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Minnesota State University Mankato Department of Health Science

Community Health Education Internship Handbook

Copyright Amy S. Hedman

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Table of Contents

Community Health Education Internship Syllabus ………………………………………………………………. 3 Department of Health Science Standards of Professionalism ……………………………………… 10

Internship Application Procedures …………………………………………………………………………………… 11 Internship Checklist …………………………………………………………………………………………………………… 12

Identifying an Internship Site ……………………………………………………………………………………. 13 Informational Interview ……………………………………………………………………………………………….. 14 Site Selection and Approval ……………………………………………………………………………………………….. 15 Internship Policies and Student Responsibilities ……………………………………………………………… 16 Confidentiality Agreement ……………………………………………………………………………………………….. 20 Tracking Hours Form …………………………………………………………………………………………………………... 21 CHES Competencies & Sub-competencies Student Inventory ……………………………………….. 23 Health Education Code of Ethics …………………………………………………………………………………….. 29 Internship Contract Statement …………………………………………………………………………………….. 30

Minnesota State University, Mankato Department of Health Science

Course: Hlth 496/696: Internship in Community Health Education (1-9 semester hours)

Internship Director: Amy S. Hedman, PhD, MCHES Office: HN 204 Voicemail: 507-389-5382 Email: amy.hedman@mnsu.edu

COURSE DESCRIPTION: A concentrated pre-professional work experience for those students preparing for a career in Community Health Education. Students must schedule placement one semester in advance. A Community Health Education Internship Site Resource List is available for review through the Department of Health Science. PREREQUISITES Successful completion of all Community Health Education core courses. FIELD EXPERIENCE CLOCK HOURS A 9-credit internship is equivalent to full-time employment for the semester (minimum of 450 clock hours). A 4-credit internship is equivalent to 225 clock hours. Additional clock hours may be required when Community Health Education Internship is combined with an internship from another major/minor or licensure program. INTERN OBJECTIVES Through the use of site screening procedures and site approval, it is the intent that the Internship Experience will provide abundant opportunities for students to gain further knowledge and skills in all of the CHES areas of responsibility and competencies. After completion of the internship, students will assess their competencies in the areas listed below. Assessment will be described in the course assignment Student Internship Experience Report.

1) Assess individual and community needs for health education 2) Plan health education strategies, interventions, and programs 3) Implement health education strategies, interventions, and programs 4) Conduct evaluation and research related to health education 5) Administer health education strategies, interventions, and programs 6) Serve as a health education resource person 7) Communicate and advocate for health and health education

(National Commission for Health Education Credentialing Inc.) INTERNSHIP EXPERIENCE The student will complete all responsibilities and duties of a community health educator at his or her assigned site. Internship sites are to be selected by a mutual agreement between student intern and the Community Health Education Internship Director during the semester prior to the actual experience. Deadlines for submitting internship materials to the Internship Coordinator are as follows:

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Semester Deadline Fall semester internship May 15 Spring semester internship October 15 Summer semester internship March 15

Selection of the final internship site is to be discussed with and approved by the Community Health Education Internship Director. Permission to register for the internship credit hours (HLTH 496/696) will not be granted unless prior site approval has been granted. The student intern will submit completed Evaluation Feedback from his or her respective site supervisor to the Community Health Education Internship Director at the assigned times (mid-point and final) throughout the internship experience. The site supervisor will periodically inform the student intern and Community Health Education Internship Director regarding the student intern’s progress throughout the Internship. The internship experience is considered a practicum. Current employment positions are NOT accepted as internship experiences.

Students are required to track their completed internship hours every day. A weekly Tracking Hours Form is provided in this handbook and is also available online at D2L. Every two weeks, students must submit 2 completed forms (1 per week) to the CHEI Director. These completed forms must be submitted online in D2L, in the student’s designated folder. Due dates for the Tracking Hours Forms are the first and third Fridays of the month, 5 p.m. For sites selected within a reasonable driving distance, the Community Health Education Internship Director will conduct, at minimum, one site visit. Students will be contacted by the CHEI Director to arrange date and time for the visit(s). STUDENT ASSIGNMENTS For the following assignments, specific directions as well as the necessary forms can be found in the Student Internship Handbook.

1. Internship Site Approval Form (See CHEI Director for Form) 2. Confidentiality Agreement 3. Internship Goal Statement and Objectives 4. Updated Resume 5. Midpoint Student Internship Experience Report 6. Final Student Internship Experience Report 7. Intern Inventory of Health Education Competencies & Sub-competencies 8. Tracking Hours Forms, due biweekly. Submitted online via D2L.

METHODS OF STUDENT EVALUATION 1. Internship Goals 2. Resume 3. Midpoint Student Internship Experience Report 4. Final Student Internship Experience Report 5. Intern Inventory of Health Education Competencies & Sub-competencies

6. Midpoint Evaluation of Student Internship Performance by the Site Supervisor 7. Final Evaluation of Student Internship Performance by the Site Supervisor 8. Completed Biweekly Tracking Hours Forms

A grade of P will be assigned upon successful completion of the above activities. A grade of N will be assigned for students that do not successfully complete all of the above activities and fail to meet the expectations, responsibilities, and professional standards of their internship site and/or those of the Department of Health Science. Final Student Internship Experience Report Requirements Upon completion of the internship, the student’s final report should include the following sections: 1) Final Completed Tracking Hours Forms 2) Final Student Internship Experience Report (Section 1 and 2) 3) Response to Initial Intern Goals 4) Intern Inventory of Health Education Competencies & Sub-competencies Student Internship Experience Reports Students will be required to submit two reports throughout their internship experience. The first report is due at midpoint of the internship, when 50% of the total hours have been completed. The second report is due upon or near completion on the Internship. Each report will have two sections: 1) Student Experience and 2) Site Description. Directions for both reports follow. Although these reports’ deadlines are not until midpoint and final time periods of the internship experience, students should begin to work on these reports early on in their internship. They require investigation into the site’s history and operations as well as personal reflection about work performed throughout the internship experience. MIDPOINT STUDENT REPORT: Site Description Report The midpoint report requires students to learn about their site organization in-depth. Students may need to work with their site supervisor in addition to conducting their own research to answer the following questions.

1) Assess Individual and Community Needs for Health Education a. What needs assessment instruments are utilized by your internship site? b. Identify the existing, as well as needed, resources necessary to conduct assessments at your

internship site (1.1.1). c. Describe the extent of available health education programs, interventions, and polices at your

internship site (1.6.1). d. Assess the quality of available health education programs, interventions, and policies at your

internship site (1.6.2). e. Identify existing and potential partners (of your internship site) for the provision of health

education (1.6.3). f. What social, environmental and/or political conditions impact the delivery of health education

at your internship site (1.6.4)? g. What capacity does your internship site have for developing needed health education (1.6.5)?

What resources are needed to provide health education (1.6.6)?

2) Plan Health Education Strategies, Interventions, and Programs a. What are the priority populations served by your internship site (2.1.2)? Who are the key

stakeholders? (2.1.2)

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b. In what ways is the need for health education communicated by your internship site to their priority populations and stakeholders (2.1.3)?

c. What are the goals and objectives of your internship site? d. What resources are needed to achieve objectives (2.2.6)? e. What range of health information is needed to achieve goals and objectives (2.4.1)? f. Are logic models used by the Internship site? If so, provide a sample. If not, draft a logic model

for one of the programs you have been working with. (2.4.3). g. What opportunities exist for integrating health education into other programs (2.4.6)?

3) Implement Health Education Strategies, Interventions, and Programs

a. Describe a program you were involved with implementing. b. How did the internship site assess readiness for implementation (3.1.1)? c. What baseline data was collected (3.1.2)? d. What strategies were used to deliver a plan of action (3.1.4)? How was the plan launched

(3.1.7)? e. What theories or models were applied to implementation (3.1.6)? f. What training was done to prepare employees to implement programs (3.3.1)? g. What training was offered to you and other interns? h. What training were you involved with implementing (3.3.6)?

4) Develop Evaluation/Research Plans

a. What evaluation techniques are utilized by the internship site? b. Identify and critique existing data collection instruments used by the site (4.1.8., 4.1.9). c. How are ethical standards practiced in conducting evaluation at your internship site (4.1.14)? d. How is data collection monitored and managed at your internship site (4.3.2)? e. How are evaluation results communicated to stakeholders within your internship site (4.5.1)? f. In what ways are evaluation results applied to policy analysis and/or program development

(4.5.3)?

5) Administer Health Education Strategies, Interventions, and Programs a. Explain how program goals align with organizational structure, mission, and goals (5.2.6). b. Describe the organization’s culture in relation to health education goals (5.3.2). c. What recommendations do you have to reinforce or change organizational culture to achieve

health education goals (5.3.4)? d. Describe ways in which leaders of the internship site adhere to ethical standards of the

profession (5.3.6).

6) Serve as a Health Education Resource Person a. Describe the health information that is disseminated by the internship site. b. Are these resources accurate, relevant, and timely (6.1.3)? c. Identify priority populations in need of training (6.2.3). d. What are the parameters of effective consultative relationships (6.3.3)? e. What collaborative partnerships exist between your internship site and other organizations in

the community? f. In what ways are collaborative efforts facilitated to achieve program goals?

7) Communicate and Advocate for Health and Health Education

a. What communication channels are utilized to communicate health messages to priority populations?

b. What techniques are used to empower individuals and communities to improve their health (7.3.1)?

c. How is technology used to communicate to the priority population (7.3.2)? d. In what ways does the site evaluate the delivery of communication strategies, methods, and

techniques (7.3.3)? e. In what ways is your site involved in advocacy efforts? What health-related policies,

regulations, laws or rules are advocated for (7.5.3)? How are stakeholders involved in advocacy (7.4.1)? How is media and/or technology used in advocacy efforts (7.5.5)?

f. What is their advocacy plan? Describe current implementation of the plan (7.4.6). How is media and technology used in advocacy work (7.4.7)?

g. What has been your role in advocacy initiatives at your internship site (7.4.8)? h. Identify the significance and implications of health policy for individuals, groups, and

communities (7.5.2) served by your internship site.

8) FINAL STUDENT REPORT: Student Experience Report 1. Assess Individual and Community Needs for Health Education

a. Describe the work that you did in developing plans for data collection, analysis, and interpretation (1.1.4). What assessment materials did you develop? What theories or model were used in the development of the materials (1.1.3)? When looking at an assessment plan you were involved with, what type of research design/method was used (1.1.6)?

b. Provide an example of a topic you researched and the data bases you used to locate health-related data on that topic (1.2.6).

c. When involved with assessment, describe the collaborations that worked together, what agreements were established between the collaborating partners (1.2.5)?

d. Provide an example of primary and secondary data that you collected and how you integrated the two types of data together (1.3.1., 1.3.2).

e. What data collection activities were you involved with (1.3.6)? What ethical standards were followed when you collected the data (1.3.7)?

f. What health behaviors did your internship site target? What factors influenced these behaviors. Choose one major health behavior that was targeted and draw an ecological model demonstrating behavioral, environmental, social, organizational, and genetic factors that influence that behavior (1.4.1, 1.4.2).

g. Identify emerging health education needs of the population served by your organization (1.7.4.).

2. Plan Health Education Strategies, Interventions, and Programs a. What role did you play in developing collaborative efforts among priority populations and

other stakeholders (2.1.4)? b. Explain how you elicited input from priority populations and other stakeholders and

obtained commitment from them to support/participate in the programs you worked with (2.1.5, 2.1.6).

c. Describe four intervention activities that you were involved with. In what ways were cultural competency and legal/ethical principles considered in these interventions (2.3.4, 2.3.5)?

d. In what ways did you help to integrate/expand health education into other programs (2.4.7)?

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e. Thinking about a program you were involved with implementing, what factors fostered implementation? What factors hindered implementation? Describe why you believe these factors had such an affect and what could be done in the future to address these factors better to improve implementation (2.5.1, 2.5.2).

3. Implement Health Education Strategies, Interventions, and Programs

a. Describe the strategies you used to ensure cultural competence in implementing health education plans (3.1.3).

b. In what ways did you promote a plan of action (3.1.5)? c. In what ways did you monitor the following during implementation: progress in accordance

with a timeline, progress towards objectives, resources, and compliance with legal and ethical principles (3.2.1., 3.2.2., 3.2.4., 3.2.5.)?

d. What recommendations do you have for improved implementation strategies at your internship site?

4. Develop Evaluation/Research Plans a. Describe your involvement in evaluation strategies employed during your internship. b. Describe an evaluation plan that you were involved with. What data did you collect (4.3.1)?

Describe how this data was analyzed (4.3.3, 4.3.4, 4.3.5). Interpreting results: how did the results align with evaluation questions (4.4.1), what were possible explanations for findings (4.4.3)? Based on results, what recommendations do you have (4.4.5)?

c. What recommendations do you have to strengthen evaluation efforts at your internship site?

5. Administer Health Education Strategies, Interventions, and Programs a. In what ways were you involved with strategic planning (5.3.1)? b. In what ways did you demonstrate leadership skills in managing human resources (5.4.2)? c. In what ways did you model professional practices and ethical behavior (5.4.8)? d. In what ways did you facilitate partnerships in support of health education (5.5)?

6. Serve as a Health Education Resource Person

a. What health information needs exist among your priority population (6.1.1)? b. Provide examples of when you conveyed health-related information to priority population

and/or stakeholders (6.1.4, 6.1.5). c. In what ways did you serve as a health education consultant?

7. Communicate and Advocate for Health and Health Education

a. Describe the techniques that you used to empower individuals and communities to improve their health (7.3.1).

b. How have you employed technology to communicate to a priority population (7.3.2)? c. How have you used data to support advocacy messages (7.4.5)? d. Describe your participation in advocacy initiatives (7.4.8). e. What recommendations do you have to strengthen communication efforts to be more

effective in meeting program goals and objectives? f. What opportunities exist for advocacy to improve health outcomes among your priority

population? Provide specific recommendations for your site to consider.

Response to Initial Intern Goals, due with final report In narrative format, address your success in achieving each of the goals you initially stated for the internship. In addition, identify unexpected outcomes and lessons learned that you had not considered prior to the internship experience. Provide an overall summary of your experience, describing how the internship has prepared you for a future career in Community Health Education. Lastly, indicate future goals that you have set for yourself.

Intern Inventory of Health Education Competencies and Sub-competencies (included in this handout), due with final report.

CONTACT INFORMATION Amy S. Hedman, PhD, MCHES Assistant Professor, Community Health Education Program Coordinator and Internship Director Department of Health Science 213 Highland Center Minnesota State University, Mankato Mankato, MN 56001 Phone: (507) 389-5382 Email: amy.hedman@mnsu.edu

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Standards of Professional, Department of Health Science The Department of Health Science at Minnesota State University, Mankato expects all students enrolled in Health Science courses to adhere to the following Standards of Professionalism.

Interact with students, college staff and faculty, and community in a positive, professional manner. Perceive and respect the physical, emotional, and social boundaries of others. Perceive and respect diversity among groups of people and individuals based on age, ethnicity, race,

gender, socioeconomic status, exceptionalities, language, religion, sexual orientation, and geographical area.

Listen and value others’ ideas. Adhere to the professional guidelines and ethics specific to their aspiring profession. Maintain confidentiality standards. Value and demonstrate honesty. Arrive on time and complete assigned tasks on schedule. Accept personal responsibility for one’s own actions. Arrive ready and able to support the intellectual, academic, social, and emotional growth of others. Use proper grammar and vocabulary in written and oral communication. Maintain personal hygiene. Dress appropriately.

MINNESOTA STATE UNIVERSITY, MANKATO COLLEGE OF ALLIED HEALTH AND NURSING

Department of Health Science • 213 Highland Center North Mankato, MN 56001

Telephone (507) 389-5832

Community Health Education Internship (CHEI) Application Procedures

___ Discuss major/minor program requirements in consultation with Faculty Advisor

and Coordinator of the Community Health Education Program. Application for Graduation should be completed two full semesters before planned graduation date.

___ Obtain and review the Community Health Education Internship Student Handbook from the Department of Health Science. ___ Review CHEI Criteria and Student Intern Checklist of the Handbook to initiate procedures for identifying and securing internship site location. ___ Identify potential internship site settings. Contact potential sites to inquire about internship

opportunities, application procedures and deadlines, and address additional questions you may have. See enclosed handout Informational Interview for Internship Experience to help you initiate contact with prospective internship sites.

___ Schedule an appointment with the CHEI Director prior to final selection/decision of internship site. Consider Internship Agreement criteria for participating as an intern at a selected site. ___ Prepare and submit application materials to the CHEI Director: (1) Completed Site Approval

Form, (2) Goal Statement/Objectives, (3) Resume, (4) a copy of student’s updated Degree Audit Report (DARS) and 5) signed Confidentiality Agreement. Materials must be submitted in hard copy and submitted together.

___ Obtain online permission to register for HLTH 496/696. Once internship site has been

approved, students will receive online permission to register for the internship credits. It is the student’s responsibility to plan ahead and have the internship site approved, at minimum, one full-month before the start of the semester in which the internship will be completed. Permission to register for HLTH 496/696 will not be granted unless the site has been officially approved by the CHEI Director and the student has submitted the application materials described above.

Amy S. Hedman, PhD, MCHES, Assistant Professor and Director

Community Health Education Internship • Department of Health Science 213 Highland Center North • Minnesota State University, Mankato • Mankato, MN 56001

Telephone: (507) 389-5382 • Email: amy.hedman@mnsu.edu

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Community Health Education Internship (CHEI) Checklist

Community Health Education • Minnesota State University-Mankato

Date Completed

Comments

All HLTH major core courses, including HLTH 495 (Senior Seminar), have been completed successfully (C or higher)

Have submitted Application for Graduation to the Office of the Registrar

Closely review the Community Health Education Internship Student Handbook

Identify and secure the setting to complete HLTH 496/696

Meet with Internship Site Supervisor, complete Site Approval Form; develop internship goals.

Submit student’s resume, internship goals, signed Confidentiality Agreement and signed Internship Contract Agreement, and a copy of the Degree Audit Report (DARS) to the CHEI Director

Submit completed Site Approval Form to the CHEI Director

Obtain online permission to register for HLTH 496/696 from the CHEI Director

Register for HLTH 496/696

Begin Internship

Track hours completed on the Tracking Hours Handout Submitted completed forms biweekly (every 2 weeks) via D2L Dropbox.

Throughout the Internship, research and prepare the Student Internship Final Report Materials

Meet weekly with Site Supervisor to discuss internship progress and goals

Meet midpoint with Site Supervisor (Site Supervisor completes Midpoint Progress Evaluation)

Submit Midpoint Student Internship Experience Report.

Meet at the conclusion of the Internship with Site Supervisor (Site Supervisor completes Final Evaluation)

Prepare and submit the following materials to the CHEI Director: Final Student Internship Experience Report, Tracking Hours Handout, Intern Inventory of Health Education Competencies & Sub-competencies, Response to Goals

Request that Site Supervisor submit Final Evaluation to CHEI Director

Contact CHEI Director to verify that Student Final Report Materials and the Site Final Report have been received

Amy S. Hedman, PhD, CHES, Director

Community Health Education Internship • Department of Health Science • 213 Highland North

Minnesota State University, Mankato, MN 56001

Telephone 507.382.2709 • Email amy.hedman@mnsu.edu

Identifying an Internship Site Identifying the appropriate and fitting internship site is a very important process for each student. The internship experience can provide students with substantial and promising opportunities for future career options. Therefore, it is strongly recommended that students reflect upon their professional goals before inquiring about internship positions. Students should consider their preferred career setting and responsibilities assigned. For example, if a student is interested in promoting nutrition and prevention for young mothers and infants, completing an internship with the Women Infant and Children (WIC) program at a local county health department would be a beneficial internship site selection. Selecting the “right” internship can help to gain significant work experience, develop helpful networking connections, and open the door for future opportunities. Students are encouraged to conduct their own research into site locations. A listing of potential sites is also available through the Department of Health Science. Once a student has identified a few sites that are of interest to him or her, he or she is advised to contact the site (via personal visit, phone or email) and inquire about internship opportunities for community health education or health promotion students. The Informational Interview for Internship Experience handout is provided to help students engage in a discussion about such opportunities. Tips for a successful conversation with a potential site:

Do your research. Once you have identified a site that interests you, research the site’s history, mission and goals, and current programs/services. Before contacting the site, you should be somewhat familiar with the agency and their contributions to the field.

Have a plan. Upon reflection, identify areas of the health education profession that you wish to gain experience with. When a potential site supervisor asks you “what are you looking for in an internship?” make sure your response is intelligent, and shows direction and assertion. A response such as “anything in health education” is too vague and unimpressive. A response such as “I hope to gain experience in conducting needs assessment procedures, improve my skills in developing health communication materials, and have the opportunity to be part of an evaluation team, are just a few of the areas that I would like to work on in an internship” is a better response.

Be prepared to answer questions. Example questions: what are you looking for in an internship? How does our site fit with your future goals? What type of health education experiences are you most interested in? What skills can you bring to our setting?

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Informational Interview for Internship Experience

Students are responsible for researching, identifying, and securing an appropriate and acceptable internship site location to complete HLTH 496/696. A list of sample organizations and agencies is available through the Department of Health Science. In researching whether or not a given site would meet the Department of Health Science, as well as the student’s, requirements and needs, an informational interview is often necessary. Below is a sample script to be used during a phone consultation with prospective internship sites. Important information to gather during this time includes whether or not a given site sponsors a community health education internship experience, and, if so, what the application process entails. Once an appropriate site has been identified, and an agreement has been made between the student and the site, the Site Approval Form must be completed and submitted to the Community Health Education Internship Director (Dr. Hedman) for final approval. Students are not eligible to begin their internship experience until final approval has been granted by the Department of Health Science Community Health Education Internship Director, and permission to register for the course HLTH 496/696 has been provided. Sample Script for Informational Interview “Hello my name is ________________ and I am a student in the Community Health Education Program at Minnesota State University Mankato. I am contacting you to inquire about the possibility of an internship experience at your organization/agency.” “Do you have a moment or two to answer a few questions that I have?” “Do you offer a Community Health Education/Health Promotion internship at your site?” “What type of work experience does your internship experience provide to students? Can you provide me with a list of duties/responsibilities that an intern would be assigned?” “Can you describe for me what a typical day would be like for an intern at your site?” “Would I be involved in projects that address any of the following: needs assessment; planning, implementing, and evaluating health education programs; advocacy; or media development?” “What is the application process entail?” “Is there a deadline for applications for a (spring, fall, summer) internship?” “At would time, would applicants learn of your decision for an intern?” (If applicable) “I would greatly appreciate the opportunity to meet with you in person to discuss an internship placement at your site.” Or (If applicable) “Could you please send me the application for the internship?” “Thank you for taking the time today to answer my questions.”

Site Selection and Approval

Once a student has identified and secured a site for the internship experience, the appropriate materials must be submitted to the Community Health Education Internship Director. Note: by “secured,” it is implied that the student has met with the anticipated internship site supervisor, discussed the internship experience, and agreed upon the internship location, responsibilities, and hours/schedule. Also, the student must complete the required application procedures of the internship site. Next, students complete the Site Approval Form with the anticipated internship site supervisor and submit this form to the Community Health Education Internship Director, Amy S. Hedman, PhD. With the completed Site Approval Form, the materials that also need to be submitted include the student’s current Degree Audit Report (DARS), resume, signed Confidentiality Agreement and signed Internship Contract Statement , and a list of the student’s unique goals for his or her internship experience. Upon submission of these materials to the Community Health Education Internship Director, students will receive official word whether or not their site has been approved. If approved, students will be granted online permission to register for the course HLTH 496/696: Internship: Health Education.

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Community Health Education Internship Policies: Student Responsibilities

STUDENT RESPONSIBILITIES In exchange for the opportunity to participate in the internship at the selected Internship Site, the Student agrees to:

During the intern experience, students will conduct themselves according to the Student Code of Conduct and the Standards of Professionalism, as described in the Minnesota State University-Mankato Community Health Education Program Internship Handbook provided to students.

Students participating in the intern experience will furnish the agency with evidence of current immunization and other related information as required by the Agency.

Students participating in the intern experience are encouraged to carry their own health insurance.

Students participating in the intern experience are responsible for carrying their own professional liability insurance if professional liability insurance is not purchased through the University.

Each student shall submit a signed Confidentiality Statement to Minnesota State University-Mankato Community Health Education’s Program Internship Director.

Each student shall submit a signed Internship Contract Statement to Minnesota State University-Mankato Community Health Education’s Program Internship Director.

Students are required to complete all the necessary steps to successfully complete the intern experience (course HLTH 496/696), as indicated to them in the Minnesota State University-Mankato Community Health Education Program Internship Handbook.

Keep regular attendance and be on time, both at school and at the Facility’s training site. The Student will promptly notify the Facility’s training site if unable to report. The Student’s placement will automatically terminate if the Student terminates his/her enrollment in the Program or is no longer enrolled as a student at the University.

Demonstrate honesty, punctuality, courtesy, a cooperative attitude, desirable health and grooming habits, desirable/required dress and a willingness to learn.

Furnish the Community Health Education’s Program Internship Director with all necessary information and complete all necessary reports requested by the Director. Submitting falsified reports is cause for immediate expulsion from the Program.

Conform to all rules, regulations, and policies including health, safety, and work environment of the Facility, follow all instructions given by the Facility and always conduct oneself in a safe manner.

Consult with the University’s Community Health Education’s Program Internship Director about any difficulties arising at the Facility’s training site.

Be present at the Facility’s training site on the dates and for the number of hours agreed upon.

Not terminate his/her participation in the training experience at the Facility without first consulting with the University’s Community Health Education’s Program Internship Director.

The Student also understands and agrees that: a. placement and participation in this training experience is not employment with the University or

Facility; b. the Student is not covered by the University worker’s compensation coverage; and c. the Student will not receive any money or compensation or benefits of any kind from the University in

exchange for his/her participation in the training experience. The Student also understands that the Facility does not promise or guarantee any future employment for the student.

The Student understands that he/she is responsible for providing his or her own health insurance and for any and all medical expenses incurred by him/her related to any injury, loss or illness sustained by him/her while participating in the training experience at the Facility.

Agency Responsibilities

The Agency agrees to provide the intern with appropriate and fitting work-related experiences for

students of Minnesota State University, Mankato enrolled in the Community Health Education

program during the designated academic semester.

The Agency agrees to work with the student intern(s) in establishing a personalized listing of student

goals and objectives to be worked towards during the intern experience.

The Agency will provide the university with a copy of its policies and regulations which relate to the

internship program.

The Agency will ensure equal opportunities in its educational programs, activities, and all aspects of

employment for all individuals, regardless of race, color, creed, religion, gender, national origin, sexual

orientation, veteran’s status, marital status, disability, status with regard to public assistance, or

inclusion in any group or class against which discrimination is prohibited by federal, state, or local laws

and regulations. The Agency agrees to adhere to this policy in implementing this Agreement.

The Agency is an equal Employment Opportunity/Affirmative Action Company committed to providing

full employment opportunity without regard to race, religion, color, creed, national origin, sex, age,

marital status, status with regard to public assistance, veteran status, or status as a qualified individual

with a disability/qualified disabled person.

The Agency agrees to

o Accept the identified student(s) for the internship experience(s).

o To provide an orientation for the intern(s) which includes reviewing Agency’s policies and

procedures, as appropriate.

o To provide on-site supervision and direction by an Agency employee with background

education and work experience in the field of health education, health promotion, or related

field.

o To provide the student(s) opportunities to collect and review appropriate Agency background

information and materials (for example past needs assessment or evaluation reports) to fulfill

student learning objectives.

o To provide full opportunities for the intern(s) to experience active involvement in the following

areas: needs assessment; program planning, implementing and evaluating; health

communications and media relations; community organizing; collaboration and partnerships;

in addition to other opportunities.

o To track and report upon completed student internship hours, providing a final hour tally with

the final student evaluation report. Note: for full internship, 450 completed hours is required.

o To complete and submit student intern progress and final evaluation reports, provided by

Minnesota State University-Mankato Community Health Education Internship Director.

o To not allow the student to perform any functions that are not a part of the Minnesota State

University-Mankato Community Health Education’s Program. For example, providing direct

care or clinical services to patients/populations.

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o To consistently provide feedback to the student regarding intern performance and suggest

professional areas of growth and improvement, as observed.

o To participate in the in-depth evaluations of the intern’s/interns’ performance with the

Internship Director of Minnesota State University-Mankato Community Health Education

Program, which may include on-site visits by the Internship Director.

Minnesota State University-Mankato Community Health Education Internship Program Director agrees to:

To assist student interns in the following areas:

o Provide advisement in selecting an appropriate and fitting site for each student. Assist student

with site selection and application process.

o Approve student’s resume, goals, and objectives for the internship experience. Submit a copy

of student goals and objectives to Agency.

o Process the Site Approval Form. Provide copies to both agency and student intern.

o Be available for phone conference calls and consultations to the student intern and internship

site supervisor as needed.

o Review all completed internship requirements and award a grade as appropriate.

To assign only those students for the intern experience who have completed required preliminary

courses and are deemed ready to fulfill the practicum-internship sequence of the program.

To assure responsibility for the instruction and collaborative supervision with the site supervisor of

students throughout the entire internship.

To instruct students to be responsible for the provision of professional liability insurance coverage for

themselves.

To instruct students to hold as confidential any patient/population or Agency information acquired

while engaged in the intern experience.

To provide the Agency with directions and materials necessary to complete the student intern

evaluation procedures.

When conducting on on-site visit, Program faculty will show proper identification before entering the

Agency, as required.

To allow the Agency staff to require suspension or withdrawal from the internship experience any

student whose work, conduct, or health may have a detrimental effect on its personnel or populations

served.

To allow the Agency staff to require suspension or withdrawal from the internship experience any

student whose work, conduct, or health may have a detrimental effect on agency operations.

To inform student interns that they shall be subject to the Agency’s policies, inasmuch as such policies

are relevant to student interns.

Mutual Responsibilities, both parties agree to:

This agreement may be amended or extended at any time upon mutual agreement in writing of the

parties.

That if either party wishes to withdraw from this agreement, the party shall give due notice.

That students shall not be placed in positions of responsibility for which they are not ready to assume.

Both parties will communicate areas of need or concern with one another, and work together to

identify solutions.

Student Requirements

During the intern experience, students will conduct themselves according to the Student Code of

Conduct and the Standards of Professionalism, as described in the Minnesota State University-Mankato

Community Health Education Program Internship Handbook provided to students.

Students participating in the intern experience will furnish the agency with evidence of current

immunization and other related information as required by the Agency.

Students participating in the intern experience are encouraged to carry their own health insurance.

Students participating in the intern experience are responsible for carrying their own professional

liability insurance if professional liability insurance is not provided by the University.

Each student shall submit a signed Confidentiality Statement and a signed Internship Contract

Statement to Minnesota State University-Mankato Community Health Education’s Program Internship

Director.

Students are required to complete all the necessary steps to successfully complete the intern

experience (course HLTH 496/696), as indicated to them in the Minnesota State University-Mankato

Community Health Education Program Internship Handbook.

Prior to their internship experience, students are required to submit the following:

Proof of personal medical/hospitalization insurance Proof of Malpractice Liability Insurance MSU-Mankato Community Health Education Confidentiality Agreement MSU-Mankato Community Health Education Code of Conduct and Standards of Professionalism Pledge

Upon completion of their internship experience, the following materials must be submitted to the Internship Director:

1. Midpoint Student Internship Experience Report 2. Final Student Internship Experience Report 3. Intern Inventory of Health Education Competencies & Sub-competencies (Student Responsibility) 4. Biweekly Tracking Hours Forms (Student Responsibility) 5. Response to Goals and Objectives (Student Responsibility) 6. Site Midpoint/Progress Evaluation Report (Site Supervisor Responsibility) 7. Site Final Evaluation Report: Intern Inventory and Final Report (Site Supervisor Responsibility)

A grade of P will be assigned upon successful completion of the above activities. A grade of N will be assigned for students that do not successfully complete all of the above activities and fail to meet the expectations, responsibilities, and professional standards of their internship site and/or those of the Department of Health Science. CONTACT INFORMATION Amy S. Hedman, PhD, MCHES Assistant Professor, Community Health Education Program Coordinator and Internship Director Department of Health Science 213 Highland Center Minnesota State University, Mankato Mankato, MN 56001 Phone: (507) 389-5382 Email: amy.hedman@mnsu.edu

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MINNESOTA STATE UNIVERSITY, MANKATO COLLEGE OF ALLIED HEALTH AND NURSING

Department of Health Science • 213 Highland Center North Mankato, MN 56001

Telephone (507) 389-5832

Community Health Education Internship (CHEI) Confidentiality Internship Agreement

During the internship experience, assigned tasks may require that a student intern work with records, files, paperwork or electronic files that contain private and confidential information. Unlawful disclosure of private data is illegal in the state of Minnesota (Minnesota Statutes, Section 13:08-13.09) and can lead to disciplinary action and criminal penalties. Directions: Please read the information below and indicate agreement to comply by signing this form. As an intern in the Community Health Education program at Minnesota State University, Mankato, I, ______________________, understand that there may be situations where I have access to, and work with, confidential and private materials. These materials may include patient/client files or records, organization background data, including personnel and budget to name a few, or other sensitive information. I acknowledge that I have access to this information only because of the internship I am completing. I acknowledge that this information is designated as private data under the Minnesota Government Data Practices Act, MN Stat. Sec. 13:43, Subd. 3. I agree to NOT disclose this information, during or at any point after my internship experience, to anyone that is not permitted access to this information and employed by the internship site. Specifically, I agree to the following:

1) I will not discuss patient/client data or other confidential materials with individuals that have not been given access to such information (this includes family and friends)

2) I will not discuss private information in public places where others may overhear 3) I will not remove, copy or transfer private data or records from the internship site unless permission

from the supervisor has been given 4) In situations where private data, records or materials are in my possession, I will do everything in my

power to assure that information is secured and protected at all times 5) I will notify my supervisor and the Internship Director if I have any concerns regarding this agreement

I, _____________________________, have read the above information and agree to comply with this Confidentiality Internship Agreement. I understand violating this agreement may lead to disciplinary consequences that will negatively affect my status at the University, which may include immediate dismissal from the internship and program, in addition to potential criminal penalty. Student Signature ______________________________________ Print Student Name ______________________________________ CHEI Director Signature ______________________________________ Print Name ______________________________________ Date ______________________________________

Minnesota State University Mankato-Department of Health Science Community Health Education Internship Tracking Hours Form

This form should be completed each week. Forms should be submitted weekly or biweekly (every 2 weeks) online in the student’s D2L Dropbox Folder.

Date Assignments/Tasks Outcomes CHES Competencies Addressed (for

example “4.1.2”)

Total Hours Completed

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Student Inventory of Health Education Competencies and Sub-competencies Community Health Education Department of Health Science

Minnesota State University Mankato

1. Name _________________________ 2. Today’s Date __________________________ 3. What is your major? ______________________________________________ 4. What was your previous major, if applicable? _________________________ 5. What is your minor, if applicable? ___________________________________ 6. What is your current GPA? _________________________________________ 7. What is your ethnicity? ____________________________________________ 8. What is your gender? Male Female 9. Are you a Veteran? Yes No 10. Course completed as of the end of this semester (circle all that apply)

HLTH 260 361 380 480 495 496

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1-Assess Individual and Community Needs for Health Education

1.1. Plan assessment process 1 2 3 4 5

1.1.1. Identify existing and needed resources to conduct assessments. 1 2 3 4 5

1.1.2. Apply theories and models to develop assessment strategies. 1 2 3 4 5

1.1.3. Develop plans for data collection, analysis, and interpretation. 1 2 3 4 5

1.1.4. Integrate research designs, methods, and instruments into assessment. 1 2 3 4 5

1.2. Access existing information and data related to health. 1 2 3 4 5

1.2.1. Identify sources of data related to health. 1 2 3 4 5

1.2.2. Critique sources of health information using theory and evidence from the literature.

1 2 3 4 5

1.2.3. Select valid sources of information about health. 1 2 3 4 5

1.2.4. Identify gaps in data using theories and assessment models. 1 2 3 4 5

1.2.5. Establish collaborative relationships and agreements that facilitate access to data.

1 2 3 4 5

1.2.6. Conduct searches of existing databases for specific health-related data. 1 2 3 4 5

1.3. Collect quantitative and/or qualitative data related to health. 2 2 3 4 5

1.3.1 Collect primary and/or secondary data. 1 2 3 4 5

1.3.2. Integrate primary data with secondary data. 1 2 3 4 5

1.3.3. Identify data collection instruments and methods. 1 2 3 4 5

1.3.4. Develop data collection instruments and methods. 1 2 3 4 5

1.3.5. Train personnel and stakeholders regarding data collection. 1 2 3 4 5

1.3.6. Use data collection instruments and methods. 1 2 3 4 5

1.3.7. Employ ethical standards when collecting data. 1 2 3 4 5

1.4. Examine relationships among behavioral, environmental and genetic factors that enhance or compromise health.

1 2 3 4 5

1.4.1. Identify factors that influence health behaviors. 1 2 3 4 5

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1.4.2. Analyze factors that influence health behaviors. 1 2 3 4 5

1.4.3. Identify factors that enhance or compromise health. 1 2 3 4 5

1.4.4. Analyze factors that enhance or compromise health. 1 2 3 4 5

1.5. Examine factors that influence the learning process. 1 2 3 4 5

1.5.1. Identify factors that foster or hinder the learning process. 1 2 3 4 5

1.5.2. Identify factors that foster or hinder attitudes and beliefs. 1 2 3 4 5

1.5.3. Analyze factors that foster or hinder attitudes and beliefs. 1 2 3 4 5

1.6. Examine factors that enhance or compromise the process of health education.

1 2 3 4 5

1.6.1. Determine the extent of available health education programs, interventions, and policies.

1 2 3 4 5

1.6.2. Assess the quality of available health education programs, interventions, and policies.

1 2 3 4 5

1.6.3. Identify existing and potential partners for the provision of health education.

1 2 3 4 5

1.6.4. Assess social, environmental, and political conditions that may impact health education.

1 2 3 4 5

1.6.5. Analyze the capacity for developing needed health education. 1 2 3 4 5

1.6.6. Assess the need for resources to foster health education. 1 2 3 4 5

1.7. Infer needs for health education based on assessment findings. 1 2 3 4 5

1.7.1. Analyze assessment findings. 1 2 3 4 5

1.7.2. Prioritize health education needs. 1 2 3 4 5

1.7.3. Identify emerging health education needs. 1 2 3 4 5

1.7.4. Report assessment findings. 1 2 4 5

2. Plan Health Education Strategies, Interventions, and Programs 1 2 3 4 5

2.1. Involve priority populations and other stakeholders in the planning process. 1 2 3 4 5

2.1.1. Incorporate principles of community organization. 1 2 3 4 5

2.1.2. Identify priority populations and other stakeholders. 1 2 3 4 5

2.1.3. Communicate need for health education to priority populations and other stakeholders.

1 2 3 4 5

2.1.4. Develop collaborative efforts among priority populations and other stakeholders.

1 2 3 4 5

2.1.5. Elicit input from priority populations and other stakeholders. 1 2 3 4 5

2.1.6. Obtain commitments from priority populations and other stakeholders. 1 2 3 4 5

2.2. Develop goals and objectives. 1 2 3 4 5

2.2.2. Identify desired outcomes utilizing the needs assessment results. 1 2 3 4 5

2.2.6. Assess resources needed to achieve objectives. 1 2 3 4 5

2.3. Select or design strategies and interventions. 1 2 3 4 5

2.3.1. Design theory-based strategies and interventions to achieve stated 1 2 3 4 5

objectives.

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2.3.2. Comply with legal and ethical principles in designing strategies and interventions.

1 2 3 5

2.3.3. Apply principles of cultural competence in selecting and designing strategies and interventions.

1 2 3 4 5

2.3.4. Pilot test strategies and interventions. 1 2 3 4 5

2.4. Develop a scope and sequence for the delivery of health education. 1 2 3 4 5

2.4.1. Determine the range of health information needed to achieve goals and objectives.

1 2 3 4 5

2.4.2. Select resources required to implement health education. 1 2 3 4 5

2.4.3. Use logic models to guide the planning process. 1 2 3 4 5

2.4.4. Analyze the opportunity for integrating health education into other programs.

1 2 3 4 5

2.4.5. Develop a process for integrating health education into other programs. 1 2 3 4 5

2.5. Address factors that affect implementation. 1 2 3 4 5

2.5.1. Identify factors that foster or hinder implementation. 1 2 3 4 5

2.5.2. Analyze factors that foster or hinder implementation. 1 2 3 4 5

2.5.3. Use findings of pilot to refine implementation plans as needed. 1 2 3 4 5

2.5.4. Develop a conducive learning environment. 1 2 3 4 5

3. Implement Health Education, Strategies, Interventions, and Programs 1 2 3 4 5

3.1. Implement a plan of action. 1 2 3 4 5

3.1.1. Assess readiness for implementation. 1 2 3 4 5

3.1.2. Collect baseline data. 1 2 3 4 5

3.1.3. Use strategies to ensure cultural competence in implementing health education plans.

1 2 3 4 5

3.1.4. Use a variety of strategies to deliver a plan of action. 1 2 3 4 5

3.1.5. Promote plan of action. 1 2 3 4 5

3.1.6. Apply theories and models of implementation. 1 2 3 4 5

3.1.7. Launch plan of action. 1 2 3 4 5

3.2. Monitor implementation of health education. 1 2 3 4 5

3.2.1. Monitor progress in accordance with timeline. 1 2 3 4 5

3.2.2. Assess progress in achieving objectives. 1 2 3 4 5

3.2.3. Modify plan of action as needed. 1 2 3 4 5

3.2.4. Monitor use of resources. 1 2 3 4 5

3.2.5. Monitor compliance with legal and ethical principles. 1 2 3 4 5

3.3. Train individuals involved in implementation of health education. 1 2 3 4 5

3.3.1. Select training participants needed for implementation. 1 2 3 4 5

3.3.5. Demonstrate a wide range of training strategies. 1 2 3 4 5

3.3.6. Deliver training. 1 2 3 4 5

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4. Conduct Evaluation and Research Related to Health Education 1 2 3 4 5

4.1. Develop evaluation/research plans. 1 2 3 4 5

4.1.3. Assess feasibility of conducting evaluation/research. 1 2 3 5

4.1.4. Critique evaluation and research methods and findings found in the related literature.

1 2 3 4 5

4.1.5. Synthesize information found in the literature. 1 2 3 4 5

4.1.6. Assess the merits and limitations of qualitative and quantitative data collection for evaluation.

1 2 3 4 5

4.1.8. Identify existing data collection instruments. 1 2 3 4 5

4.1.9. Critique existing data collection instruments for evaluation. 1 2 3 4 5

4.1.12. Develop data analysis plan for evaluation. 1 2 3 4 5

4.1.14. Apply ethical standards in developing the evaluation/research plan. 1 2 3 4 5

4.2. Design instruments to collect evaluation/research data. 1 2 3 4 5

4.2.1. Identify usable questions from existing instruments. 1 2 3 4 5

4.2.2. Write new items to be used in data collection for evaluation. 1 2 3 4 5

4.2.4. Establish validity of data collection instruments. 1 2 3 4 5

4.2.5. Establish reliability of data collection instruments. 1 2 3 4 5

4.3. Collect and analyze evaluation/research data.. 1 2 3 4 5

4.3.1. Collect data based on the evaluation/research plan. 1 2 3 4 5

4.3.2. Monitor data collection and management. 1 2 3 4 5

4.3.3. Analyze data using descriptive statistics. 1 2 3 4 5

4.3.4. Analyze data using inferential and/or other advanced statistical methods. 1 2 3 4 5

4.3.5. Analyze data using qualitative methods. 1 2 3 4 5

4.3.6. Apply ethical standards in collecting and analyzing data. 1 2 3 4 5

4.4. Interpret results of evaluation/research. 1 2 3 4 5

4.4.1. Compare results to evaluation/research questions. 1 2 3 4 5

4.4.2. Compare results to other findings. 1 2 3 4 5

4.4.3. Propose possible explanations of findings. 1 2 3 4 5

4.4.4. Identify possible limitations of findings. 1 2 3 4 5

4.4.5. Develop recommendations based on results. 1 2 3 4 5

4.5. Apply findings from evaluation/research. 1 2 3 4 5

4.5.1. Communicate findings to stakeholders. 1 2 3 4 5

4.5.3. Apply findings in policy analysis and program development. 1 2 3 4 5

5. Administer Health Education Strategies, Interventions, and Programs 1 2 3 4 5

5.2. Obtain acceptance and support for programs. 1 2 3 4 5

5.2.5. Provide support for individuals who deliver professional development opportunities.

1 2 3 4 5

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5.2.6. Explain how program goals align with organizational structure, mission, and goals.

1 2 3 4 5

5.3. Demonstrate leadership. 1 2 3 4 5

5.3.1. Conduct strategic planning. 1 2 3 4 5

5.3.2. Analyze an organization’s culture in relationship to health education goals. 1 2 3 4 5

5.3.4. Develop strategies to reinforce or change organizational culture to achieve health education goals.

1 2 3 4 5

5.3.5. Comply with existing laws and regulations. 1 2 3 4 5

5.3.6. Adhere to ethical standards of the profession. 1 2 3 4 5

5.3.7. Facilitate efforts to achieve organizational mission. 1 2 3 4 5

5.3.8. Analyze the need for a systems approach to change. 1 2 3 4 5

5.3.9. Facilitate needed changes to organizational cultures. 1 2 3 4 5

5.4. Manage human resources. 1 2 3 4 5

5.4.1. Develop volunteer opportunities. 1 2 3 4 5

5.4.2. Demonstrate leadership skills in managing human resources. 1 2 3 4 5

5.4.3. Apply human resource policies consistent with relevant laws and regulations.

1 2 3 4 5

5.4.4. Evaluate qualifications of staff and volunteers needed for programs. 1 2 3 4 5

5.4.5. Recruit volunteers and staff. 1 2 3 4 5

5.4.7. Apply appropriate methods for team development. 1 2 3 4 5

5.4.8. Model professional practices and ethical behavior. 1 2 3 4 5

5.4.11. Evaluate performance of staff and volunteers. 1 2 3 4 5

5.5. Facilitate partnerships in support of health education. 1 2 3 4 5

5.5.3. Facilitate partner relationship(s). 1 2 3 4 5

6. Serve as a Health Education Resource Person 1 2 3 4 5

6.1. Obtain and disseminate health-related information. 1 2 3 4 5

6.1.1. Assess information needs. 1 2 3 4 5

6.1.2. Identify valid information resources. 1 2 3 4 5

6.1.3. Critique resource materials for accuracy, relevance, and timeliness. 1 2 3 4 5

6.1.4. Convey health-related information to priority populations. 1 2 3 4 5

6.1.5. Convey health-related information to key stakeholders. 1 2 3 4 5

6.2. Provide training. 1 2 3 4 5

6.2.3. Identify priority populations. 1 2 3 4 5

6.3. Serve as a health education consultant. 1 2 3 4 5

6.3.1. Assess needs for assistance. 1 2 3 4 5

6.3.2. Prioritize requests for assistance. 1 2 3 4 5

6.3.3. Define parameters of effective consultative relationships. 1 2 3 4 5

6.3.4. Establish consultative relationships. 1 2 3 4 5

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6.3.5. Facilitate collaborative efforts to achieve program goals. 1 2 3 4 5

6.3.6. Apply ethical principles in consultative relationships. 1 2 3 4 5

7. Communicate and Advocate for Health and Health Education 1 2 3 4 5

7.1. Assess and prioritize health information and advocacy needs. 1 2 3 4 5

7.1.1. Identify current and emerging issues that may influence health and health education.

1 2 3 4 5

7.1.2. Assess accurate resources related to identified issues. 1 2 3 4 5

7.1.3. Analyze the impact of existing and proposed policies on health. 1 2 3 4 5

7.1.4. Analyze factors that influence decision-makers. 1 2 3 4 5

1 2 3 4 5

7.2. Identify and develop a variety of communication strategies, methods, and techniques.

1 2 3 4 5

7.2.1. Create messages using communication theories and models. 1 2 3 4 5

7.2.2. Tailor messages to priority populations. 1 2 3 4 5

7.2.3. Incorporate images to enhance messages. 1 2 3 4 5

7.2.4. Select effective methods or channels for communicating to priority populations.

1 2 3 4 5

7.2.5. Pilot test messages and delivery methods with priority populations. 1 2 3 4 5

7.2.6. Revise messages based on pilot feedback. 1 2 3 4 5

7.3. Deliver messages using a variety of strategies, methods, and techniques. 1 2 3 4 5

7.3.1. Use techniques that empower individuals and communities to improve their health.

1 2 3 4 5

7.3.2. Employ technology to communicate to priority population. 1 2 3 4 5

7.3.3. Evaluate the delivery of communication strategies, methods, and techniques.

1 2 3 4 5

7.4. Engage in health education advocacy. 1 2 3 4 5

7.4.1. Engage stakeholders in advocacy. 1 2 3 4 5

7.4.2. Develop an advocacy plan in compliance with local, state, and/or federal policies and procedures.

1 2 3 4 5

7.4.3. Comply with organizational policies related to participating in advocacy. 1 2 3 4 5

7.4.4. Communicate the impact of health and health education on organizational and socio-ecological factors.

1 2 3 4 5

7.4.5. Use data to support advocacy messages. 1 2 3 4 5

7.4.6. Implement advocacy plans. 1 2 3 4 5

7.4.7. Incorporate media and technology in advocacy. 1 2 3 4 5

7.4.8. Participate in advocacy initiatives. 1 2 3 4 5

7.5. Influence policy to promote health. 1 2 3 4 5

7.5.2. Identify the significance and implications of health policy for individuals, groups, and communities.

1 2 3 4 5

7.5.3. Advocate for health-related policies, regulations, laws, or rules. 1 2 3 4 5

7.5.5. Employ policy and media advocacy techniques to influence decision-makers.

1 2 3 4 5

Health Education Code of Ethics

Preamble

The health education profession is dedicated to excellence in the practice of promoting individual, family, organizational and community health. The Code of Ethics provides a basis of shared values that health education is practiced. The responsibility of all health educators is to aspire to the highest possible standards of conduct and to encourage the ethical behavior of all those with whom they work.

Article I: Responsibility to the public. A health educator's ultimate responsibility is to educate people for the purpose of promoting, maintaining and improving individual, family and community health. When a conflict of issues arises among individuals, groups, organizations, agencies or institutions, health educators must consider all issues and give priority to those that promote wellness and quality of living through principles of self-determination and freedom of choice for the individual.

Article II: Responsibility to the profession. Health educators are responsible for their professional behavior, for the reputation of their profession, and for promoting ethical conduct among their colleagues.

Article III: Responsibility to employers. Health educators recognize the boundaries of their professional competence and are accountable for their professional activities and actions.

Article IV: Responsibility in the delivery of health education. Health educators promote integrity in the delivery of health education. They respect the rights, dignity, confidentiality and worth of all people by adapting strategies and methods to meet the needs of diverse populations and communities.

Article V: Responsibility in research and evaluation. Health educators contribute to the health of the population and to the profession through research and evaluation activities. When planning and conducting research or evaluation, health educators do so in accordance with federal and state laws and regulations, organizational and institutional policies, and professional standards.

Article VI: Responsibility in professional preparation. Those involved in the preparation and training of health educators have an obligation to accord learners the same respect and treatment given other groups by providing quality education that benefits the profession and the public.

The Coalition of National Health Education Organizations http://www.cnheo.org/.

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Internship Contract Statement Community Health Education Internship HLTH 496/696

Department of Health Science Minnesota State University-Mankato

This form must be signed by the student and submitted to the Internship Director with the

other required application materials prior to beginning the internship experience.

Student Name ____________________________________ Tech ID _______________ Name of Intern Organization/Agency ___________________________________________ Student: By signing this contract, I understand that I am responsible for following all Internship Handbook guidelines. ___________________________________________ _________________________ Student Signature Date