Introduction: Health education is closely linked with the health protection and improvement. It is a combination of learning processes which are planned in order to
strengthen collective and individual behaviour that leads to health.As health education practitioners, nurses must have proper competence for successful and effective implementation. They represent the ability of using knowledge and other potentials that are necessary for someone to implement their task successfully, effectively and in accordance with the standards of work prosperity. Competence in health education, health development and health promotion areas are implemented by a nurse with appropriately designed, systematic, autonomous and most importantly, responsible work. Purpose: This diploma paper focuses primarily on examining of the literary sources and introducing key competence of nurses and in the field of health education. Methods: the primary method used in the paper is the descriptive method with an overview of domestic and foreign scientific and professional literature which was published between years 2004 and 2019. If necessary, we additionally limited data according to importance, free access to entire text, publication in the last 15 years and their relevance. Results: We compared three different competence models from the health education field. We were particularly considerate regarding age difference between origins, their structure and content resemblance. We have also described the delpfi study which strives for identification of the key competence of the health education operators.Discussion and conclusion: The results show similarity between the competence models and unity of the competence in health education among different organisations. There are no such models designed in Slovenia. Document of »Poklicne kompetence in aktivnosti izvajalcev v dejavnosti zdravstvene nege«, which was written in 2019, represents the closest approximation to the models used abroad. We discovered the existence of accessory for compentence measurement in practice, which is reasonable due to the deviations in theory and practice. We suggest the establishment of more precise standards, in order to provide better nurse qualification and work efficiency, which would contribute to the improvement in the field of health education.