Teacher Competencies in Health Education: Results of a Delphi Study
The aim of this research study was to identify the core competencies for health education teachers in supporting the development of health literacy among their students. A three round Delphi method was employed. Experts in health education were asked to identify core competencies for school health e...
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| Vydáno v: | PloS one Ročník 10; číslo 12; s. e0143703 - 17 |
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| Médium: | Journal Article |
| Jazyk: | angličtina |
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United States
Public Library of Science
02.12.2015
Public Library of Science (PLoS) |
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| ISSN: | 1932-6203, 1932-6203 |
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| Abstract | The aim of this research study was to identify the core competencies for health education teachers in supporting the development of health literacy among their students.
A three round Delphi method was employed. Experts in health education were asked to identify core competencies for school health educators. Twenty six participants from the academic field were invited to participate in the study. Twenty participants completed the first round of the Delphi, while eighteen took part in round two and fifteen participated in the final round. Data were collected using an electronic questionnaire. The first round contained an open ended question in which participants were asked to name and define all the competencies they perceived were important. Thematic analysis was undertaken on these data. A list of 36 competencies was created from this round. This list was then returned to the same participants and they were asked to rate each competency on a 7 point semantic differential scale in terms of importance. The resulting data were then analysed. For the final round, participants were presented with a list of 33 competencies and were asked to rank them again, in order of importance.
Twelve core competencies emerged from the analysis and these competencies comprised of a mixture of knowledge, attitude and skills. The authors suggest that how these competencies are achieved and operationalised in the school context can be quite complex and multi-faceted. While the authors do not seek to generalise from the study they suggest that these competencies are an important input for all stakeholders, in order to question national and international teacher guidelines. In addition the competencies identified may provide a useful starting point for others to undertake deeper analysis of what it means to be an effective health educator in schools. |
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| AbstractList | The aim of this research study was to identify the core competencies for health education teachers in supporting the development of health literacy among their students. A three round Delphi method was employed. Experts in health education were asked to identify core competencies for school health educators. Twenty six participants from the academic field were invited to participate in the study. Twenty participants completed the first round of the Delphi, while eighteen took part in round two and fifteen participated in the final round. Data were collected using an electronic questionnaire. The first round contained an open ended question in which participants were asked to name and define all the competencies they perceived were important. Thematic analysis was undertaken on these data. A list of 36 competencies was created from this round. This list was then returned to the same participants and they were asked to rate each competency on a 7 point semantic differential scale in terms of importance. The resulting data were then analysed. For the final round, participants were presented with a list of 33 competencies and were asked to rank them again, in order of importance. Twelve core competencies emerged from the analysis and these competencies comprised of a mixture of knowledge, attitude and skills. The authors suggest that how these competencies are achieved and operationalised in the school context can be quite complex and multi-faceted. While the authors do not seek to generalise from the study they suggest that these competencies are an important input for all stakeholders, in order to question national and international teacher guidelines. In addition the competencies identified may provide a useful starting point for others to undertake deeper analysis of what it means to be an effective health educator in schools. Objective The aim of this research study was to identify the core competencies for health education teachers in supporting the development of health literacy among their students. Method/Results A three round Delphi method was employed. Experts in health education were asked to identify core competencies for school health educators. Twenty six participants from the academic field were invited to participate in the study. Twenty participants completed the first round of the Delphi, while eighteen took part in round two and fifteen participated in the final round. Data were collected using an electronic questionnaire. The first round contained an open ended question in which participants were asked to name and define all the competencies they perceived were important. Thematic analysis was undertaken on these data. A list of 36 competencies was created from this round. This list was then returned to the same participants and they were asked to rate each competency on a 7 point semantic differential scale in terms of importance. The resulting data were then analysed. For the final round, participants were presented with a list of 33 competencies and were asked to rank them again, in order of importance. Conclusion Twelve core competencies emerged from the analysis and these competencies comprised of a mixture of knowledge, attitude and skills. The authors suggest that how these competencies are achieved and operationalised in the school context can be quite complex and multi-faceted. While the authors do not seek to generalise from the study they suggest that these competencies are an important input for all stakeholders, in order to question national and international teacher guidelines. In addition the competencies identified may provide a useful starting point for others to undertake deeper analysis of what it means to be an effective health educator in schools. ObjectiveThe aim of this research study was to identify the core competencies for health educationteachers in supporting the development of health literacy among their students.Method/ResultsA three round Delphi method was employed. Experts in health education were asked to identifycore competencies for school health educators. Twenty six participants from the academic fieldwere invited to participate in the study. Twenty participants completed the first round of the Delphi,while eighteen took part in round two and fifteen participated in the final round. Data werecollected using an electronic questionnaire. The first round contained an open ended questionin which participants were asked to name and define all the competencies they perceived wereimportant. Thematic analysis was undertaken on these data. A list of 36 competencies was createdfrom this round. This list was then returned to the same participants and they were askedto rate each competency on a 7 point semantic differential scale in terms of importance. Theresulting data were then analysed. For the final round, participants were presented with a list of33 competencies and were asked to rank them again, in order of importance.ConclusionTwelve core competencies emerged from the analysis and these competencies comprisedof a mixture of knowledge, attitude and skills. The authors suggest that how these competenciesare achieved and operationalised in the school context can be quite complex andmulti-faceted. While the authors do not seek to generalise from the study they suggest thatthese competencies are an important input for all stakeholders, in order to question nationaland international teacher guidelines. In addition the competencies identified may provide auseful starting point for others to undertake deeper analysis of what it means to be an effectivehealth educator in schools. The aim of this research study was to identify the core competencies for health education teachers in supporting the development of health literacy among their students. A three round Delphi method was employed. Experts in health education were asked to identify core competencies for school health educators. Twenty six participants from the academic field were invited to participate in the study. Twenty participants completed the first round of the Delphi, while eighteen took part in round two and fifteen participated in the final round. Data were collected using an electronic questionnaire. The first round contained an open ended question in which participants were asked to name and define all the competencies they perceived were important. Thematic analysis was undertaken on these data. A list of 36 competencies was created from this round. This list was then returned to the same participants and they were asked to rate each competency on a 7 point semantic differential scale in terms of importance. The resulting data were then analysed. For the final round, participants were presented with a list of 33 competencies and were asked to rank them again, in order of importance. Twelve core competencies emerged from the analysis and these competencies comprised of a mixture of knowledge, attitude and skills. The authors suggest that how these competencies are achieved and operationalised in the school context can be quite complex and multi-faceted. While the authors do not seek to generalise from the study they suggest that these competencies are an important input for all stakeholders, in order to question national and international teacher guidelines. In addition the competencies identified may provide a useful starting point for others to undertake deeper analysis of what it means to be an effective health educator in schools. Objective The aim of this research study was to identify the core competencies for health education teachers in supporting the development of health literacy among their students. Method/Results A three round Delphi method was employed. Experts in health education were asked to identify core competencies for school health educators. Twenty six participants from the academic field were invited to participate in the study. Twenty participants completed the first round of the Delphi, while eighteen took part in round two and fifteen participated in the final round. Data were collected using an electronic questionnaire. The first round contained an open ended question in which participants were asked to name and define all the competencies they perceived were important. Thematic analysis was undertaken on these data. A list of 36 competencies was created from this round. This list was then returned to the same participants and they were asked to rate each competency on a 7 point semantic differential scale in terms of importance. The resulting data were then analysed. For the final round, participants were presented with a list of 33 competencies and were asked to rank them again, in order of importance. Conclusion Twelve core competencies emerged from the analysis and these competencies comprised of a mixture of knowledge, attitude and skills. The authors suggest that how these competencies are achieved and operationalised in the school context can be quite complex and multi-faceted. While the authors do not seek to generalise from the study they suggest that these competencies are an important input for all stakeholders, in order to question national and international teacher guidelines. In addition the competencies identified may provide a useful starting point for others to undertake deeper analysis of what it means to be an effective health educator in schools. The aim of this research study was to identify the core competencies for health education teachers in supporting the development of health literacy among their students.OBJECTIVEThe aim of this research study was to identify the core competencies for health education teachers in supporting the development of health literacy among their students.A three round Delphi method was employed. Experts in health education were asked to identify core competencies for school health educators. Twenty six participants from the academic field were invited to participate in the study. Twenty participants completed the first round of the Delphi, while eighteen took part in round two and fifteen participated in the final round. Data were collected using an electronic questionnaire. The first round contained an open ended question in which participants were asked to name and define all the competencies they perceived were important. Thematic analysis was undertaken on these data. A list of 36 competencies was created from this round. This list was then returned to the same participants and they were asked to rate each competency on a 7 point semantic differential scale in terms of importance. The resulting data were then analysed. For the final round, participants were presented with a list of 33 competencies and were asked to rank them again, in order of importance.METHOD/RESULTSA three round Delphi method was employed. Experts in health education were asked to identify core competencies for school health educators. Twenty six participants from the academic field were invited to participate in the study. Twenty participants completed the first round of the Delphi, while eighteen took part in round two and fifteen participated in the final round. Data were collected using an electronic questionnaire. The first round contained an open ended question in which participants were asked to name and define all the competencies they perceived were important. Thematic analysis was undertaken on these data. A list of 36 competencies was created from this round. This list was then returned to the same participants and they were asked to rate each competency on a 7 point semantic differential scale in terms of importance. The resulting data were then analysed. For the final round, participants were presented with a list of 33 competencies and were asked to rank them again, in order of importance.Twelve core competencies emerged from the analysis and these competencies comprised of a mixture of knowledge, attitude and skills. The authors suggest that how these competencies are achieved and operationalised in the school context can be quite complex and multi-faceted. While the authors do not seek to generalise from the study they suggest that these competencies are an important input for all stakeholders, in order to question national and international teacher guidelines. In addition the competencies identified may provide a useful starting point for others to undertake deeper analysis of what it means to be an effective health educator in schools.CONCLUSIONTwelve core competencies emerged from the analysis and these competencies comprised of a mixture of knowledge, attitude and skills. The authors suggest that how these competencies are achieved and operationalised in the school context can be quite complex and multi-faceted. While the authors do not seek to generalise from the study they suggest that these competencies are an important input for all stakeholders, in order to question national and international teacher guidelines. In addition the competencies identified may provide a useful starting point for others to undertake deeper analysis of what it means to be an effective health educator in schools. ObjectiveThe aim of this research study was to identify the core competencies for health education teachers in supporting the development of health literacy among their students.Method/resultsA three round Delphi method was employed. Experts in health education were asked to identify core competencies for school health educators. Twenty six participants from the academic field were invited to participate in the study. Twenty participants completed the first round of the Delphi, while eighteen took part in round two and fifteen participated in the final round. Data were collected using an electronic questionnaire. The first round contained an open ended question in which participants were asked to name and define all the competencies they perceived were important. Thematic analysis was undertaken on these data. A list of 36 competencies was created from this round. This list was then returned to the same participants and they were asked to rate each competency on a 7 point semantic differential scale in terms of importance. The resulting data were then analysed. For the final round, participants were presented with a list of 33 competencies and were asked to rank them again, in order of importance.ConclusionTwelve core competencies emerged from the analysis and these competencies comprised of a mixture of knowledge, attitude and skills. The authors suggest that how these competencies are achieved and operationalised in the school context can be quite complex and multi-faceted. While the authors do not seek to generalise from the study they suggest that these competencies are an important input for all stakeholders, in order to question national and international teacher guidelines. In addition the competencies identified may provide a useful starting point for others to undertake deeper analysis of what it means to be an effective health educator in schools. |
| Audience | Academic |
| Author | Paakkari, Leena Jourdan, Didier Mannix-McNamara, Patricia Moynihan, Sharon Välimaa, Raili |
| AuthorAffiliation | 3 Faculty of Education, ESPE Clermont-Auvergne, Blaise Pascal University, Clermont-Ferrand, France 1 Research Centre for Education and Professional Practice, Faculty of Education and Health Sciences, University of Limerick, Limerick, Ireland Kyoto University, JAPAN 2 Research Center for Health Promotion, Department of Health Sciences, University of Jyväskylä, Jyväskylä, Finland |
| AuthorAffiliation_xml | – name: 1 Research Centre for Education and Professional Practice, Faculty of Education and Health Sciences, University of Limerick, Limerick, Ireland – name: 3 Faculty of Education, ESPE Clermont-Auvergne, Blaise Pascal University, Clermont-Ferrand, France – name: Kyoto University, JAPAN – name: 2 Research Center for Health Promotion, Department of Health Sciences, University of Jyväskylä, Jyväskylä, Finland |
| Author_xml | – sequence: 1 givenname: Sharon surname: Moynihan fullname: Moynihan, Sharon – sequence: 2 givenname: Leena surname: Paakkari fullname: Paakkari, Leena – sequence: 3 givenname: Raili surname: Välimaa fullname: Välimaa, Raili – sequence: 4 givenname: Didier surname: Jourdan fullname: Jourdan, Didier – sequence: 5 givenname: Patricia surname: Mannix-McNamara fullname: Mannix-McNamara, Patricia |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/26630180$$D View this record in MEDLINE/PubMed https://hal.science/hal-01240431$$DView record in HAL |
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| ContentType | Journal Article |
| Copyright | COPYRIGHT 2015 Public Library of Science 2015 Moynihan et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. Distributed under a Creative Commons Attribution 4.0 International License 2015 Moynihan et al 2015 Moynihan et al |
| Copyright_xml | – notice: COPYRIGHT 2015 Public Library of Science – notice: 2015 Moynihan et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. – notice: Distributed under a Creative Commons Attribution 4.0 International License – notice: 2015 Moynihan et al 2015 Moynihan et al |
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| DOI | 10.1371/journal.pone.0143703 |
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| DocumentTitleAlternate | Teacher Competencies in Health Education: Results of a Delphi Study |
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| Issue | 12 |
| Keywords | Teachers Health promotion Behavioral and social aspects of health Health services administration and management Communication in health care Health education and awareness Schools Human learning |
| Language | English |
| License | Distributed under a Creative Commons Attribution 4.0 International License: http://creativecommons.org/licenses/by/4.0 This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are properly credited. Creative Commons Attribution License |
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| Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 content type line 23 Conceived and designed the experiments: SM DJ PMM LP RV. Performed the experiments: SM. Analyzed the data: SM LP RV PMM. Wrote the paper: SM PMM LP RV DJ. Competing Interests: The authors have declared that no competing interests exist. |
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| Snippet | The aim of this research study was to identify the core competencies for health education teachers in supporting the development of health literacy among their... Objective The aim of this research study was to identify the core competencies for health education teachers in supporting the development of health literacy... ObjectiveThe aim of this research study was to identify the core competencies for health educationteachers in supporting the development of health literacy... ObjectiveThe aim of this research study was to identify the core competencies for health education teachers in supporting the development of health literacy... Objective The aim of this research study was to identify the core competencies for health education teachers in supporting the development of health literacy... |
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| SubjectTerms | Analysis Attitude Core competencies Curricula Data processing Delphi method Delphi Technique Education Faculty - statistics & numerical data Female Health education Health Education - statistics & numerical data Health promotion Health sciences Humanities and Social Sciences Humans Interdisciplinary subjects Learning Male Medical personnel training Nursing Occupational health Professional Competence - statistics & numerical data Professional practice Professionals Schools Schools - statistics & numerical data Teacher competencies Teacher education Teachers Teaching Values |
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| Title | Teacher Competencies in Health Education: Results of a Delphi Study |
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