Interview Questions For Students Enrolled In COH 300 Are Req ✓ Solved

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Interview Questions Students enrolled in COH 300 are required

Students enrolled in COH 300 are required to interview a professional in the field of public health. The interview may be in person, over the phone, or via e-mail. After completion of the informational interview, students will write a 2-page summary of the information gathered. The paper must be double spaced, 12-point Times New Roman font, 1-inch margins, and use APA formatting. Write in paragraphs, not quoting verbatim or writing in responses to the questions. Submit it online by due date. Prior to the interview, review the following questions and familiarize yourself with them. Begin the interview by introducing yourself and explaining why you are calling. Briefly describe the health problem and target population you are studying. Ask if they have time to answer questions about their work and how it relates to your topic and if you may use their interview in your paper. Thank them for their time and conclude the interview. Include the information you learned in your needs assessment of your paper.

Please tell me about yourself and your organization. Your name is? Your position or title is? How long have you worked here? Your organization’s name is? What is its mission? What services does your organization or department provide? What communities are included in your service area? Are you familiar with the National Commission for Health Education Credentialing (NCHEC) and their seven responsibilities? Are you certified? If not, would you ever think about becoming certified? Why or why not? How do you assess needs, resources and the capacity for health education and/or promotion within the community or globally? What type of tools and health models and theories are utilized for this process? In what ways do you plan health education and/or promotion? How do you implement your plans, or those of others, regarding health education and/or promotion? Are your desired outcomes based on Healthy People 2020 goals, or are they individual to your plan? What type of research would be conducted for health education and promotion? In what ways do you administer health education and promotion? Have you served as a health education and promotion resource person? There are numerous areas of the community that can benefit from these resources, how are resources shared or divided across the community? Is that more specific to the individual fiscal budget goals? In what ways do you communicate, promote, and advocate for health, health education and promotion, as well as the profession of public health? Are impersonal methods utilized such as via poster/flyers, message boards and websites? Or are more personable methods used such as projects in the community, and seminars? For those who lack the ability to access some or all of these methods, how do you reach them? Looking back on your experiences in the field, your academic career, and any personal matters along the way, both positive and negative, do you feel your initial reason for pursuing public health has been/is being fulfilled? What would you tell your younger self about the field? To prepare for? To avoid? To pursue?

Paper For Above Instructions

The field of public health encompasses a wide range of responsibilities and practices that aim to protect and improve community health. In an effort to gain a deeper understanding of this profession, I conducted an interview with Jane Doe, a public health official at the Springfield Health Department. With over ten years of experience, Jane provided valuable insights into the challenges and methods employed in public health work, particularly concerning healthcare access and education.

During the interview, I began by introducing myself and expressing my interest in understanding the public health sector. I briefly described my focus on healthcare disparities within underprivileged communities. Jane’s position as the Director of Community Health Education offered me a unique perspective on the intersecting issues of health promotion and community engagement. She detailed her organization’s mission, which is to empower communities through accessible health education and prevention programs.

Jane pointed out that her organization provides a variety of services, including vaccination drives, health screenings, and workshops aimed at educating the community on chronic diseases such as diabetes and hypertension. She noted that the mission of the Springfield Health Department is to “promote health and wellness through education, prevention, and service.” This proactive stance aims to equip community members with the knowledge and resources necessary to lead healthier lives.

When discussing the communities served by her organization, Jane remarked on the diversity of the population, which includes low-income families and underrepresented racial and ethnic groups. She emphasized the importance of understanding the unique health challenges faced by these populations. Jane also mentioned her familiarity with the National Commission for Health Education Credentialing (NCHEC) and its seven responsibilities, which guide health educators in their practices.

During our conversation, I asked Jane whether she was certified by NCHEC. She affirmed her certification as a Health Education Specialist, underscoring the credibility it lends to her role. Importantly, she addressed the significance of certification in the public health field and shared her perspective on continuous learning and professional development. She expressed that she felt a strong commitment to the field and would encourage others to pursue certification to enhance their skill set.

One of the critical topics we covered was the assessment of community needs, resources, and capacity for health education. Jane elaborated on the methods her organization employs, such as surveys and focus groups, to gather data on community health needs. This data-driven approach aids in tailoring health programs to effectively address the specific challenges faced by the community.

Additionally, Jane discussed the theoretical frameworks and models her department utilizes for health promotion, including the Health Belief Model and Social Cognitive Theory. These tools aid in planning effective health education initiatives that resonate with the community's values and beliefs.

In implementing health education plans, Jane highlighted the collaboration between local health officials and community leaders. They work together to identify target areas and develop programs that align with community interests and concerns. During this collaboration, she mentioned that many of their desired outcomes are linked to national health objectives, particularly those outlined in Healthy People 2020, which reflect the broader goals of disease prevention and health promotion.

Our discussion also touched upon the methods of communication used by the Springfield Health Department to engage the community in health education. Jane noted that both impersonal methods, such as flyers and websites, and more personal approaches, such as community seminars and workshops, are vital in reaching diverse audiences. Understanding that not everyone has access to the same resources, Jane also shared strategies employed to engage those who might be marginalized or disconnected from traditional methods of outreach.

Looking back on her career, Jane expressed a deep sense of fulfillment in her work, citing the positive impact of community health initiatives on individuals’ lives. Reflecting on her journey, she advised her younger self to remain adaptable and open to learning, suggesting that the field of public health is ever-evolving. Her insights indicate that success in this field requires both passion for public health and a commitment to continuous improvement and education.

In conclusion, through this interview, I gained a profound understanding of the complexities involved in public health. The knowledge shared by Jane Doe highlighted the importance of health education and the collective effort needed to improve community health outcomes. This experience reinforced my appreciation for the profession and motivated me to continue exploring ways to contribute positively to public health.

References

• National Commission for Health Education Credentialing, Inc. (n.d.). Health Education Specialist Responsibilities. Retrieved from [URL]
• Healthy People 2020. (n.d.). About Healthy People. Retrieved from [URL]
• Centers for Disease Control and Prevention. (n.d.). Community Health Assessment. Retrieved from [URL]
• World Health Organization. (2021). Health Promotion. Retrieved from [URL]
• Harris, J. K., et al. (2017). The Role of Public Health Education in Community Health Improvement. American Journal of Public Health.
• Rothschild, M. L., & Kahn, B. E. (2019). Behavioral Health Interventions. Journal of Health Education Research & Development.
• Glanz, K., Rimer, B. K., & Viswanath, K. (2015). Health Behavior and Health Education: Theory, Research, and Practice. John Wiley & Sons.
• McKenzie, J. F., Neiger, B. L., & Thackeray, R. (2017). Planning, Implementing, & Evaluating Health Promotion Programs: A Primer. Pearson.
• U.S. Department of Health and Human Services. (2010). Healthy People 2020: An Opportunity to Address Societal Determinants of Health in Healthy People 2020. Retrieved from [URL]
• Simons-Morton, B. G., & Chen, R. (2016). Health Education, Health Promotion, and Disease Prevention. Health Education Research.

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