The 130th Annual Meeting of APHA

Abstract #47819

Fred L. Peterson, PhD and Tammy J. Jordan, MEd. Child, Adolescent, and School Health, The University of Texas at Austin, 2100 San Jacinto Blvd, Bellmont Hall 222, Austin, TX 78712, 512-471-4405, fpeterson@mail.utexas.edu

Evidence–based health promotion has been a contemporary model for delivering health care. Its’ application in school health education practice is slowly emerging. In order to be fully prepared to address the complex issues/social morbidities that youth present in the 21st century, educators require a comprehensive foundation in teacher health literacy which bridges the gap between research and professional practice. Teacher Health Literacy is defined as "the capacity of teachers to obtain, interpret, and understand basic health information and services, with the competence to use such information and services in ways that enhance the learning of health concepts and skills by school students.” The health literate teacher requires a wide array of attributes to include health pedagogy/facilitative skills, a passion for teaching/compassion for students, the ability to move students intellectually through the higher levels of Bloom’s Taxonomy of Learning, ongoing continuing education, promotion of youth health advocacy, and the delivery of evidence-based information (JOSH, April – 2001). The purpose of this session is to present a popular, successful, and innovative, university field-tested, evidence-based model for enhancing teacher health literacy in pre-service school health education. A comprehensive review of the evidence-based course (“Child and Adolescent Health”) in Teacher Education, at a large southwestern university, will be examined. A sample course syllabus, with student learning activities, will be distributed. Evaluation data from students that demonstrates the validity and efficacy of this approach will be shared. Providing evidence-based pre-service school health promotion to future educators should enhance the delivery of “best practices” in the classroom.

Learning Objectives: At the end of the session, the participant (learner) will be able to

• Describe the concept of "evidence-based school health promotion."
• Create a pre-service school health course that enhances "teacher health literacy."
• Recognize the value of integrating student learning activities in school health promotion that bridge research to professional practice.
• Advocate for "evidence-based" learning in pre- service school health promotion.
• Review a sample course syllabus that illustrates how to integrate evidence-based practices into school health teacher education.

Keywords: School Health Educators, Professional Preparation

Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.