**********Please see attachment for references **********

Submit an 8- to 10-page (not including title page and references), scholarly paper using APA references and formatting that includes the following information:

• A title page
• Section headers for each of the sections below

  Describe an emerging or expanded role for public health or health education professionals in 2030 and beyond. Explain and support your choice with resources.
  Propose three additional goals not found in Healthy People 2020 that should be added to the Healthy People 2030. Use supporting resources and data to defend your proposed goals.
  Prioritize and explain future health systems, programs, and policies that might affect the future of public health and health education.
  Review your Strengths Finder results and what you wrote in your Module 2 paper. Write a concise and focused reflection on what you have learned throughout the course and about yourself.
  Describe how you will use your personal strengths, skills, and knowledge as a scholar and practitioner. Be sure to go beyond what you wrote in your module 2 paper to show your growth.>Explain how your goals to support and promote the field of public health or health education have changed as a result of this course.

• Cite the sources you used within your text, wherever you referred to or used them.
• Include an APA formatted reference list at the end of your paper.

********** See attachment for References **********

Submit an 8- to 10-page (not including title page and references), scholarly paper using APA references and formatting that includes the following information:

· A title page

· Section headers for each of the sections below

· Describe an emerging or expanded role for public health or health education professionals in 2030 and beyond. Explain and support your choice with resources.

· Propose three additional goals not found in Healthy People 2020 that should be added to the Healthy People 2030. Use supporting resources and data to defend your proposed goals.

· Prioritize and explain future health systems, programs, and policies that might affect the future of public health and health education.

· Review your Strengths Finder results and what you wrote in your Module 2 paper. Write a concise and focused reflection on what you have learned throughout the course and about yourself.

· Describe how you will use your personal strengths, skills, and knowledge as a scholar and practitioner. Be sure to go beyond what you wrote in your module 2 paper to show your growth.>Explain how your goals to support and promote the field of public health or health education have changed as a result of this course.

· Cite the sources you used within your text, wherever you referred to or used them.

· Include an APA formatted reference list at the end of your paper.

********** See attachment for References **********

/

Centers for Disease Control and Prevention (CDC). (2017c). National Center for Health
Statistics (NCHS). Retrieved from http://www.cdc.gov/nchs/

Centers for Disease Control and Prevention (CDC). (2011a). Core functions of public health and
how they relate to the 10 essential services. Retrieved from
https://www.cdc.gov/nceh/ehs/ephli/core_ess.htm

Centers for Disease Control and Prevention (CDC). (2017). Resources organized by essential
services. Retrieved from https://www.cdc.gov/nceh/ehs/10-essential-services/resources.html

Centers for Disease Control and Prevention (CDC). (2014b). The public health system and the
10 essential public health services. Retrieved from
https://www.cdc.gov/publichealthgateway/publichealthservices/essentialhealthservices.html

Note: Ensure that you read the following resource available at this website under Resources,
Public Health 101.

Centers for Disease Control and Prevention (CDC). (2018). Leading causes of death in the
United States, 1999-2016. Retrieved from https://www.cdc.gov/nchs/data-visualization/mortality-
leading-causes/

Centers for Disease Control and Prevention (CDC), Office for State, Tribal, Local and Territorial
Support. (2014). The 10 essential public health services: An overview. Retrieved from
https://www.cdc.gov/publichealthgateway/publichealthservices/pdf/essential-phs

Institute of Medicine (IOM) Committee on Assuring the Health of the Public in the 21st Century.
(2002). B, Models for collaborative planning in communities. In The Future of the Public’s Health
in the 21st Century. Washington, DC: National Academies Press. Retrieved
from https://www.ncbi.nlm.nih.gov/books/NBK221247/

http://www.cdc.gov/nchs/

https://www.cdc.gov/nceh/ehs/ephli/core_ess.htm

https://www.cdc.gov/nceh/ehs/10-essential-services/resources.html

https://www.cdc.gov/publichealthgateway/publichealthservices/essentialhealthservices.html

https://www.cdc.gov/nchs/data-visualization/mortality-leading-causes/

https://www.cdc.gov/publichealthgateway/publichealthservices/pdf/essential-phs

https://www.ncbi.nlm.nih.gov/books/NBK221247/

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Assignment: Worksheet: Core Functions,
Essential Services, and Health Educator
Responsibilities
Becoming familiar with the public health core functions, essential services, and the areas of
responsibility for health educators will help you gain an understanding of the multidisciplinary scope of
the public health and health education fields.

To Prepare:

For this Assignment, you will be provided with a worksheet that describes four scenarios related to the
Public Health Core Functions and Ten Essential Services and to the Health Educator Areas of
Responsibility. Review this week’s Resources and reflect on the scenarios described in the
worksheet.

To Complete:

Complete both Part I and Part II of the Module 3 Assignment worksheet that has been posted by your
instructor.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “MD3Assgn+last name+first initial.
(extension)” as the name.

National Commission for Health Education Credentialing (NCHEC). (2010). Areas of
responsibilities, competencies, and sub-competencies for the health education specialists 2010.
Retrieved from
http://www.nchec.org/assets/2251/areas_of_responsibilities_and_competencies

Council on Linkages Between Academia and Public Health Practice. (2014). Core competencies
for public health professionals. Retrieved from
http://www.phf.org/resourcestools/Documents/Core_Competencies_for_Public_Health_Professionals_

http://www.nchec.org/assets/2251/areas_of_responsibilities_and_competencies

http://www.phf.org/resourcestools/Documents/Core_Competencies_for_Public_Health_Professionals_2014June

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Due By Assignment
Days 1–2 Read the resources as indicated on the Learning Resources page.

Begin to check your knowledge with the Quiz.
Compose your initial response to Discussion.

Day 5 Deadline to post Vlog

Day 4–7 Review Vlogs.
Prepare Discussion responses.

Days 7 Deadline to post first peer response

Days 7–13 Continue the Discussion.

Days 14 Deadline to Complete Check your Knowledge

Day 14 Deadline to post at least three peer responses

Learning Resources
Required Readings

Centers for Disease Control and Prevention. (2016b). Whole school, whole community, whole
child. Retrieved from https://www.cdc.gov/healthyyouth/wscc/

Centers for Disease Control and Prevention. (2015b). Characteristics of an effective health
education curriculum. Retrieved from
https://www.cdc.gov/healthyschools/sher/characteristics/index.htm

Centers for Disease Control and Prevention. (2015c). Components of the whole school, whole
community, whole child (WSCC). Retrieved from
https://www.cdc.gov/healthyschools/wscc/components.htm

https://www.cdc.gov/healthyyouth/wscc/

https://www.cdc.gov/healthyschools/sher/characteristics/index.htm

https://www.cdc.gov/healthyschools/wscc/components.htm

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Gebbie, K. M., Weist, E. M., McElligott, J. E., et al. (2013). Implications of preparedness and
response core competencies for public health. Journal of Public Health Management
Practice,19(3), 224–230. Retrieved from https://www.naccho.org/uploads/downloadable-
resources/Preparedness-Competencies-Article1

HealthyPeople.gov. (2017a). About healthy people. Retrieved from
http://www.healthypeople.gov/2020/about/default.aspx

Healthy People.gov. (2017b). Educational and community-based programs. Retrieved from
https://www.healthypeople.gov/2020/topics-objectives/topic/educational-and-community-based-
programs

Healthy People.gov. (2017c). Educational and community-based programs: Evidence-based
resources. Retrieved from https://www.healthypeople.gov/2020/topics-
objectives/topic/educational-and-community-based-programs/ebrs

Institute for Work & Health (2015). What researchers mean by… Primary, secondary and tertiary
prevention. Retrieved from https://www.iwh.on.ca/what-researchers-mean-by/primary-secondary-
and-tertiary-prevention

National Board of Public Health Examiners (NBPHE). (2017). Become CPH! Retrieved from

Home Page

National Commission for Health Education Credentialing (NCHEC). (n.d.c). CHES® overview.
Retrieved from https://www.nchec.org/ches

Public Health Foundation (PHF). (n.d.). Public health preparedness and response. Retrieved
from
http://www.phf.org/programs/preparednessresponse/Pages/Public_Health_Preparedness_and_Respo

https://www.naccho.org/uploads/downloadable-resources/Preparedness-Competencies-Article1

http://www.healthypeople.gov/2020/about/default.aspx

https://www.healthypeople.gov/2020/topics-objectives/topic/educational-and-community-based-programs

https://www.healthypeople.gov/2020/topics-objectives/topic/educational-and-community-based-programs/ebrs

https://www.iwh.on.ca/what-researchers-mean-by/primary-secondary-and-tertiary-prevention

Home Page

https://www.nchec.org/ches

http://www.phf.org/programs/preparednessresponse/Pages/Public_Health_Preparedness_and_Response.aspx

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Required Media

National Commission for Health Education Credentialing (NCHEC). (n.d.-a). Retrieved April 19,
2017, from http://www.nchec.org/

Sachs, J. D. (2012). From millennium development goals to sustainable development goals.
Lancet, 379(9832), 2206–2211. Retrieved from
http://www.grips.ac.jp/forum/IzumiOhno/lectures/2015_Lecture_texts/S16_From-MDGs-to-SDGs-
Lancet-June-2012

Society for Public Health Eduction (SOPHE). (n.d.). Health education specialist. Retrieved from
https://www.sophe.org/careers/health-education-profession/

United Nations. (2013). The millennium development goals report 2013. Retrieved
from http://www.un.org/millenniumgoals/pdf/report-2013/mdg-report-2013-english

United Nations. (2015). The millennium development goals report 2015. Retrieved
fromhttp://www.un.org/millenniumgoals/2015_MDG_Report/pdf/MDG%202015%20rev%20(July%201)

World Health Organization (WHO). (2015). Millennium development goals (MDGs). Retrieved
from http://www.who.int/mediacentre/factsheets/fs290/en/

World Health Organization (WHO). (2017d). Millennium development goals (MDGs). Retrieved
from http://www.who.int/topics/millennium_development_goals/about/en/index.html

World Health Organization (WHO). (2018). Disease prevention, including early detection of
illness. Retrieved from http://www.euro.who.int/en/health-topics/Health-systems/public-health-
services/policy/the-10-essential-public-health-operations/epho5-disease-prevention,-including-
early-detection-of-illness2

http://www.nchec.org/

http://www.grips.ac.jp/forum/IzumiOhno/lectures/2015_Lecture_texts/S16_From-MDGs-to-SDGs-Lancet-June-2012

https://www.sophe.org/careers/health-education-profession/

http://www.un.org/millenniumgoals/pdf/report-2013/mdg-report-2013-english

http://www.un.org/millenniumgoals/2015_MDG_Report/pdf/MDG%202015%20rev%20(July%201)

http://www.who.int/mediacentre/factsheets/fs290/en/

http://www.who.int/topics/millennium_development_goals/about/en/index.html

http://www.euro.who.int/en/health-topics/Health-systems/public-health-services/policy/the-10-essential-public-health-operations/epho5-disease-prevention,-including-early-detection-of-illness2

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Due By Assignment
Days 1–3 Read the resources, as indicated, on the Learning Resources page for Modules 1–5

Compose your initial response to Discussion.

Day 3 Post initial Discussion response.

Day 3–7 Review peer postings.
Compose your peer responses.
Compose your Assignment.

Day 7 Post peer responses.

Days 7–13 Continue the Discussion.
Answer any questions posted to you.
Continue to compose your Assignment.

Day 14 Wrap up the discussion

Day 14 Final Paper due

Learning Resources
Required Readings

Centers for Disease Control and Prevention (CDC). (2016). National health education standards.
Retrieved from https://www.cdc.gov/healthyschools/sher/standards/index.htm

Centers for Disease Control and Prevention (2015e). Action steps to address health and
educational disparities. Retrieved from https://www.cdc.gov/healthyyouth/disparities/action.htm

Centers for Disease Control and Prevention (CDC). (2016c). Health education curriculum
analysis tool (HECAT). Retrieved from https://www.cdc.gov/healthyyouth/hecat/index.htm

HealthyPeople.gov. (2017a). About healthy people. Retrieved from
http://www.healthypeople.gov/2020/about/default.aspx

https://www.cdc.gov/healthyschools/sher/standards/index.htm

https://www.cdc.gov/healthyyouth/disparities/action.htm

https://www.cdc.gov/healthyyouth/hecat/index.htm

http://www.healthypeople.gov/2020/about/default.aspx

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Media

National Commission for Health Education Credentialing (NCHEC). (n.d.-a). Retrieved April 19,
2017, from http://www.nchec.org/

National Environmental Health Association (NEHA). (2017). Retrieved from
http://www.neha.org/index.shtml

Society for Public Health Education (SOPHE). (2017a). Retrieved from http://www.sophe.org/

Walden University. (n.d.c). Social Change page. Retrieved from
https://www.waldenu.edu/about/social-change

Walden University. (n.d.d). Journal of Social Change. Retrieved from
http://scholarworks.waldenu.edu/jsc/

Walden University. (2017b). Scholars of change [Multimedia file]. Retrieved from
http://www.waldenu.edu/about/social-change/scholars-of-change

Wasserman, I. C., & Kram, K. E. (2009). Enacting the scholar-practitioner role: An exploration of
narratives. The Journal of Applied Behavioral Science, 45(1), 12–38.

Jacobs, J. A., Jones, E., Gabella, B. A., Spring, B., & Brownson, R. C. (2012). Tools for
implementing an evidence-based approach in public health practice. CDC Preventing Chronic
Disease, 9(6). doi:10.5888/pcd9.110324. Retrieved from
http://www.cdc.gov/pcd/issues/2012/pdf/11_0324

http://www.nchec.org/

http://www.neha.org/index.shtml

Home

https://www.waldenu.edu/about/social-change

http://scholarworks.waldenu.edu/jsc/

http://www.waldenu.edu/about/social-change/scholars-of-change

https://doi-org.ezp.waldenulibrary.org/10.1177/0021886308327238

http://www.cdc.gov/pcd/issues/2012/pdf/11_0324

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Discussion: Health Education in Action
One of the overarching roles of a health educator is to promote activities, behaviors, and lifestyles that
support well-being and reduce the chance of disease and injury. This may include services provided to
an individual or to an entire community. One of the responsibilities of a public health professional may
be to determine and/or efficiently mobilize an action plan to resolve a community health issue. In this
Discussion, you are provided a community health scenario, and you will decide how to proceed to
resolve the issue.

To Prepare:

Review the scenario provided by your Instructor. In this scenario, you have been called to educate a
specific population about a certain health issue. You will discuss ways to educate the population and
resolve the issue by considering the questions, below, and applying them to the scenario that was
posted by your Instructor.

By Day 3

Post your initial response to each of the questions below, supporting your ideas with scholarly
resources and citing all sources where they were used in your text.

1. Define and support your target audience, and be sure to specify if there will be more than one
targeted audience

2. Define the specific message you will relay to your audience(s)
3. Explain how, specifically, you will convey this message to your audience(s), including actions to be

undertaken and personnel involved
4. Discuss at least two ways that you could use social media as a means for reaching your

audience(s)
5. Describe at least one specific action that can impact the incidence rates (number of new cases)

and at least one specific action that can impact the prevalence rates (number of existing cases) of

Laureate Education (Producer). (2014c). Introduction to the Howard County Health Department
[Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 2 minutes. Also, this media is required
viewing in Module 4. It appears in Module 5 as an option for your review.

http://mym.cdn.laureate-media.com/2dett4d/Walden/PUBH/6005/04/mm/howard_county_health/index.html