Planning and the professional preparation of health educators: implications for teaching, research, and practice

Health Promot Pract. 2005 Jul;6(3):308-19. doi: 10.1177/1524839903260946.


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.

MeSH terms

  • Curriculum
  • Health Educators / education*
  • Humans
  • Planning Techniques*
  • Professional Practice*
  • Research
  • Surveys and Questionnaires
  • Teaching*
  • United States