ERRATUM 1
These tables replace earlier versions reprinted from the December 2005 issue of Health Education and Behavior appearing on p.368 in the November-December 2005 issue of the American Journal of Health Education: Gilmore GD, Olsen LK, Taub A, Connell D. Overview of the national health educator competencies update project, 1998-2004. Am J Health Educ;36:363-370.
Table 1. CUP Model Hierarchical ApproachLevel of Practice Competencies/SubcompetenciesEntry (less than 5 years of Entry experience: baccalaureale Entry + Advanced 1 or master's degrees) sAdvanced 1 (5 or more years Entry + Advanced 1 + Advanced 2 el experience: baccalau+ reate or master's degrees)Advanced 2 (docloratc and 5 or more years of experience)NOTE: CLP = Competencies Update Project.Table 2. Comparison of Areas Responsibilities (1985-2004)Entry-Level Graduate-LevelFramework (1985) Framework (1999)I. Assessing individual and I. Assessing individual and community needs liar community needs for health education health educationII. Planning effective health II. Planning effective health education programs education programsIII. Implementing health III. Implementing health edu education programs cation programIV. Evaluating effectiveness IV. Evaluating effectiveness of health education of health education programs programsV. Coordinating provision V. Coordinating provision of health education of health education services servicesVI. Acting as a resource per VI. Acting as a resource per- son in health education son in health educationVII. Communicating health VII. Communicating health and health education and health education needs, concerns, and needs, concerns, and resources resources VIII. Applying appropriate research principles and techniques in health education IX. Administering health education programs X. Advancing the profession of health educationEntry-LevelFramework (1985) CUP Model (2004)I. Assessing individual and I. Assess individual and community needs liar community needs for health education health educationII. Planning effective health II. Plan health education education programs strategies, interventions, and programsIII. Implementing health III. Implement health educa- education programs tion strategies, inter- ventions, and programsIV. Evaluating effectiveness IV. Conduct evaluation and of health education research related to health programs educationV. Coordinating provision V. Administer health educa- of health education tion strategies, inter- services ventions, and programsVI. Acting as a resource per VI. Serve as a health son in health education education resource personVII. Communicating health VII. Communicate and advo- and health education cate for health and health needs, concerns, and education resourcesNOTE: CUP = Competencies Update Project.
ERRATUM 2
The authors gratefully acknowledge the contributions of the CUP Advisory Committee (Elaine Auld, David Black, Tom Butler, Ellen Capwell, Helen Welle Graf, Barbara Hager, Linda Lysoby, Beverly Mahoney, Patricia Mail, Mary Marks, Marion Micke, Kathleen Miner, Sheila Patterson, Susan Radius, Edmund Ricci, John Sciacca, Becky Smith, Margaret Smith, Carol Soha, Lori Stegmier, Steve Stewart, Emily Tyler) and additional CUP Data Analysis Group members (David Black, Daniel Coster, Kathleen Miner) who worked with the authors to complete the National Health Educator Competencies Update Project (1998-2004).
'(D. Coster & D. Black, personal communication, June 14, 2004)' should be placed at the end of the second paragraph on p. 366 (after the final words, '... estimates and inferences'), and half-way within the next paragraph (following the words, '... by combining the original importance and frequency item responses') of the CUP overview article reprinted from the December 2005 issue of Health Education and Behavior in the November/December 2005 issue of the American Journal of Health Education.
