Advocacy Skill Development in Public Health Education Curriculum: A Pilot Study.

The National Commission for Health Education Credentialing (NCHEC) released updated Responsibilities and Competencies for Health Education Specialists based on the 2020 HESPA II. For the first time, advocacy is a standalone area of responsibility (Area V: Advocacy) for health education specialists. Although this is exciting for the field of health education, there is limited consensus on how to effectively teach advocacy or what content and skills to include.

The Coalition of National Health Education Organizations: Recent Advances to Strengthen the Health Education Profession.

The Coalition of National Health Education Organizations (CNHEO) has existed since 1972, with a mission of bringing together national and international health education organizations who serve within the United States to seek joint actions in support of the health education profession. Much success and collaboration have occurred over the last 50 years, including developing and implementing the 2018-2025 strategic plan. The nine member organizations of the Coalition paused to review individual and collaborative work in addressing shared goals and objectives around policy and mandates, preparation and professional development, credentialing, identity and value of health education, health education workforce and diversity, and research and practice.

Politics Spread COVID: Developing a Public Health Response.

The circumstances leading to one million American deaths from COVID-19 are familiar to health educators: The pandemic was politicized from the outset; public health professionals were pushed aside and sometimes attacked; in many areas, compliance with public health recommendations was low, and vaccine uptake was much less than required to meet the threat; the public health community tied itself in knots trying to figure out how to cut through the plethora of misinformation; people in marginalized populations died in vastly disproportionate numbers in spite of years of preparation to prevent just that outcome. Cumulative mortality is equivalent to some of the "worst case" scenarios put forth by U.S.

Health Education Specialists: Professional Practice During a Pandemic.

Authors conducted survey research on Health Education Specialists' (HES) involvement in the COVID-19 pandemic. Participants ( = 1,837) completed questions on COVID-19 work and job responsibilities, use of the NCHEC Areas of Responsibility and Competencies in addressing the pandemic, education and training, work with populations at risk, and volunteer work related to COVID-19. The majority of respondents reported some work, either professional or personal associated with the pandemic, and the majority felt prepared to do this work, although it caused additional work responsibilities with no additional pay.

Universities as Catalysts for COVID-19 Vaccination: A Call to Action.

Universities have the ability to be a strong community collaborator in mitigating the COVID-19 (coronavirus disease 2019) pandemic and ensuring that vaccination becomes a community norm. With their in-house expertise, ability to increase the reach of a message, and potential for vaccinating a large number of people, universities can be at the forefront of leading our country back to prepandemic times. This article discusses how universities can collaborate with communities to ensure mass vaccination, as well as give strategies to increase immunization rates on campus and beyond.

A Community-Led Partnership to Develop a Mental Health Promotion Curriculum with Minority Health Agencies.

Background: Community-based mental health promotion programs for healthy people of color, without a diagnosed mental health condition are rare in public health literature.

Objectives: A statewide minority health agency led a 4-year partnership in Indiana with researchers, community-based minority health affiliates, and people of color to design, pilot, and evaluate a mental health promotion program.

Methods: A participatory process was utilized to develop and test a group health promotion program designed with and for communities of color to improve knowledge, attitudes, and behaviors for handling life stresses in a healthy way.

Practices and Perceptions of Local Health Officers/Commissioners Regarding Tobacco 21 Policy Advocacy.

Progress has been made in reducing adolescent cigarette smoking. However, the popularity of vaping products has increased concerns regarding tobacco use. One policy recently passed at the national level is Tobacco 21 (T21), which aims to reduce adolescent's access to tobacco products.

Effects of COVID-19 Pandemic on the Professional Roles and Responsibilities of Health Educators.

Public health professionals are at the forefront of the COVID-19 pandemic response. However, the roles and responsibilities of health educators in pandemic response are unknown. Researchers examined multiple factors that described how health educators' work priorities and lives have been affected by COVID-19.

Health Educator Perspectives on Seeking Medicaid Reimbursement in Indiana.

Health education is a growing field. However, there is confusion about the role delineation of health education specialists (HES) and other health education (HE) providers. Additionally, recent reimbursement opportunities allow employers to bill for HE services but offer confusing language regarding eligible service-providing professionals.

Health Advocacy for Busy Professionals: Effective Advocacy With Little Time.

Health advocacy is a central responsibility for health educators and public health practitioners, as documented clearly in our professional competencies. Professional organizations such as the Society for Public Health Education and the American Public Health Association undertake frequent advocacy initiatives and strive to engage their members in advocacy strategies on a regular basis. Despite this understanding and advocacy training requirements in academic preparation programs for public health professionals, students and emerging professionals often lack advocacy experience.

CHES, MCHES, and/or CPH? Selecting the Best Credential for You.

The health education profession within the broader context of public health has chosen certification to grant recognition to individuals meeting certain standards, as well as optional accreditation of academic programs. Regarding certification options for health education professionals, those who qualify may sit for the exams to achieve one of the following certifications: Certified Health Education Specialist (CHES), Master Certified Health Education Specialist (MCHES), or Certified in Public Health (CPH). Some health education and other professionals may be familiar with the concept of certification but may not be aware of the value of certification for the profession, their options for certification, or the processes of certification.

Building Advocacy Capacity and Skills Through a Statehouse Advocacy Day: Indiana SOPHE Experience.

The purpose of this article is to provide public health organizations and practitioners a guide for organizing an advocacy summit to develop and practice advocacy skills. Further development of advocacy skills in current and prospective public health practitioners is vital in improving health outcomes among communities creating sustainable change. Though many approaches are available to help students and professionals acquire advocacy skills, an engaging real-life event such as the advocacy summit described within this commentary can be highly beneficial for both novice and seasoned advocates.