Planning
For planning the health fair I had many things to think about, the first thing I did was create a large calendar of the whole semester and put down when I thought that everything should be done so I had deadlines to follow. I then decided upon the th
eme of the fair, "mythbusters". I decided that each table would have a "myth" to bust upon student's coming up to them. I then decided which organizations I would like to be present at my fair; because of the open ended theme, i had a lot of different areas of health represented at the fair. I sent all of the organiz
ations a letter asking them to participate in the fair, and an attendance agreement so I could better fit the needs of each individual organization. Other things that I had to do to plan out the fair was to create a floor plan of the room, choose and purchase snacks for organizations, do a lot of advertisements for the day including posters, emails and letters, find volunteers to help out the day of, create follow up letters with maps and directions, send out parking passes, and keep dealing with any last minute details.Implementing
The day of the fair went very smoothly. I had a couple of volunteers that helped me set up, and sat at the registration table fo
r me. Organizations had a 2 hour gap that they could come and set up in and prepare for the day. The actual implementing of the fair went amazing. Other than a lower attendance than previous years due to when the fair fell, the fair went flawlessly.Evaluation
I had a couple of different evaluation methods
that I used for the fair. First of all, I had an evaluation for each organization that participated in the fair. This asked them simple questions like if they would like to come next year, what students got out of their booth, and what comments/concerns they had about the fair. This is then used to help plan next year's fair. I also had students/faculty/staff/parents fill 
out evaluations about what they got out of the health fair. I asked them how they'd use the information that they had received, and how they'd use it in the future. I then did an evaluation a few weeks later via survey monkey, to follow up with the participants and see if they actually had used any of the information. I only got a few results, but the ones that I did receive were very good!Overall
This health fair benefited me in great ways. First of all, it made me aware of a ton of health resources in Duluth that I was not aware of before. This also gave me the confidence that I needed to prove to myself that I could put on a large event. It also gave me a lot of practice with writing materials and organizational skills.
Responsibilities:
Responsibility 1: Plan Health Education Strategies, Interventions, and Programs
Competency A:
Involve people and organizations in program planning
Sub-competencies:
1. Identify populations for health education programs
2. Elicit input from those who will affect or be affected by the program
3. Obtain commitments from individuals who will be involved
4. Develop plans for promoting collaborative efforts among health agencies and organizations with mutual interests
Responsibility 2: Plan Health Education Strategies, Interventions, and Programs
Competency A
Involve people and organizations in program planning
Sub-competencies:
1. Identify populations for health education programs
2. Elicit input from those who will affect or be affected by the program
3. Obtain commitments from individuals who will be involved
4. Develop plans for promoting collaborative efforts among health agencies and organizations with mutual interests
Competency B
Incorporate data analysis and principles of community organization
Sub-competencies: 1. Use research results when planning programs 3. Suggest approaches for integrating health education within existing health programs
4. Communicate need for the program to those who will be involved Competency D
Develop a logical scope and sequence plan for health education practice
Sub-competencies: 1. Determine the range of health information necessary for a given program of instruction
2. Select references relevant to health education issues or programs
Responsibility 3: Implement Health Education Strategies, Interventions, and Programs
Competency A
Initiate a plan of action Use community organization principles to facilitate change conducive to health
Responsibility 4: Conduct Evaluation and Research Related to Health Education
Competency B
Review research and evaluation procedures
Sub-competencies: 1. Evaluate data-gathering instruments and processes
2. Develop methods to evaluate factors that influence shifts in health status Competency C
Design data collection instruments
Sub-competencies: 1. Develop valid and reliable evaluation instruments
2. Develop appropriate data-gathering instruments Competency D
Carry out evaluation and research plans
Sub-competencies: 1. Use appropriate research methods and designs in health education practice
2. Use data collection methods appropriate for measuring stated objectives
3. Implement appropriate qualitative and quantitative evaluation techniques Competency E
Interpret results from evaluation and research
Sub-competencies: 1. Analyze evaluation data 3. Compare evaluation results to other findings
4. Report effectiveness of programs in achieving proposed objectives
Responsibility 5: Administer Health Education Strategies, Interventions, and Programs Competency A
Exercise organizational leadership
Sub-competencies: 1. Conduct strategic planning
2. Analyze the organization’s culture in relationship to program goals
3. Promote cooperation and feedback among personnel related to the program Competency C
Manage human resources
Sub-competencies: 1. Develop volunteer opportunities
Responsibility 6: Serve as a Health Education Resource Person Competency A
Use health-related information resources
Sub-competencies: 1. Match information needs with the appropriate retrieval systems Competency B
Respond to requests for health information
Sub-competencies: 1. Identify information sources needed to satisfy a request
2. Refer requesters to valid sources of health information
Competency C
Select resource materials for dissemination
Sub-competencies: 1. Evaluate applicability of resource materials for given audience 3. Assemble educational material of value to the health of individuals and community groups
Competency D
Establish Consultative Relationships
Sub-competencies: 2. Analyze the role of the health educator as a liaison between program staff and outside groups and organizations
3. Act as a liaison among consumer groups, individuals and health care providers
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