Held at: WISCONSIN DEPARTMENT OF AGRICULTURE MADISON, WI WISCONSIN HEALTH EDUCATOR DIALOGUE (WHED) JANUARY 9, 2001 WISCONSIN DEPARTMENT OF AGRICULTURE -

MADISON, WI

Dr. Gary Gilmore, Professor and Director Graduate Programs in Community Health Ð University of Wisconsin-La Crosse, provided introductory comments: Welcome to this historic event. There are three purposes for our being here today:

• 1. Provide an update on the Association of State and Territorial Directors of Health Promotion and Public Health Education (ASTDHPPHE) assessment and report for the enhancement of health education statewide;
• 2. Provide an opportunity to learn about the roles and responsibilities of health educators in a variety of work settings;
• 3. Pursue opportunities for enhanced communications, coordination, and partnerships among health educators in Wisconsin.

Timing is essential as we prepare as a profession for the future. Consider the following: 1. The health education competencies are currently being researched nationally in order to address the key question: "what does a health educator do in practice?" 2. Health educators can be found in a variety of settings. Those represented here include the community, school, health care, public health, business/industry, and academic settings. Even the legislative setting is being infused with health educators. As one example, Mary Ann Lippert was elected in November as a State Representative from Central Wisconsin. Mary Ann formerly worked as a health educator with the Area Health Education Center (AHEC) in Wausau and at the Marshfield Clinic. She is pursuing her MPH degree in our program at the University of Wisconsin-La Crosse. 3. For us to remain current and connected, we must network. We currently have several venues for enhanced communication, to include the Wisconsin Health Education Network (WHEN). As many of you already know, it will be held this year in La Crosse on June 13th, and the topic will be, "Guiding Our Health Education Activity with Design, Data, and Distinction." As we commence our work today, keep in mind that you will have an opportunity to suggest other formats and venues for staying current and connected in the future. Your ideas and recommendations will make the difference. Thank you for joining us.

Opening remarks by Ken Baldwin, Deputy Administrator, Wisconsin Division of Public Health: (attachments: Overview of DPH, DPH Regional Map, DPH Organizational Chart) Through this dialogue DPH would like to address some professional needs within the Public Health Educator (PHE) classification:

• The wide variety of job responsibilities
• Training issue Ð some having training, some do not
• Identify where they fit and how many do we need
• Where do we go from here?
• End result Ð need to answer Ð Are we doing it right or as well as we could?

Mary Gothard, Health Education Specialist, Wisconsin Division of Public Health provided an update on the technical assistance site visit and final report conducted by the Association of State and Territorial Directors of Health Promotion and Public Health Education (ASTDHPPHE), which took place in Wisconsin during the Fall of 1999. Mary also provided an overview of the DPH Central and Regional Office Public Health Educator (PHE) classification roles and responsibilities, based on the responsibilities and competencies of health educators. Comments made on the systems component of the report: - Marion Field Faas felt the "overarching goal" is the critical role of the health educator to communicate the shift of health services from client to population-based services. - Cindy Musial felt the site visit provided an opportunity to elevate the PHE classification.

Participant dialogue below is based on questions asked in the Wisconsin Health Educator Dialogue Key Questions (attached for reference) 1. What are the current roles and responsibilities of a health educator in your work setting? ¨

LUCY GILLES-KHOURI, DEAN/ST. MARYS HEALTH WORKS (Health Care Setting): Serves community or business - anyone who would be a potential customer. - Design and setup programs - Corporate classes (e.g., blood pressure screening, diabetes screening, etc.) - Workplace wellness programs for businesses - Community training centers Ð manages CPR Instructor training - Health Resource Center Ð Customer health resources (e.g., Web site, disease specific information, how to obtain accurate health information, etc.) Measures success by: tracking contact hours (past year 25,000), evaluation of training provided and satisfaction of service provided. Plan programs based on what the public wants and what the MDÕs request. Evaluation of their programs must demonstrate successful outcomes, client satisfaction, and dollars made/saved. Staff certification and training is valued, encouraged, and is incorporated in evaluation process. ¨

JACKIE BREDL-DIETRICH, RIVERVIEW HOSPITAL ASSOCIATION (Health Care Setting) Public Health Educator position falls under nursing department. A constant struggle to be identified, but is seeing a positive change, supported by program success. - Educates about what her role and goals are as a public health educator - Outreach education classes - Family screening clinics - Employee wellness courses - Generating other community activities: business health education, LifeLine program. Riverview is a privately funded hospital. Health education services provided are free Ð funded by a foundation through community dollars Ð approval needed every three years. Individual coordinators assist in putting together services provided. Marketing is the main way to get clients to the hospital. ¨

ANGELA SULLIVAN, BELOIT AREA COMMUNITY HEALTH CENTER (Community Setting) Clinic is a one-stop shop Ð provides checkup, diagnosis and referral. Challenges presented in her work: state line border issues, unemployment, serve the underinsured and uninsured, high Hispanic population Ð all publications need to be in Spanish as well as in English. - Patient education Ð one-on-one - Community programs, includes outreach - Middle school training programs - Tobacco Free Kids Ð very involved with them, brought in smoking cessation - Stress management - Diabetes counseling - Receive referrals from MDÕs (about 25 patients per month) Ð provide follow-up - Screenings Ð bone density screening, diabetes, blood pressure, etc. ¨

BRIAN WEAVER, DEPARTMENT OF PUBLIC INSTRUCTION (School Setting) Background is in community health education; works as part of a team with many disciplines and many focuses surrounding school health issues. Major initiatives: - AIDS/HIV consultant: capacity building; staff development; works with urban schools Ð Beloit, Green Bay, Janesville, Milwaukee, and Racine - Conferences / Staff development events Ð primary focus is Southeastern Wisconsin due to the population - Assessments: ü Youth Risk Behavior Survey = provides data on a number of risk behaviors in youth such as alcohol and other drug use, sexual behavior, etc. ü School Health Education Profile (completed every four years). National effort spearheaded by CDC. Survey school principals and lead health teachers Ð develop policies for health education, HIV/AIDS Ð family and community connections Ð instructional curriculum. Assessment of students in health education and climate/environment in schools regarding sexual issues. Needs direct funding (90% of schools teach some sort of health education) - 2000 focus on HIV/AIDS. Graduation requirements for students grade 7 to 12 = 1 semester of health education. Grades K to 6 provide some sort of health protection and human relation course. Students do receive certified instruction, but not necessarily certified in health education. (utilize health field professionals (e.g., RNÕs) and school counselors.) Not looking to change legislation for health education Ð getting away from mandates Ð but focus on building awareness and providing technical assistance. Competing with academic core standards is an issue. Need to think about integration of health education with core standards in public instruction. ¨

SANDRA THURMAN, MILWAUKEE PUBLIC SCHOOLS (School Setting) Note: Cindy Musial shared information in SandraÕs absence: - Life Skills Program to train teachers - funding through Thomas T. Melvin - Works with the student system - Heart Health Ð works with teams of teachers Ð received grant from CDC - Public health issues Ð works with the community - Community learning centers Ð families and students participate after school ¨

RON COOK, SENTRY INSURANCE (Business Setting) Started working at Sentry Insurance 24 years ago. Started with a staff of twelve, now down to one. Company wellness programs and fitness center operation changes occur due to changes in management structure and philosophy. - Manage and staff fitness center Ð use "on call" college students - Health services: ü Screening ü CPR program ü Blood pathogen training ü Employee walking club: self report, encourage 30 minutes of exercise 5 to 7 days a week ü Referrals - Report to education team Ð stress and time management - "Sentry Cares" Ð Community help activities (e.g., cooking class for Hmong, providing holiday baskets, food drives, etc.) ¨

LAURA FENNEL, LANDSÕ END (Business Setting) Maintain 30-60% employee participation in health service programs; offer incentives to staff who continue in programs. Provides direct services to staff; very little contracting out for services. Struggling with how to get programs out to their satellite facilities. - Smoking cessation Ð preventive and maintenance - Nutrition Ð consultation and weight loss programs - Self care programs and screenings - Stress management and education - Outreach to employees - Massage therapy - Prenatal and postnatal programs - Parenting classes and child care (child care provided by private entity) - Safety courses - Design and develop Web site Ð online health care ¨

GARY GILMORE, UNIVERSITY OF WISCONSIN Ð LA CROSSE (Academic Setting) Three main functions: teaching, research and service. - Educate undergraduate and graduate students through Community Health Education and School Health Education programs (UW-L offers the only majors in Community Health Education and School Health Education in the UW system). - Develop and implement health education and health promotion research, resulting in the wide dissemination of the findings. - Become engaged in community and professional service opportunities. - Health educators also serve as patient educators in Health Science Center. ¨

MARION FIELD FASS, BELOIT COLLEGE (Academic Setting) Beloit College (liberal arts emphasis) has approximately 1,200 students. - Teaches public health and health education via her appointment in the Biology department. - Develops course cirriculum to include epidemiology - Serves on the Board of Health for City of Beloit ¨

AL GRAEWIN, LA CROSSE COUNTY HEALTH DEPARTMENT (local public health department setting) Serves as Health Education Manager - position within the County Human Service Department, appointed by the County Health Officer. Employee is primarily responsible for continuance of health education, parenting and communicable disease education activities, but may change educational focus as community needs indicate. - Prepares reports as required by funding sources. - Monitors income of program funds. - Communicate with County public and private school representatives, other local health and/or human service agencies, businesses and others involved with health education programming Ð sell services for screening and workplace health education and health promotion. - Plans, coordinates and supervises assigned volunteers - Prepares, implements, evaluates and updates health education curricula of target population - Prepares publications (e.g., news releases) about health programs in the community and does outreach assuring the utmost exposure to the public - Represents the Health Department at appropriate meetings - Participates in area committees regarding health program promotion - Provide pre/post counseling to individuals seeking HIV antibody testing Ð referral to interdepartmental or agency services as necessary ¨

ERIC KRAWCZYK, ONEIDA COMMUNITY HEALTH CENTER (tribal health department) With employer for 11 years. Currently three health educators, in the process of hiring more. Native American population = 10,000. - Diabetes (25% Native American diabetic/over weight) - Breast and Prostate Cancer screening Ð due to increase in prevalence - Health Assessments Ð CDC - Nutritional Programs - Community lecture series ¨

DONNA SCHOENFELD, MARQUETTE UNIVERSITY (Student Health Services) - Outreach program Ð patient education one-on-one. - Passive programming Ð develop health education brochures, etc. - Interdisciplinary training in health education. Challenges: - Developing policies for diverse students. - How to get students excited about minimizing and recognizing their vulnerability to health effects; major issues on campus Ð eating disorders, *alcohol (doing core survey) *Having success with students admitting to alcohol and tobacco use. Students are leaving the University more prepared on health issues. 2. In your current work setting, how does your role as health educator fit into the larger system in which you work? ¨

LUCY GILLES-KHOURI, DEAN/ST. MARYS HEALTH WORKS (Health Care Setting) - Adjunct Ð "wears many hats" - Marketing avenue for the system - Support of doing health maintenance related activities - Referral source ¨

JACKIE BREDL-DIETRICH - RIVERVIEW HOSPITAL ASSOCIATION (Health Care Setting) - Community relations and promotion - Referral service - Work well with other departments within the hospital. ¨

ANGELA SULLIVAN, BELOIT AREA COMMUNITY HEALTH CENTER (Community Setting) - Work with and rely on clinical staff - Network with community, Beloit Health Department, Beloit College and other organizations (e.g., Wisconsin Primary Care Association) - Participate in all staff and nursing meetings ¨

BRIAN WEAVER, DEPT. OF PUBLIC INSTRUCTION (School Setting) - Through the Comprehensive School Health Program framework: ü Integrates "Standard of the Heart" Ð core values ü Helps schools develop programs Ð academic standards drive all Ð ultimate goal is smart, healthy, good students ¨

RON COOK, SENTRY INSURANCE (Business Setting) - Work closely with education and training unit - Success of services offered dictated by philosophy of management structure. ¨

LAURA FENNEL, LANDSÕ END (Business Setting) - Services provided through the fitness center with a wellness focus. - Outreach to all departments within the organization. ¨

MARION FIELD FASS, BELOIT COLLEGE (Academic Setting) - Trains students in public health and health education core principles; health education can be done when it has a good sales pitch and includes community experience combined with, science and education; role of policy and media advocacy training are important elements. - Serves on Board of Health for Beloit Health Department - Involved with City of Beloit needs assessment process Ð students from college help Health Department nurses to collect data, organize data and report ¨

GARY GILMORE, UNIVERSITY OF WISCONSIN Ð LA CROSSE (Academic Setting) - Opportunity to direct the La Crosse Wellness Project Ð offers assessment, intervention, and reinforcement processes for health enhancement. Project is offered to students, faculty, staff and community members Ð enable participants to develop individualized wellness programs - Serve in health-related planning efforts on campus, in community, regionally, statewide, and nationally Ð usually fosters collaboration and long-term communications. ¨

AL GRAEWIN, LA CROSSE COUNTY HEALTH DEPARTMENT (local public health department setting) - Communicate with public and private school representatives, other local health and/or human service agencies, businesses and others involved with health education programming. - Represents the Health Department at appropriate meetings - Involved with writing County ordinances - Knowledge of community resources and direct referrals to appropriate agencies ¨

ERIC KRAWCZYK, ONEIDA COMMUNITY HEALTH CENTER (tribal health department) - Key partnerships: ü Two county public health agencies Ð Brown and Outagamie ü Comprehensive School Health Education Program ü Finance ü Business community Ð provides support ü Holistic Health Center ¨

DONNA SCHOENFELD, MARQUETTE UNIVERSITY (Student Health Services) - Outreach programs to all students Ð patient education; develop policies for diverse students. - Becoming part of National database - will identify time management Ð study skills - stress management. 3. Does your position as health educator interface with public health initiatives or activities? ¨

LUCY GILLES-KHOURI, DEAN/ST. MARYS HEALTH WORKS (Health Care Setting) - Aware of public health initiatives Ð feels they operate parallel instead of in concert (e.g., smoking cessation, weight loss) ¨

JACKIE BREDL-DIETRICH - RIVERVIEW HOSPITAL ASSOCIATION (Health Care Setting) - Local tobacco free coalition is a resource. - County needs assessment is a resource. - Involved in community activities as a hospital representative (e.g., womenÕs group) ¨

ANGELA SULLIVAN, BELOIT AREA COMMUNITY HEALTH CENTER (Community Setting) - Local tobacco free coalition is a resource. - Works with the Beloit Health Department. - County needs assessment is a resource. ¨

BRIAN WEAVER, DEPT. OF PUBLIC INSTRUCTION (School Setting) - Focus on HIV/STD and pregnancy prevention - Comprehensive School Health (as a team) - Consultants - nutrition and school health focus. ¨

RON COOK, SENTRY INSURANCE (Business Setting) - Involved with Committee on Healthy People Ð Portage County - Weave "party" money into other organizations fund raisers (e.g., American Heart, Salvation Army) ¨

LAURA FENNEL, LANDSÕ END (Business Setting) - Work closely with community agencies - Utilizes Tobacco Free Dane County Coalition for tobacco cessation. ¨

MARION FIELD FASS, BELOIT COLLEGE (Academic Setting) - Through biology courses, link to public health and health education topics - likes to look at the big picture (population-based health activities) - Health Education curriculum over the next 10 years: ü New competencies for educators (critical), ü Core areas of Public Health, and ü What the candidate brings to the program. - Involved with City of Beloit needs assessment process ¨

GARY GILMORE, UNIVERSITY OF WISCONSIN Ð LA CROSSE (Academic Setting) - To a large extent, public health initiatives are infused into course-related content and practice at the undergraduate and graduate levels. - Public health initiatives and activities also are addressed through projects undertaken by service organizations and honor societies. A recent example is the collaborative development, implementation and evaluation of the "Quit and Win" tobacco cessation program for young adults through the involvement of Eta Sigma Gamma, Health Club, the La Crosse County Health Department, the local medical centers, and others. ¨

AL GRAEWIN, LA CROSSE COUNTY HEALTH DEPARTMENT (local public health department setting) - Public Health initiatives have become a part of their daily work plans - Turning Point and Healthy People 2010 objectives Ð involved with their partnership with Board of Health and the community health assessment - Serves on the State Public Health Advisory Committee ¨

ERIC KRAWCZYK, ONEIDA COMMUNITY HEALTH CENTER (tribal health department) - Implement tracking devices for programs - Hope to complete community assessment in the next 18 months - no community assessment since 1994 - Working on employing additional health educators Ð feels this is due to successes ¨

DONNA SCHOENFELD, MARQUETTE UNIVERSITY (Student Health Services) - Outreach program Ð patient education - Interdisciplinary training in health education - Developing policies for diverse students 4. To what degree are you aware of, or do you plan to, incorporate a public health framework into your work as health educator (e.g., Healthy People 2010, Turning Point)? ¨

LUCY GILLES-KHOURI, DEAN/ST. MARYS HEALTH WORKS (Health Care Setting) - Healthy People 2000 and 2010 becomes a framework - National Organization drives their score/report card - Do not talk the language that the public sectors tend to do ¨

JACKIE BREDL-DIETRICH - RIVERVIEW HOSPITAL ASSOCIATION (Health Care Setting) - Healthy People 2010 is used as a resource ¨

ANGELA SULLIVAN, BELOIT AREA COMMUNITY HEALTH CENTER (Community Setting) - Is aware of Healthy People 2010 objectives Ð Federal Grant requires this and is met through the grant ¨

BRIAN WEAVER, DEPT. OF PUBLIC INSTRUCTION (School Setting) - Seat on the Wisconsin HIV/STD Planning Council = develop yearly HIV Plan - Has pulled away from community setting participation to a collaboration between school and community ¨

RON COOK, SENTRY INSURANCE (Business Setting) - Would like more administrative support - Public Health framework limited to the center (4,000 employees / 2,700 in Stevens Point) ¨

LAURA FENNEL, LANDSÕ END (Business Setting) - Healthy People 2010 objectives are utilized due to her educational background - Health risk appraisals drives activities - Framework developed = interest of employees and employeeÕs families - Try to offer programs during the work day ¨

MARION FIELD FASS, BELOIT COLLEGE (Academic Setting) - Through health education - Common elements between school and community should not be artificial Ð different levels of activities and focus points, but must be based on reality. - As health needs arise it is important to develop coalitions Ð Can you sell it to the community? - Boards, commissions, coalitions and taskforces are important for exposure of health related position.

GARY GILMORE, UNIVERSITY OF WISCONSIN Ð LA CROSSE (Academic Setting) - Initiatives such as these are essential for the development of up-to-date undergraduate and graduate community health curricula - Infuse these types of initiatives, frameworks, and guidelines into my consultation with communities. Currently working with a tri-state effort on health promotion Ð encourages the writing and community planning group to draw from Healthy People 2010 data, objectives and tracking methodologies - In service activities (e.g., division and national boards of the American Cancer Society) have found the incorporation of such frameworks into planning efforts to be fundamental ¨

AL GRAEWIN, LA CROSSE COUNTY HEALTH DEPARTMENT (local public health department setting) - Through Turning Point and Healthy People 2010 - Through partnership with County Board of Health - community assessment - Serve on a steering committee for State Public Health Advisory Committee ¨

ERIC KRAWCZYK, ONEIDA COMMUNITY HEALTH CENTER (tribal health department) - Community Assessment (hopes to complete in next 18 months) - Through partnerships with county health agencies, school health, etc. - Forty developmental assets for communities Ð mandated by nine member council ¨

DONNA SCHOENFELD, MARQUETTE UNIVERSITY (Student Health Services) - Outreach program Ð patient education - Interdisciplinary training in health education

Dr. Gilmore shared his observations and these important points:

• We are now looking at competencies/skills of health educators across the board
• It is important to "get involved" as health educators
• Goal = MPH degree out and about across the state - resources like MPH and other programs should not be limited to an area Ð need to continue discussions on getting this accomplished
• Need to connect with communities Ð experience demonstrates that health educators are attracted to community activities and can make a distinct difference in the health enhancement of the public, particularly through partnership opportunities (e.g., the tobacco control coalitions).
• Consulting Ð (e.g., his participation in the tri-state effort for health promotion)
• Healthy People 2010 Ð data, objectives, and tracking methodologies
• Consider the myriad of special projects which abound around us (e.g., The Great American Smokeout)-- How can we become involved, even though it may not be one of our job-related responsibilities?
• Our competencies are developed through our day-in and day-out activities. The majority of us in serving as health educators do not conform solely to an 8-to-5 schedule of events
• Turning Point--It is a landmark framework for Wisconsin; it is an emerging major force for health enhancement in our State; we should contribute to it, and draw from it, as a source of momentum, direction, and strategic planning.

SMALL GROUP DISCUSSION

Important professional issues which need to be addressed:

Group #1: (Led by Lucy Gilles-Khouri) § Power in work settings Ð Empowerment § Where authority rest § Recognition of skills of the health educator § Credentials Ð recognition and respect of public and other professionals § Maintaining ongoing education § Staying in touch with National topics and trends § Wear lots of hats Ð generalists § Credibility § Know of all Ð information and referral § Networking § Internal/peer education of skills of the health educator § Big business and funding for programs

Group #2: (Led by Ron Cook) § Education and outreach Ð professional advocacy Ð proper utilization of their talents § Career path for health educatorÕs § Health Educator after 40 years Ð where do you go? § Communication Ð voice for working professionals out in the field to meet their needs § Tend to be nice people and become isolated § Coordinate school health and public health activities § Need to promote and market § Social marketing (e.g., tobacco education) § Go beyond awareness to action § Workforce issue, funding issue § Influence company role

Group #3: (Led by Gary Gilmore) § Being recognized and seen as a resource § Value - Added: Helps sell other services § All skills not fully recognized § What do health educators do and how? Ð One on one; group/community § Certification issues Ð support by decision makers (CHES Certified/CHES preferred) § Uniqueness of health educatorÕs skills § Levels of activity and skill Ð Entry, Advanced § Within Wisconsin what does the health educator do? § Unusual: Health Education at Local Health Department

Health education partnerships to form to advance health status of people in Wisconsin:

Group #1: (Led by Lucy Gilles-Khouri) § Public and private sector Ð more interaction between settings § Pharmaceuticals § Big business and ambivalent feelings regarding goals and ethics § Administration of own facility § Medical Profession § Universities, Technical Schools, etc. § Communities Ð people § Opinion Leaders § Clergy Ð religious sectors § Alternative and complimentary medicine

Group #2: (Led by Ron Cook) § School and Public Health - coordinate school health and public health activities § Business sector and health sector § Faith based institutions § Personal care givers (e.g., beauty parlors, barber, etc.)

Group #3: (Led by Gary Gilmore) § Legislatures § Schools § Colleges and Universities Ð campus/community partnerships for health § Professional organizations: WPHA, WHEN § Other health professions (e.g., Nutritionists, Medical Doctors) § Governor (opportunity now) § Turning Point: Workforce development Ð HRSA funds; Health promotion

Current and potential channels of communication and networking:

Group #1: (Led by Lucy Gilles-Khouri) § Wisconsin Health Education Network (WHEN) Ð Networks Ð need to know about all networking groups § Internet and E-mail § Mailings § Wisconsin Primary Healthcare (WPHCA) § Regional sharing § Other academic center for health educators § Teleconferencing § Association Work-site for Health Promotion (AWHP) § Wellness Councils (WELCOA) § Wisconsin Public Health Association (WPHA) § NWI / NWA § Non-profits Ð Health organizations § SOPHE

Group #2: (Led by Ron Cook) § WHEN Ð Listserv functioning § Opportunities to share Ð via workshadowingÉ. § Website Ð with a consistent coordination; Marketing Ð to get the word out (e.g., student-related) § DPH Liaison - working with the community

Group #3: (Led by Gary Gilmore) § E-mail § National health education list service § WHEN Ð what do they do? § Small focus groups Ð regional and national

Pros and cons of the Wisconsin Health Education Dialogue (WHED):

Group #1: (Led by Lucy Gilles-Khouri) § PRO Ð networking, sharing, identification of resources, energizing Ð fresh ideas, reaffirm convictions. § CON Ð small size of group, lack of diverse academic background.

Group #2: (Led by Ron Cook) § PRO Ð good format for future activities, nice start representing diverse settings § CON Ð lacking school involvement If effort continues we must establish a plan with goals and evaluation to track progress.

Group #3: (Led by Gary Gilmore) § PRO Ð idea sought from each person, along with a synopsis of each personÕs key points § CON Ð time and energy to bring together

LARGE GROUP DISCUSSION

Future: Where do we go from here?

• Sustaining effort § Problem sharing and problem solving format
• More time for specific program discussion
• Define a theme(s) or topic(s) for focused sharing
• Beloit format: annual curriculum development workshop every year Ð 1/3 same participants and 2/3 new participants.
• How does WHED tie to the Wisconsin Health Education Network (WHEN)? What does the Wisconsin Health Education Network (WHEN) do?
• Encourages and supports credentialing
• Offer need for continue education opportunities Ð tied to credentialing for health educators
• Advocacy Ideas Generated regarding next steps:
• DPH will continue to be involved.
• Recommended that DPH staff discuss with local health department directors the role of a health educator in a very concrete way. § Benchmark forum style discussion (Laura Fennel)
• Case studies and best practices of health educators
• Recommended to identify liaison between DPH, Local Health Departments, and Private Business Ð there needs to be an advocate.