Plan Health Education Strategies, Interventions, and Programs
Artifacts and Purposes
Competency A: Involve people and organizations in program planning.
Sub-competency 2: Elicit input from those who will affect or be affected by the program.
I attended weekly Peer Health Educators and Student Health Advisory committee meetings. I was the assistant advisor for both of these Health Services led student groups. Being assistant meant that I did a lot of behind the scenes work for these groups to keep them running as smooth as possible. This also meant that if our facilitator could not be present at meetings, i could facilitate them.
Another one of my roles as Health Services Intern was to help plan, implement and evaluate National Eating Disorders Awareness Week, which takes place in February. I had meetings with the other 3 people in charge of the week to discuss what activities we wanted to host and what other organizations would collaborate on these activities.
Sub-Competency 4: Develop plans for promoting collaborative efforts among health agencies and organizations with mutual interests.
One of my projects that stemmed from being a member on the UMD Smoking Task Force was creating "Breathefree Week", which was a week after Spring Break dedicated to education the UMD population about the new smoking policy, new enforcement policies, and any other questions that students had. I worked very closely with the American Lung Association to plan this week of events. Some of the week's events included spray painting outside, becoming a "supporter" to talk to student's around campus about the new policy, having games and fun giveaways all week, hosting a movie event on campus, and having an open gym night.
Also as part of National Eating Disorders Awareness Week, I worked with Eleni from the Womens Resource and Action Center to discuss our peer led workshop that we would hold.
Competency B: Incorporate data analysis and principles of community organization.
Sub-Competency 4: Communicate need for the program to those who will be involved.
As part of my internship, I learned how important networking is through sending out letter's and e-mails asking for support and help with UMD Health Services sponsored events. Some examples of letter's that I sent out were asking for vendors for the UMD Annual Student Health Fair, asking for student organizations that have an interest in health to help out with the Great American Smokeout that took place in November, asking for participants to help out
with National Eating Disorder Awareness Week, etc...
Competency D: Develop a logical scope and sequence plan for health education practice.
Sub-competency 1: Determine the range of health information necessary for a given program of instruction.
As apart of my assistant advisor role in Peer Health Educators and the Student Health Advisory committee, I met with Dori Decker about what we would like to see getting covered in our weekly meetings.
As a member of the Peer Health Educators, I met with Ed Heisler, a representative from Safe Haven Battered
Womens Shelter to discuss how to better add sexual assault into our Peer Health Educator Presentations.
Comptency F: Select appropriate strategies to meet objectives.
Sub-Competency 2: Match health education services to proposed program ideas.
I did a lot of putting together educational materials for events at UMD. Some of these included Breathefree Week, Tabling for Sexual Health Awareness, and H1N1 vaccine information.
Competency G: Assess factors that affect implementation
Sub-Competency 1: Determine the availability of information and resources needed to implement health education programs for a given audience.
With this, I worked on doing all of the final prep work for the Annual Student Health Fair. I made sure that all of the vendors had everything that they need. This included finding out if they had all of the information and resources that they needed.
Artifacts and Purposes
Competency A: Involve people and organizations in program planning.
Sub-competency 2: Elicit input from those who will affect or be affected by the program.
I attended weekly Peer Health Educators and Student Health Advisory committee meetings. I was the assistant advisor for both of these Health Services led student groups. Being assistant meant that I did a lot of behind the scenes work for these groups to keep them running as smooth as possible. This also meant that if our facilitator could not be present at meetings, i could facilitate them.
Another one of my roles as Health Services Intern was to help plan, implement and evaluate National Eating Disorders Awareness Week, which takes place in February. I had meetings with the other 3 people in charge of the week to discuss what activities we wanted to host and what other organizations would collaborate on these activities.
Sub-Competency 4: Develop plans for promoting collaborative efforts among health agencies and organizations with mutual interests.
One of my projects that stemmed from being a member on the UMD Smoking Task Force was creating "Breathefree Week", which was a week after Spring Break dedicated to education the UMD population about the new smoking policy, new enforcement policies, and any other questions that students had. I worked very closely with the American Lung Association to plan this week of events. Some of the week's events included spray painting outside, becoming a "supporter" to talk to student's around campus about the new policy, having games and fun giveaways all week, hosting a movie event on campus, and having an open gym night.
Also as part of National Eating Disorders Awareness Week, I worked with Eleni from the Womens Resource and Action Center to discuss our peer led workshop that we would hold.
Competency B: Incorporate data analysis and principles of community organization.
Sub-Competency 4: Communicate need for the program to those who will be involved.
As part of my internship, I learned how important networking is through sending out letter's and e-mails asking for support and help with UMD Health Services sponsored events. Some examples of letter's that I sent out were asking for vendors for the UMD Annual Student Health Fair, asking for student organizations that have an interest in health to help out with the Great American Smokeout that took place in November, asking for participants to help out
with National Eating Disorder Awareness Week, etc...
Competency D: Develop a logical scope and sequence plan for health education practice.
Sub-competency 1: Determine the range of health information necessary for a given program of instruction.
As apart of my assistant advisor role in Peer Health Educators and the Student Health Advisory committee, I met with Dori Decker about what we would like to see getting covered in our weekly meetings.
As a member of the Peer Health Educators, I met with Ed Heisler, a representative from Safe Haven Battered
Womens Shelter to discuss how to better add sexual assault into our Peer Health Educator Presentations.
Comptency F: Select appropriate strategies to meet objectives.
Sub-Competency 2: Match health education services to proposed program ideas.
I did a lot of putting together educational materials for events at UMD. Some of these included Breathefree Week, Tabling for Sexual Health Awareness, and H1N1 vaccine information.
Competency G: Assess factors that affect implementation
Sub-Competency 1: Determine the availability of information and resources needed to implement health education programs for a given audience.
With this, I worked on doing all of the final prep work for the Annual Student Health Fair. I made sure that all of the vendors had everything that they need. This included finding out if they had all of the information and resources that they needed.
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