Sixty-three percent (n=28) agreed or strongly agreed faculty were committed to practical experience, research, and participation in conferences focused on health disparities, minority health, and health policy. Further, 89 (n=39) of the program coordinators either agreed or strongly agreed faculty had experience in working with groups experiencing health disparities. Faculty with a commitment to developing courses and research projects which address health disparities will help produce students who are competent to address health disparities. Therefore, faculty should be encouraged to pursue research agendas in health disparities, and support should be available for faculty to attend conferences related to the discipline. By providing training and supporting scholarly growth, faculty will gain knowledge and exhibit a professional responsibility to the field..
Topical Name Used as Subject : Teacher education
: Public health
: Health education
: College students
Information of biblio record : TL
 
 
 
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