Assessment of Student Learning - Minnesota State University Moorhead

Health Education (Community)
Assessment Report 1999

The following instruments will be used to assess student outcomes:

1. Community Health Education Evaluation Form, Competencies For the Entry Level Health Educator (measures student goal
#1).

When and Where Assessment Tests Administered:
This form is completed by the agency or organization supervisor after the students serves their internship. Student internships are usually done after the student has completed all of the courses in their major.

How This Relates to Student Outcome:
After completing the student internship, the agency or organization supervisor will give an opinion as to how effectively the student was observed performing each of the specific twenty seven competencies during that internship. This provides valuable insight regarding the student's basic performance on the job, and to some extent, the effectiveness of their educational preparation at Moorhead State University.

Results:
Two students served an internship during this past year. The following is a summary of how each of the supervisors assessed our student's level of performance in each of the following competencies:

Key:

A	B	C	D	N
Very Well	Pretty Good	Fair or Average	Poorly or Below Average	No Opportunity to Observe

Assessing Individual and Community Needs For Health Education.

Student
1_ _ _2

A_ __N 1. Obtain health-related data about social and cultural environments, growth and development factors, needs, and interests.

N_ __N 2. Distinguish between behaviors that foster and those that hinder well-being.

N_ __N 3. Infer needs for health education on the basis of data. Planning Effective Health Education Programs

A_ __A 4. Recruit community organizations, resource people, and potential participants for support and assistance in program planning.

N_ __A 5. Develop a logical scope and sequence plan for a health education program.

N_ __A 6. Formulate appropriate and measurable program objectives.

N_ __A 7. Design educational programs consistent with specified program objectives.

Implementing Health Education Programs

A_ __C 8. Exhibit competence in carrying out planned educational programs.

N_ __C 9. Determine enabling objectives as needed to implement instructional program in specified settings.

N_ __A 10. Select methods and media best suited to implement program plans for specific learners.

N_ __N 11. Monitor educational programs, adjusting objectives and activities as necessary.

Evaluating Effectiveness of Health Education Programs

N_ __N 12. Develop plans to assess achievement of program objectives.

N_ __N 13. Carry out evaluation plans.

N_ __A 14. Interpret results of program evaluation.

N_ __A 15. Determine implications from findings for future program planning.

Coordinating Provision o( Health Education Services /5

N_ __N 16. Develop a plan for coordinating health education services.

A_ __N 17. Facilitate cooperation between and among levels of program personnel.

A_ __N 18. Formulate practical modes of collaboration among health agencies and organizations.

N_ __N 19. Organize in-service training programs for teachers, volunteers, and other interested personnel.

Acting As A Resource Person In Health Education

A_ __A 20. Utilize computerized health information retrieval Systems effectively.

A_ __A 21. Establish effective consultative relationships with those requesting assistance in solving health-related problems.

A_ __A 22. Interpret and respond to requests for health information.

A_ __A 23. Select effective resource materials for dissemination.

Communicating Health and Health Education Needs, Concerns, And Resources

A_ __C 24. Interpret concepts, purposes, and theories of health education.

A_ __C 25. Predict the impact of societal value systems on health education programs.

N_ __A 26. Select a variety of communication methods and techniques in providing health information.

A_ __N 27. Foster communication between health care providers and consumers.

Summary:
It is apparent that one student did not get the opportunity to participate in activities related to 15 of the 27 competencies and the other student did not get to demonstrate skills in 11 of the 27 competencies. While it is not expected that every student will have an opportunity to be observed in all 27 competency areas, perhaps a closer look a the initial contract signed by the University Coordinator and the Agency Coordinator is warranted. Although, there were no areas rated as poor or below average performance, for one student there were four areas rated as average. The remainder of the competencies observed was rated as A. This would suggest that the students are gaming experiences in their educational program that are perceived as valuable by supervisors in the field of health education and health promotion.

2. Community Health Education Evaluation Form, Portfolio Checklist (measures student goal #1).

When and Where Assessment Tests Administered:
All students enrolled in the Health Education (Community) major, will be required to satisfactorily complete specific assignments that match the twenty seven competencies listed for the entry level Health Education Specialist. As the student completes each of these assignments they will be kept in a portfolio. At the time of graduation, each student's portfolio will be checked to insure they have had an opportunity to complete at least one assignment related to each of the competencies listed.

How This Relates to Student Outcomes:
The satisfactory completion of at least one assignment for each of the competencies listed directly relates to the student outcomes stated for this program.

Results:
Five students completed this assessment instrument during the spring semester of 1999. All students had demonstrated satisfactory completion of 23 of the indicated competencies. The specific competency and the number of students not completing this competency is noted below:

18.   Formulate practical modes of collaboration among health agencies and organizations (3 students)
19.   Organize in-service training programs for teachers, volunteers, and other interested personnel (1 student)
21.   Establish effective consultative relationships with those requesting assistance in solving health related problems (1 student)
27.   Foster communication between health care providers and consumers (4 students)

Summary:
The one student who did not complete competency #19 took courses by correspondence and transferred in some similar courses, which might account for not completing this particular competency. The only competency that four out of the five students did not complete had to do with fostering communication between health care providers and consumers. This is difficult to accomplish unless a student does and internship in a health care setting or completes some type of service learning experience in a health care setting. An attempt will be made to encourage either a service learning experience in a health care organization.

3. How Healthy Are You (measures student goal #2)

When and Where Assessment Tests Administered:
Since health educators need to be good role models all graduating students will complete a self-rating health assessment adapted from the U.S. Health and Human Services (Health Style: A Self Test, Washington, DC: Public Health Service, 1981). In so doing, students will be able to identify a variety of behaviors that contributes to good health in their personal life. A composite rating will be obtained in six areas of wellness: physical, social, emotional, environmental, spiritual and mental health. An anonymous record of these scores will be kept.

How This Relates to Student Outcomes:
Although this is a self-administered assessment it is felt that this is the only reasonable method of collecting this type of information. It is anticipated that our health majors will demonstrate good health practices in their own life, which in some ways reflects on the success or our instructional program.

Results:
Six students completed the "How Healthy Are You" questionnaire. The categories, student scores and
criteria for interpreting these scores are as follows:

	Ideal Score	Student Score
Physical Health	40	25	25	31	24	37	31
Social Health	40	34	39	38	25	39	33
Emotional Health	40	27	33	32	28	38	29
Environmental Health	40	21	31	25	22	36	24
Spriitual Health	40	30	36	38	27	40	32
Mental Health	40	27	33	38	30	37	30
Average Score		27.3	32.8	33.6	26.0	37.8	28.8

What Your Scores Mean:

Scores of 35-40: Outstanding! Your answers show that YOU are aware of the importance of this area to your health. More importantly, you are putting your knowledge to work for you by practicing good health habits. As long as you continue to do so this area should not pose a serious health risk. It's likely that you are setting an example for your family and friends to follow. Although you received a very high score on this part of the test, you may want to consider other areas where your scores could be improved.

Scores of 30-35: Your health practices in this area are good, but there is room for improvement. Look again at the items you answered that scored one or two points. What changes could you make to improve your score? Even a small change in behavior can often help you achieve better health.

Scores of 20-30: Your health risks are showing! Would you like more information about the risks you are facing and why it is important for you to change these behaviors? Perhaps you need help in deciding how to make the changes you desire. In either case, help is available from this book, from your professor, and from your student health services.

Scores below 20: You may be taking serious and unnecessary risks with you health. Perhaps you are not aware of the risks and what to do about them. In this book you will find the information you need to help you improve your scores and your health.

Summary:
None of the students scored below 20 in any of the categories, which suggests that none of our students are at a serious health risk for the areas listed. These scores do suggest that most of our students are no better or no worse that the general population. However, as students entering the health profession it is hoped that most, if not all students, earn scores in the 30 or above range. in an attempt to improve these scores this instrument will be given to all students in the Introduction to Health Education Class and in two additional classes a personal assignment requiring some type of change in health behavior will be required. Although research has shown that just completing a health risk appraisal alone will change behavior, it is hoped that if this is followed up with behavior change plans the average scores will improve.