Developing effective written communication and advocacy skills in entry-level health educators through writing-intensive program planning methods courses.
Written communication is a requisite skill for practitioners in the field of health education. Advocacy skills are now considered to be both a professional competency and an ethical responsibility. Given that many advocacy strategies involve written communication, it makes sense that the skills of writing and advocacy be developed concomitantly and within a writing-intensive class. The purposes of this article are twofold: (a) to describe the role of writing-intensive program planning methods courses in the development of written communication and advocacy skills in entry-level health educators and (b) to suggest strategies for planning, implementing, and assessing writing-intensive assignments and instructional activities designed to develop students' written communication and advocacy skills. Multiple examples of writing assignments are presented that can be used in helping students in developing their critical thinking, writing, and advocacy skills.
Galer-Unti
Regina A
RA
Purdue University in West Lafayette, Indiana, USA.
Tappe
Marlene K
MK
D003479:Curriculum; D004517:Education, Professional; D004521:Educational Measurement; D040441:Health Educators; D006801:Humans; D010344:Patient Advocacy; D014956:Writing