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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Results From the Comprehensive Health Educator Core Knowledge and Skills (CHECKS) Professional Development Study.

Samantha Hubbard1, Cindy Hockaday-Hinsley1, Leigh E Szucs2

  • 1ICF, Atlanta, Georgia, USA.

The Journal of School Health
|December 12, 2025
PubMed
Summary
This summary is machine-generated.

The Comprehensive Health Educator Core Knowledge and Skills (CHECKS) professional development package improved health education teachers' instructional competencies. This pilot study showed significant gains in essential skills for effective teaching.

Keywords:
health educationinstructional competenciesprofessional developmentschool healthteacher training

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Area of Science:

  • Educational Psychology
  • Teacher Professional Development
  • School Health Education

Background:

  • Pilot study assessing the Comprehensive Health Educator Core Knowledge and Skills (CHECKS) professional development (PD) package.
  • Focus on enhancing health education (HEd) teacher instructional competencies.
  • Conducted in a US Pacific Northwest school district during the 2021-2022 academic year.

Purpose of the Study:

  • To evaluate the impact of the CHECKS PD package on HEd teachers' perceived instructional competencies.
  • To measure changes in essential knowledge and skills among participating teachers.
  • To provide evidence for the effectiveness of targeted professional development in health education.

Main Methods:

  • Delivery of the CHECKS PD package to 32 secondary school HEd teachers.
  • Pre/post surveys administered to assess changes in perceived instructional competencies.
  • Wilcoxon signed-rank tests used to analyze data from 15 teachers who completed both surveys.

Main Results:

  • Significant improvements reported in assessing student needs (p=0.02).
  • Enhanced understanding of child/adolescent development (p=0.04) and pedagogical content knowledge (p=0.04).
  • Teachers perceived gains in effective communication (p=0.03), instructional planning (p=0.01), performance evaluation (p=0.02), and knowledge of professional standards (p=0.01).

Conclusions:

  • The skills-focused CHECKS PD package shows potential for enhancing HEd teachers' instructional competencies.
  • Results suggest the PD package is effective in improving key teaching skills.
  • Further research with larger, diverse samples is recommended to validate findings.