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Educational Overview

This overview provides specific information on courses that have aided me in working towards my specific career goal of becoming a Certified Diabetes Care and Education Specialist (CDCES).

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HHE 506 - Techniques of Research in Health

Course Description

Health Research Methods provided information about designing and conducting health education and health promotion research. Topics included survey design, sampling, data collection, management, and analysis.

 

Learning Outcomes

  • Describe the critical importance of evidence in advancing public health knowledge.

  • Analyze and synthesize information found in the scientific literature.

  • Develop research questions and hypotheses.

  • Apply ethical principles to the research process.

  • Select research design to address the research questions.

  • Develop data collection procedures for research.

  • Apply principles of evidence-based practice in selecting and/or designing interventions.

  • Analyze quantitative and qualitative data using biostatistics and computer-based programming and software.

  • Interpret results of data analysis for public health research, policy, or practice.

 

The culminating project was a theoretical research grant proposal. The title of my grant proposal was: Type 1 Diabetes and the Dawn Phenomenon: A Randomized Clinical Controlled Trial using Dexcom's Continuous Glucose Monitoring System to Understand Nocturnal Glucose Values Related to the Glycemic Index for Carbohydrates.

HHE 515 - Advanced Foundations of Health Promotion

Course Description

This course provided an overview of the history, principles, and philosophy of health education/promotion. Key issues in health education and health promotion were discussed for various age groups and by site of implementation (schools, communities, worksites, and medical care settings).

 

Learning Outcomes:

  • Describe and apply currently accepted definitions in the health education profession.

  • Explain the concepts and principles of health education/promotion.

  • Compile and reconstruct the philosophical and historical developments of events and activities which provide for the foundation of the discipline.

  • Summarize models of health behavior.

  • Explain how models of health behavior can be utilized in health education and promotion. 

  • Investigate ethical principles and concepts relevant to the health education professional.

  • Debate an ethical dilemma relevant to the health education professional.

  • Apply the SOPHE Code of Ethics for health education to address ethical issues in the profession.

  • Evaluate the roles, responsibilities, and major competencies for an entry-level health educator.  

  • Examine settings and target audiences for health education and promotion.

  • List health education and promotion agencies, associations, and organizations.

  • Compile and critique health-related information sources.

  • Describe future trends and advances in health education

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HHE 515 was very helpful for identifying the basic concepts in health promotion. It provided great insight into public health and strengthened prior knowledge of nutrition and dietetics. A major project I completed for this course was a comparison and analysis of credentialing for three professions, including the Certified Health Education Specialist (CHES), Registered Dietitian Nutritionist (RDN), and Certified Diabetes Care and Education Specialist (CDCES).

HHE 520 - Theories of Health Behavior

Course Description

The course focuses on theories and models needed by the health educator to effect change in individual and community health. Designed to review research literature regarding health behavior and to analyze various models developed to explain health behavior.

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Learning Outcomes

  • Describe the complex web of factors that influence health behavior.

  • Differentiate between health education and health promotion.

  • Discuss factors associated with health disparities and health equity.

  • Discuss the seven areas of responsibilities, competencies, and sub-competencies for the health education specialists.

  • Explain the role of theory in health education and health promotion.

  • Describe the constructs/concepts of commonly used theories in health education.

  • Discuss how theories are used in planning models.

  • Demonstrate a basic level of understanding of commonly used theories in health education.

  • Explore some of the ways in which theories and models are used in applied health education/promotion efforts across a variety of settings by reading and analyzing journal articles.

  • Design a theory-based health education intervention for behavior change for a given priority population.

  • Use various theories to explain health behaviors.

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HHE 520 emphasized how health educators use health behavior theories and models to improve the well-being of community members. Coursework emphasized research and review of literature about health behavior change. I created a theoretical health behavior intervention focused on dental caries and sugar-sweetened beverage consumption in school-aged children following the Social Cognitive Theory.

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HHE 530 - Health Promotion Techniques

Course Description

This course examined various health education and health promotion programs serving a variety of audiences. The relationship between the design of health promotion programs and the needs assessment process was discussed. Examples of successful interventions in school, community, healthcare, and worksite settings were explored. There was a focus on the study of current health promotion techniques and programs, designed to facilitate health behavior change and an emphasis on review of scientific literature concerning the development, implementation, and evaluation of health promotion schemes.

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Learning Outcomes

  • Analyze effective and appropriate methods for a variety of settings, audiences, and topics.

  • Apply the technique for presentations as a program implementation strategy.

  • Understand and apply appropriate design principles for health-related print materials.

  • Evaluate software programs that are effective in developing presentation resources.

  • Apply theories and/or models when creating a variety of educational materials.

  • Analyze the utilization of the technology to promote health education.

  • Synthesize the role social marketing plays in promoting health promotion programs.

  • Examine the importance of diversity and being a culturally competent health educator

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HHE 530 emphasized process, impact, and outcome evaluation methods for health education and promotion programs. Evaluation is essential to health promotion, and I feel exceptionally equipped to evaluate any public health program successfully.

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Final Projects:

Advocacy Plan – Diabetes Prevention and Management through Intensive Lifestyle Intervention

Social Marketing – Diabetes and Blood Glucose Monitoring

Benefits of Managing Blood Glucose Infographic

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HHE 565 - Planning Health Promotion Programs

Course Description

In this course, students conducted a health needs assessment and designed a health promotion program to address the identified need.  Students developed a grant proposal to seek funds for the program they design. This course focused on the study of planning and evaluation methods and procedures for health education and promotion programs; with emphasis on the review of current scientific literature.

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Learning Outcomes

  • Develop a problem statement for a given health issue.

  • Describe the planning process of designing health education and health promotion programs.

  • Describe the various planning models, particularly, the generalized planning model. 

  • Develop and implement a health education/promotion needs assessment.

  • Develop goals and objectives for a health promotion program.

  • Apply theory and best practice to the development of health education/health promotion programs.

  • Adopt, adapt, and develop intervention strategies.

  • Apply community organizing/ building principles.

  • Develop a budget for a health promotion program.

  • Use appropriate implementation strategies for a health education/health promotion program.

  • Design an evaluation plan for assessing a health education/health promotion program.

  • Develop a grant proposal for a health promotion program.

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This course provided information about planning and evaluation of health education and promotion programs with a focus on scientific evidence. I produced a theoretical health promotion program for raising awareness of prediabetes which includes a background section, program description, intervention alignment matrix, timeline, narrative, and budget.

Resume  

Experience 

Coordinated Program in Dietetics - The University of Alabama

Aug 2020 - May 2021

Tuscaloosa and Birmingham, Alabama

During the last year of my undergraduate experience, I was accepted to the Coordinated Program in Dietetics at the University of Alabama. This program combines senior-level coursework with the 1000+ hours of supervised practice needed to sit for the dietetic examination. During this experience, I spent a month or more with each organization listed below. 

  • Element Health, Birmingham, AL

    • Community

  • Brookwood Baptist Hospital, Birmingham, AL

    • Clinical and Food Service

  • The University of Alabama Virtual Experience

    • Long Term Care

    • Led by Denise DeSalvo, Tuscaloosa, AL

  • The University of Alabama Student Health Center

    • Community

    • Led by Sheena Gregg & Lori Greene, Tuscaloosa, AL ​

  • Veteran Affairs (VA) Medical Hospital, Birmingham, AL

    • Clinical and Food Service

In these experiences, I learned many hands-on skills that 

are required for success in the Commission on Dietetic

Registration examination. I positively impacted the lives

of veterans, industry employees, and residents of the 

Birmingham, Alabama region. 

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Student Ambassador - The University of Alabama Office of Health Promotion and Wellness

Aug 2019 - May 2020

Tuscaloosa, Alabama​

As a student ambassador for the Office of Health Promotion and Wellness, I conducted sixteen published interviews related to successful health habits. Each week, I reached out to faculty and staff members at the University of Alabama to ask for an in-person interview. I would explain my mission, provide questions, and transcribe the interview for publishing on the Division of Finance and Operations website. These interviews sparked my passion for health promotion, and wellness-related educational resources improved my communication and professionalism skills and grew my network with the University of Alabama faculty and staff. This experience gave me an understanding of individual motivation for health.

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Peer Health Educator - Project Health

Jan 2018 - Apr 2021

The University of Alabama​ - Tuscaloosa, Alabama

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On a weekly basis, I interacted with five to fifty

peers or staff members to provide education on

health topics such as alcohol and drug safety,

sleep habits, hygiene, vaccinations, sexual health,

and more. During these interactions, I also

collected demographic and learning objective

data. On a monthly basis, I conducted

evidence-based health-related research, which

was compiled into outreach materials. I gave

several presentations each year to greek life

members, totaling tens of thousands of peers

who received education. My experience in this

internship was the most significant catalyst for my

desire to go into health education and promotion. 

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Vegan Cook and Kombucha Brewer - Big Island Farms

June 2018 - Aug 2018

Honoka'a, Hawaii

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During the summer between my freshman and

sophomore year of college, I was accepted to an

applied practical experience based on the north

side of the Big Island of Hawaii. This experience

was unlike most others. I lived outside, literally. I

slept, cooked, bathed, and did everything in

between under the beautiful Hawaiian sky.

 

During this experience, I was designated as the

farm food photographer, nutritional content identifier,

blogger, and student kombucha brewer. This is

where I learned many of my food preparation and

presentation skills. I was also fortunate enough to

be emersed in a beautiful culture, learn survival

skills, and meet one of my best friends.

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Each day provided a new opportunity for growth

and experience outside of anything I had known

before that experience. I was able to leave a 

positive impact on the community through health

education at the local farmers market. Specifically,

I educated community members on the benefits

and brewing of kombucha which is a fermented

tea drink that is advantageous for gut health. 

 

If you ever receive an opportunity like this, take it.​

Summer 2018 Experience with Big Island Farms
Top Left: Tabling with Mentees 2019
Top Center: Sexual Health Tabling 2019
Top Left: Tabling 2018
Bottom Right: Promoting Project Health
Bottom Center: Sexual Health Tabling 2018
Bottom Right: Award Ceremony
2019 Member of the Semester
Top left: Clinical attire for Covid
Top Center: Clinical Training
Top Right: Food Service In-Service
Middle Left: Food Service Field Trop
Middle: University of Alabama Logo
Middle right: Food Service Hair Net
Bottom Left: CPD Graduation
Bottom Center: COVID Vax for Clinical
Bottom Right: CPD Graduation with most influential professor Mr. Alvin Niuh

HHE 585 - Applied Practical Experience
Peterson Space Force Base (SFB)
Health Promotion 

21st Operational Medical Readiness Squadron

Space Base Delta 1

Colorado Springs, Colorado

June 1, 2022-August 1, 2022

Preceptor: Minda L.Parsons, MA, ACSM, CHES
Health Promotion Director/Element Chief

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Mission
Cultivating a thriving team by developing resilient and

agile professionals who optimize medically ready forces

and deliver trusted care and community health support.

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Vision
Ready medics…advancing highly reliable, integrated health

support to power unrivaled global and space operations.

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Ultimate Focus

Job Readiness

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Each Product can be located in the ILE Report.

Product #1: Social Marketing Strategy – PANTS

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Appendix A: Social Marketing Strategy - Gantt Chart

Appendix B: Social Marketing Timeline

Appendix C: Content Calendar

Appendix D: Social Media Strategies

Appendix E: Social Marketing Mix

Appendix F: Social Media Marketing for Small Business Certificate

Appendix G: DLA Correspondence and Quote Request Form

Appendix H: Ready Start Tabling and Presentation – PANTS

Appendix I: PANTS Card – Original

Appendix J: PANTS Card – Revision (See Below)

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Competencies Met:

  • FC-7. Assess population needs, assets and capacities that affect communities’ health

  • FC-16. Apply principles of leadership, governance and management, which include creating a vision, empowering others, fostering collaboration and guiding decision making

  • FC-18. Select communication strategies for different audiences and sectors

  • HEP-5. Propose the resources (e.g., financial, technological, personnel, and partnership) needed to practice effective health education/promotion

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Product #2: Health and Readiness Optimization (HeRO) Initiative

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Appendix K: HeRO Schedule

Appendix L: Patriot Festival 2022 Tabling

Appendix M: HeRO 1st Newsletter – Draft and Final

Appendix N: HeRO Additional Newsletters

Appendix O: WAT Tool

Appendix P: Updated Report Data Key

Appendix Q: Theory Tools for HeRO Binder

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Competencies Met:

  • FC-7. Assess population needs, assets and capacities that affect communities’ health

  • FC-16. Apply principles of leadership, governance and management, which include creating a vision, empowering others, fostering collaboration and guiding decision making

  • FC-18. Select communication strategies for different audiences and sectors​

  • HEP-1. Utilize health education/promotion theories in developing population health programs

  • HEP-5. Propose the resources (e.g., financial, technological, personnel, and partnership) needed to practice effective health education/promotion

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Summary:

My experience with Peterson SFB Health Promotions was a great privilege and the reoccurring theme of my time was process improvement. I have used leadership, communication, creativity, and collaboration to create two high-quality products and complete several other tasks that benefit Peterson Space Force Base immediately and long-term. During my applied practical experience, I applied classroom knowledge and theory to objectives and standards set by the military to improve job readiness and the health of the active duty population. I used health promotion program planning and evaluation knowledge to create and implement a social marketing strategy that focuses on the four pillars of the health promotion office. These four pillars are physical activity, nutrition, tobacco-free living, and sleep. I also worked to implement the Health and Readiness Optimization (HeRO) initiative, a priority program for the military. I created a HeRO topic and thematic schedule through January 2023, which provides direction for weekly research and resource requirements. I completed one newsletter for each pillar topic before parting with the team. I improved current processes, created future benefits for the health promotion office, and created a sense of excitement with new marketing materials. Overall, each course I have taken contributed to my success in this experience, and I am grateful for the many lessons learned on and off paper.

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Top Photos: Right Start Presentation
Bottom left: Right Start Tabling
Bottom right: Patriot Festival Tabling
ILE Report
Product 1 & 2 in Appendices
My Approach
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