Skip to Main Content Skip to Main Navigation
search this website
search this website

Lehman College Logo Click Here to go back to Homepage

Health Education and Promotion

Undergraduate

Upon completion of the B.S. in Health Education and Promotion, graduates will be able to do the following:

Goal I: Explain the role of health education and promotion in health care as well as within culturally diverse populations.

To accomplish this goal, students will be able to:

  • Explain the scientific, behavioral, cultural, social, legal, and educational foundations of health education.

Goal II: Assess individual and group health education and promotion needs.

To accomplish this goal, students will be able to:

  • Analyze and interpret health related data concerning needs and interests in social and cultural environments.
  • Distinguish between behaviors that foster and those that hinder well-being.
  • Identify needs for health education programs based on obtained data.
  • Gather, analyze, describe and report information about health, disease, and the delivery of health services.

Goal III: Create or select effective health education programs.

To accomplish this goal, students will be able to:

  • Select and recruit community organizations and interest groups for support and assistance in program planning.
  • Construct a logical scope and sequence plan for a health education program.
  • Formulate appropriate and measurable program objectives.

Goal IV: Implement health education programs.

To accomplish this goal, students will be able to:

  • Execute planned educational programs.
  • Select methods and media best suited to instruction in health programs.
  • Analyze and revise education programs as needed.
  • Select and use counseling technique for problems that require personal attention.

Goal V: Evaluate health education program effectiveness.

To accomplish this goal, students will be able to:

  • Develop plans to assess achievement of program objectives.
  • Implement evaluation plans
  • Interpret the results of program evaluation.
  • Infer implications for future program planning.

 

Graduate

M.A. in Health Education and Promotion

Program Philosophy

  • Health educators can affect beneficial changes in the health, health literacy, and health behavior of people they serve.
  • The role of learning and affective experiences is important in health education.
  • Self-motivation and self-evaluation are critical in enhancing the learning experience.
  • Maintaining a strict code of ethics is crucial for health educators to protect the confidentiality and trust of their students and/or clients.

Mission Statement

  • Prepare dynamic health education specialists to work in a variety of settings including health care organizations, non-profit organizations, community settings, government organizations, private health care agencies, research, policy and educational institutions etc.
  • Maintain a high-quality academic program with high quality students.
  • Differentiate the practice of health education from that of other helping professions by emphasizing the teaching-learning process for improving the health status of defined populations.
  • Prepare students to sit for the Certified Health Education Specialist (CHES) exam.

Graduates of the program are trained to possess the competencies delineated by the National Commission for Health Education Credentialing, Inc:

  • Planning effective health education programs.
  • Implementing health education programs.
  • Evaluating the effectiveness of health education programs.
  • Coordinating provisions of health education services.
  • Acting as a resource person in health education.
  • Communicating health and health education needs, concerns, and resources.
  • Applying appropriate research principles and methods in health education.
  • Administering health education programs.
  • Advancing the profession of health education.

GOALS
Students will be prepared to:

  • Plan; implement; and evaluate health promotion programs.
  • Provide accurate and up to date health content that addresses the attitudes, needs, practices, interests, and strengths of culturally diverse populations.
  • Demonstrate awareness and sensitivity to working with persons from diverse backgrounds.
  • Use a range of educational strategies that lead to adoption of healthful behaviors.
  • Apply counseling strategies to promote behavior change.
  • Identify and establish linkages with community partners to promote health.
  • Act as a resource person in health promotion.
  • Administer health promotion programs.
  • Apply appropriate research principles and methods in health promotion.
  • Advance the profession of health promotion.

Learning Outcome 1:
Students will be able to demonstrate in-depth knowledge of current health issues to fucntion as competent graduate-level health educators.

  • Describe the factors associated with current health issues.
  • Locate and use computerized health information retrieval system effectively.
  • Synthesize and evaluate health related information from the peer-review literature.
  • Describe the role of the health educator in preventing health issues and promoting health among diverse groups.

Learning Outcome 2:
Students will be able to describe the role of the health educator and advocate for the profession

  • Identify key historical events that have contributed to modern health education
  • Identify the leading causes of morbidity and mortality in the United States and explain the role of health education
  • Define and explain the difference between primary, secondary and tertiary prevention as it relates to health education
  • Define and apply the responsibilities and competencies for health educators as defined by the National Commission for Health Education Credentialing and explain the designation of CHES (Certified Health Education Specialist)
  • Examine the goals and objectives of Healthy People 2020
  • Examine key features of selected behavior change theories and program planning models used in health education and promotion
  • Explain prominent philosophies used in the practice of health education
  • Develop a personal philosophy of health and health education

Learning Outcome 3:
Students will be able to assess, plan, and evaluate health promotion/education programs.

  • Obtain health-related data about social and cultural environments, growth and development factors, needs, and interests.
  • Infer needs for health promotion/education on the basis of obtained data.
  • Develop a logical scope and sequence plan for a health promotion/education program.
  • Formulate appropriate and measurable program objectives.
  • Design educational programs consistent with specified program objectives.
  • Develop plans to assess achievement of program objectives.

Learning Outcome 4:
Students will be able to apply principles, policies, and procedures to the administration of health education programs

  • Identify key concepts related to organization and administrative processes in health education programs and services
  • Apply principles of management, budgeting, and evaluation in organizational and community initiatives
  • Coordinate with other health services, professional personnel, and cooperating agencies
  • Apply key leadership concepts and skills to effectively administer health education programs and services

Learning Outcome 5:
Students will be able to act as a resource person in health promotion/education.

  • Utilize computerized health information retrieval system effectively
  • Establish effective consultative relationships with those requesting assistance in solving health-related problems
  • Interpret and respond to requests for health information
  • Select effective educational resource materials for dissemination

Learning Outcome 6:
Students will be able to communicate health and health promotion/education needs, concerns, and resources.

  • Select a variety of communication methods and techniques in providing health information.
  • Use curricular design theory and instructional strategies aimed at individuals and groups across the life span and in community health settings.
  • Organize in-service training for professionals and consumers personnel

Learning Outcome 7:
Students will apply behavior theories and models and use counseling skills to promote healthy behaviors in individuals

  • Explain why health counseling is an important skill for health educators
  • Describe and discuss addictive behaviors, etiology, treatment, and prevention issues
  • Discuss the importance of ethics when counseling people about health problems
  • Describe how behavior theories and models can be used to explain and address health problems
  • Explain the importance of self-awareness and how one's personal characteristics and experiences can influence the counseling process
  • Plan and implement personal behavior change interventions
  • Explain how to help people change unhealthy behaviors by using motivational interviewing and basic counseling strategies
  • Describe the nature and purpose of group counseling and how to conduct a group session to address health problems

Learning Outcome 8:
Students will be able to conduct research for health promotion/education

  • Explain basic concepts of research
  • Describe how to conduct a research study
  • Discuss the importance of ethics when doing research
  • Access and evaluate articles in health education peer-review journals
  • Debate how scientific information is presented in the media and explain how to be a critical consumer of scientific information
  • Prepare grant proposals for health education/promotion

*Learning goals and objectives are based on the seven areas of responsibility for health education specialists. These responsibilities were verified by the 2015 Health Education Specialist Practice Analysis (HESPA) project and serve as the basis of the CHES and MCHES exams administered by the National Commission for Health Education Credentialing, Inc. Upon completion of the MA in Health Education and Promotion, students are eligible to take either the CHES or MCHES exam.