A National Assessment of Colleges and University School Health Education Methods Courses

ABSTRACT BACKGROUND Across the United States, school health education programs provide a wide variety of knowledge and skills to their students. There are currently no guidelines for school health methods courses. METHODS Using a 2‐wave mailing followed by a third wave e‐mail reminder, a final popul...

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Bibliographic Details
Published in:The Journal of school health 2015-04, Vol.85 (4), p.223-230
Main Authors: Fisher, Christine M., Price, James H., Telljohann, Susan K., Dake, Joseph A.
Format: Article
Language:English
Subjects:
Company business management
Curriculum - standards
Databases, Factual
Equipment and supplies
Faculty - statistics & numerical data
Female
Health aspects
Health Education
Health Education - methods
health education professional preparation
Health Promotion
Humans
Instructional materials
Male
Management
methods and materials of instruction
Methods Courses
National Surveys
Nursing
Practice
Preservice Teacher Education
Professional education
school health instruction
Schools
Students
Surveys and Questionnaires
Teacher Educators
Teacher Surveys
Teaching
Teaching methods
United States
Universities
Wellness programs
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Summary:ABSTRACT BACKGROUND Across the United States, school health education programs provide a wide variety of knowledge and skills to their students. There are currently no guidelines for school health methods courses. METHODS Using a 2‐wave mailing followed by a third wave e‐mail reminder, a final population of 226 university school health methods instructors at school health preparation programs were surveyed. RESULTS A total of 138 completed surveys (61%) were returned. The topics taught in school health education methods courses emphasized the most included aligning objectives, instruction, and assessment (79%); development of lesson plans (73%); teaching methods that engage learners (72%); and application of the National Health Education Standards and performance indicators (69%). The content taught and how the instructors assessed their students differed statistically by 1 or more of the following: whether they had a health education degree, had experience teaching in the public schools, and if their program was accredited. CONCLUSIONS This study provides information regarding what school health methods instructors across the United States are teaching in their classes. Using this information as a baseline can serve as a guide for preservice faculty teaching a school health methods course.
ISSN:0022-4391
1746-1561
DOI:10.1111/josh.12241