resume - Global Health Promotion



resume - Global Health Promotion
workshops and lectures throughout the academic year.
Topics of these sessions include: computers and operating
systems. electronic mail. graphics and multimedia, networks
Table 1 may be useful for more than one area of responsibility. The table illustrates the
importance of computer technology in the role of the health educator.
and network services. scientific computing. statistics.
spreadsheets. and databases, and word processing. Each
university student receives a free NYU-Internet account.
NYU-NET is the campus-wide data network. Faculty
and students can communicate within the university and
beyond using their NYU Internet accounts. E-mail provides
easy access to faculty when students have questions about
course work, registration, and other academic matters.
Mailing lists (listservs) have been used to enable faculty to
communicate easily with classes between scheduled
sessions. NYU-NET also provides access to the Web.
Health Education
Responsibilities and Computer
Resources: The U.S. Perspective
2 - Matrix Information and Directory Services (MIDS), "Sizes of the Internet in October
1995 from the Third MIDS Internet Demographic Survey",[On-line],
It is recognised that the use of computers and access to this technology varies
considerably worldwide. As illustrated in this paper, there is a need to train health educators
to use these new resources as they become available. The work of the health educator may
be greatly enhanced by using computer technology Developments are occurring so rapid~
that learning must be continual. Computer skills in training programmes in colleges and
universities and continuing education for professionals is needed.
1 - Harasim L.M., ed. 1993. Global Netu’orks: Computers and International
Communications, Cambridge, MA: MIT Press.
3 - Gold R.S., 1991.
Microcomputer applications in health education, Dubuque, IA: Wm.
C. Brown Publishers.
4 - Harris L.M., ed., 1995. Health and the New Media: Technologies Transforming
Personal and Public Health. Mahwah, N.J.: Lawrence Erlbaum Associates, Publishers.
5 - Milio N., 1996. Engines of Empowerment: Using Information Technology to Create
Healthy Communities and Challenge Public Policy, Chicago: Health Administration Press.
6 - Hahn H., 1996. The Internet Complete Reference. Second Edition. New York: McGrawHill.
1985, the responsibilities and competencies of
the health education specialist have been widely
disseminated in the United States in a document called «A
Framework for the Development of Competency-Based
Curricula for Entry Level Health Educators».9 Activities to
define the role of the health educator began in 1978. A role
delineation project was conducted over several years
culminating in the publication of this document. Many
colleges/universities have used the Framework to develop
curricula to prepare health education specialists.
Additionally, accrediting agencies such as the National
Council on the Accreditation of Teacher Education (NCATE)
and the Council on Education for Public Health (CEPH), use
the Framework as a standard to review academic
programmes preparing health education specialists.
Further, the national examination to certify health
education specialists is based on the responsibilities and
competences delineated by the health education profession.
Some examples of computer skills useful for health
educators are presented in Table 1. The listing is arranged
according to the seven areas of responsibility of the health
education specialist. Many computer services included in
Haglund B.J.A., Members
[email protected]
8 - Hahn H. and Stout
the List per 5th January, 1997. Available
R., 1994. The Internet Complete Reference, New York: McGraw
Hill, p. xx.
9 - National Commission for Health Education Credentialing, Inc. (NCHEC), 1985. A
Framework for the Development of Competency-Based Curricula for Entry Level
Health Educators. New York: National Task Force on the Preparation and Practice of
Health Educators, Inc. (Reprinted by National Commission for Health Education
Credentialing, Inc., 1990.)
Alyson Taub, EdD, CHES
Professor and Director, Professional Program in Health Education, New York
West 4th
Street, Room 1206; New York, NY, USA
University; 35
E-mail:[email protected]
L’utilisation de
l’informatique en éducation pour la santé
discussions (listservs), les « bulletin boards 6lectroniques (BBS), les informations ou
« newsgroups » (Usenet), et la capacité de communiquer simultanément par « internet
relay chat » (IRC). Le « World Wide Web (WWW) » amplifie la capacité d’Internet en
permettant de communiquer non seulement du texte mais aussi des images, du son, et
autres types d’information. Ces nouvelles ressources peuvent etre utiles aux éducateurs
pour la sant6 lorsqu’ils planifient, mettent en place, et evaluent des programmes. Cet
article presente une selection de ressources en ligne en donnant quelques exemples de
leur interet particulier pour 1 education pour la sant~. Par ailleurs il presente
1’exp~rience d’une university americaine qui prepare ses etudiants en education pour la
sante a 1’utilisation de ces nouveaux outils de communication. Enfin, en illustration. il
montre comment des competences informatiques peuvent aider le specialiste en
education pour la sante a assumer les differentes responsabilités attachees a sa
L’utilisation de 1’ordinateur s’est accrue considérablement
dans le monde entier. De plus en plus de personnes
1’utilisent a leur travail mais aussi d’une maniere g6n6rale
dans la vie courante. Une des r6ahsations encore r6centes
qui est en train de « revolutionner )1 les moyens de
communication est l’organisation de reseaux permettant
de lier entre eux des ordinateurs PC permettant d’avoir
acces a toute information que ce soit et de communiquer
de manieres diff6rentes partout dans le monde. Le reseau
le plus ~tendu est 1’Internet, constitue d’une collection de
r6seaux d’ordinateurs relies entre eux a I’~cheUe mondiale.
Certains serc-ices disponibles sur Internet sont le courrier
6lectrotiique (E-mail), les listes d’adresses et les groupes de

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