Assessing the Validity and Levels of Importance of the Role Delineation Competencies as Perceived by Selected Health Educators in Illinois

Abstract

Two main purposes of this study were to determine (1) if the 106 competencies defined in the Role Delineation Project were perceived as valid by selected health educators in Illinois and (2) if the importance level of those competencies differed according to the work setting of health educators. Prior to data collection the questionnaire was given to a panel of reviewers, and a pilot study was conducted. A mail survey was used to collect the data. Data were analyzed using descriptive statistics and a Chi-square analysis. A total of 627 surveys were sent to individual members listed on the active membership lists of four professional associations for health educators in the state of Illinois. There were 198 surveys returned, and of those, 155 were usable.

Based on responses, all the 106 competencies defined during the Role Delineation Project (under the guidance of the National Task Force on the Preparation and Practice of Health Educators, Inc.) appear to be valid. That is, all these competencies were used by study participants, although the rates varied from 24.2 percent to 93.0 percent. The finding that all competencies were used to some extent by some respondents helps to substantiate these competencies as being applicable for health educators. No statistical significance existed for perceived levels of importance of each competency among health educators in the community, higher education, medical care or school settings. Additionally, findings of this study suggest that additional competencies of health educators may be needed.