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A role delineation study of health educators in the United States: methodological innovations

New York University, Steinhardt School of Culture, Education, and Human Development, New York, NY 10003, USA

Larry K. Olsen

New Mexico State University, Las Cruces, NM, 88003-8001, USA

Gary D. Gilmore

Graduate Community Health Programs, University of Wisconsin at La Crosse, USA, gilmore.gary{at}uwlax.edu

David Connell

Dave Connell, Cambridge Research Associates, Acton, MA, USA

This paper focuses on methodological innovations used in the National Health Educator Competencies Update Project (CUP) in the United States. The CUP was a six-year research study designed to delineate the role of the health educator in the USA. Individuals who self-identified as health educators were included in the study. To provide context, the background for the research is presented, followed by a brief overview of the research process. Some of the key methodological innovations discussed are: selecting a representative sample when the total population of those working as health educators was not easily identified or readily accessible; assessing response methodology preferences through pilot studies; enhancing the response rate through accurate, up-to-date mailing lists and incentives; and exploring new approaches to large-scale data analyses. Insights gained are included for other researchers who may wish to undertake similar studies or draw from the CUP dataset for secondary analyses. (Promot Educ, 2008; 15 (4): 38-43)

Key Words: health educator • role delineation • methodological innovations • competency development

Promotion & Education, Vol. 15, No. 4, 38-43 (2008)
DOI: 10.1177/1025382308097697


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