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Flashcards in c6 Deck (48):
1

Credentialing

process whereby an individual or a professional preparation program meets the specified standards established by the credentialing body and is thus recognized for having done so

2

accreditation/approval bodies

status of public recognition that an accrediting agency grants to an education institution or program that meets the agency's standards or requirements

3

Licensure

process by which an agency or government (usually state) grants permission to invidid to practice a given profession by certifying that those licensed have attained specific standards of competence
-applies to most med professionals
-only healht ed specia who are licensed in U.S. rn are school healht ed specailists in some states

4

Certification

process by whcih a professional orgainization grants recognition to an individ who, upon completion of a competency-based curriculum, can demonstrate a predetermined standard of practice
-granted to an individual not a program
-given by profession not governmental body
-available for all health ed specialists
-CHES = certified health ed spec
-MCHES = master c h e s (advanced certification) and practices advanced-level compentanceies; doesnt need grad degree

5

NCHEC

NATIONAL COMMISION FOR HEALTH EDUCATION CREDENTIALING INC.
replaced the national task force and oversees health ed certification process
-mission: to enhance prof practice of health ed by promoting and sustaining a credentialed body of health ed specialists; meets this by certifying healht ed specialties, promoting prof development, and strenghtening prof prep and practice

6

Capacity

in needs assessment: both individ and collective resources that can be brought to bear for health enhancement'
-identifies assets (skills, resources, agencies, groups, and individ) that can be brought together in a community to solve problems and empower a community

7

Community empowerment

process by which ppl gain control over factors/decisions that shape their lives
-increase assets and attributes and build capacities to gain access, partners, networks and/or a voice in order to gain control; crucial to include members of community on any plannig team

8

needs assesment

process that helps program planners determine what health problems might exist in any given group of ppl, what assets are availble in the community to address healht probs and the overall capacity of the community to address healht issues
-community analsysis, diagnosis, and assessment

9

primary data

original data gathered by health ed spec as part of needs assessment; includes data gathered from phone surveys, focus groups, and interviews

10

secondary data

preexisting data used by a health ed specialist in a needs assessment

11

multitasking

skill of coordinating and completingin multiple projects at teh same time
-organization is key
-use spreadsheets, timeslines, and to do lists

12

Quality assurance

planned and systematic activities necessary to provid adequate confidnece that hte product or service will meet given requirements

13

Social networking

connecting to individ/orgs that are tied by one or more specific types of interdependecy (friendship, kinship, common interest, financial exchange, professional interest, or beliefs ex fb, instagram, youtube
-used to link ppl who have a common cause or sendin ginfo/updates about prgrams sponsored by healht agency

14

How does the Competencies Update Project (CUP) relate to role delineation?

teh role deliniation project began more than 30 years ago so changes in the progession created a need to re-verify the compentencies and sub-competneies of a healht ed specialists --> CUP

15

What is the significance of the CUP?

re-verifies competencies and sub-compentencies of a health education specialist

16

How does the Health Education Job Analysis (HEJA) 2010 relate to role delineation and what is its significance?

2010 study by NCHEC, AAHE, SOPHE results of study needed to update the ehalth ed compentencies, last revised in 2005 by CUP project
-responsobilites have remained failry consisten w/ only minor wording changes
-minor changes and big consistency confrim the previous work of role deliniation and cup projects
-health ed/prom profession has and contnieus tot carefully/systematically review/validate compentencies of healht ed specialist

17

Criteria to sit for CHES

-possess a bachelor's, master's or doctoral degree from an accredited instution of higher education; AND
1) an official transcript (including course titles) that clearly shows a major in health ed; degree/major must explicity be in a displicine of health ed/ promotion
OR
2) officail transcirp that reflects at least 25 semester hr s or 37 quater hours of course work (w/ grade C or better) with specific prep addressing 7 areas of responsibliyt and ocmpentency for health edcuators

18

CHES benefits

-establishes national standard of practice for all health ed specialists
-atests to individ helaaht ed specialists' knoweldge and skills
-assists empolyers in idetnifying qualified healht ed practitioners
-dev sense of pride and acommplishement among certified health ed spec
-promotes continued prof dev for health ed specialists

19

Criteria to sit for MCHES

For CHES®: A minimum of the past five (5) continuous years in active status as a Certified Health Education Specialist.

For Non-CHES or CHES® with fewer than five years active status AND five years experience: A Master’s degree or higher in Health Education, Public Health Education, School Health Education, Community Health Education, etc.,

OR

a Master’s degree or higher with an academic transcript reflecting at least 25 semester hours (37 quarter hours) of course work in which the Seven Areas of Responsibility of Health Education Specialists were addressed.

AND Five (5) years of documented experience as a health education specialist

To substantiate experience in the health education field, applicants must submit:

Two verification forms from a current or past manager/supervisor, and/or a leader in a health education professional organization.
A current curriculum vitae/resume that clearly shows at least five years of experience in health education practice (experience may be prior to completion of graduate degree and does not need to be the immediate past five years).
Please note you do not have to be CHES® prior to becoming MCHES® as long as you meet the eligibility requirements.

Applicants for the MCHES® exam must complete all 15 semester hours/23 quarter hours of graduate-level coursework that clearly align with the Seven Areas of Responsibility of Health Educators. The following guidance is offered to assist applicants without an earned graduate degree in health education, seeking to qualify for the MCHES® exam based on the 25-semester hour minimum, 15 of which are at the graduate-level.

A minimum of 12 semester hours/18 quarter hours must be graduate-level process courses that clearly align with the Seven Areas of Responsibility.

A maximum of 9 semester hours/14 quarter hours may be from topic-focused courses that include elements contained in the Seven Areas of Responsibility

A maximum of 6 semester hours/9 quarter hours may be from other courses that include elements contained in the Seven Areas of Responsibility

Course descriptions and syllabi may be provided to determine if courses are eligible

20

Responsibilities and Competencies for Entry-Level Health Educators

1) ASSESS NEEDS, ASSETS AND CAPACITY FOR HEALTH ED

2) PLAN HEALTH ED

3) IMPLEMENT HEALTH ED

4) CONDUCT EVALUATION AND RESEARCH RELATED TO HEALTH ED

5) ADMINISTER AND MANAGE HEALTH ED

6) SERVE AS A HEALTH ED RESOURCE PERSON

7) COMMUNICATE AND ADVOCATE FOR HEALTH AND HEALTH ED

21

1) ASSESS NEEDS, ASSETS AND CAPACITY FOR HEALTH ED

-plan assessment process
-access exisitng info and data related to helath
-collect quantitative/qualitative data related to health
-examine relationsihps among behavioral, environemental, and genetic factors that enhance or compromise health
-examine factors that influence the learning process
-examine fators that enhance/compromise the process of health ed
-infer needs for healht ed based on assessment findings

22

2) PLAN HEALTH ED

-involve priority populations and other stakeholders in teh planning process
-dev goals and objectives
-select/design strategies + interventions
-dev a scope and sequence fo rthe delivery of health ed
-address factors that affect implementation

23

3) IMPLEMENT HEALTH ED

-implement a plan of action
-monitor implementation of health ed
-train individ involved in implmentation of health ed

24

4) CONDUCT EVALUATION AND RESEARCH RELATED TO HEALTH ED

-dev evaluation/research plan
-design instruments to collect
-collect and analyze evaulation/research data
-interpet results of evaluation/research
-apply findings from evaluation/research

25


5) ADMINISTER AND MANAGE HEALTH ED

-obtain acceptance and support for programs
-demonstrate leadership
-mangage human resources
-facilitiate partnerships in support of health ed

26


6) SERVE AS A HEALTH ED RESOURCE PERSON

-OBTAIN and disseminate health-related info
-provide training
-serve as health ed consultant

27

7) COMMUNICATE AND ADVOCATE FOR HEALTH AND HEALTH ED

-identify /devlop a variety of communication strategies, metohds, and techniques
-deliver messages using a variety of strategies, mehtods, and techniques
-engage in health ed advocacy
-influence policy to promote healht
-ppromote the health ed profession

28

Technology skills which are important for current and future health education specialists

-basic word processing/text editing
-spreadhseet
-intro stat analysis software/data entry
-ppt presentations
-critiquing compoenents of computer assisted health ed software
-electorn retrievela of quality health info
-electronic healht info media literacy
0designing web pages
-prof email/discussion list etiquette
-use of social media
-prep videos and upload to internet
-use of photo, scnanners, computer assisted interviews, surveys

29

M.A

-master's of arts
-foudn in universieis in which health ed/promo program is located in colleges other than education; offer variiety of emphasis areas
-may be more practitioenr oriented

30

M.Ed.

-master's of education
-typicaly found in instutitions where health ed /pprom program is located in college of ed or teacher's college
-may bo more practitioner oriented

31

M.S.

master's of science
--foudn in universieis in which health ed/promo program is located in colleges other than education; offer variiety of emphasis areas

32

M.P.H

master's of public healht
-awareded in a varieyt of sepcialiteis
-mph w/ emphasis iin healht ed/prmo is the degree of most interest to health ed smilites
-sim and identical to MS or MA degree in communith healht education
-most acfedited by CEPH
-more standardized than requreiemtns of MS, MA, or MEd degrees, whyciah are typically not accredited by any professional body
-higher status and more credibilty
-curicculum: biostatics, epidemiolgy, health services adminsitarion, social and beahvioral sciences, and environental health
-fewer specialists iwht this

33

M.S.P.H

master's of science in pub health
-more research oriented than MPH degree otherwise essentially same

34

The process for applying to graduate school and discuss the potential benefits of serving as a graduate assistant.

-consider college and program's reputation
- review requirements and app forms

-gain teaching experience or project experience (valuable health ed/promotion experience
-fund grad education
-advantage in the job market after degree completion

35

Ways health education specialists can stay up-to-date in the field.

-join prof assoications --> read prof publications, and attend state, regional and national meetings
-continuing education : read prof jounrasl and submit responses to questions of selected articles, by attening various prof meetings and workshops, taking additional coursework or participatin gin other prof dev activities

36

What does the Rule of Sufficiency state?
A. Any strategies chosen must be effective enough to ensure the stated objectives have a reasonable chance of being met

B. Any strategies chosen must be collaborative to ensure the stated objectives have a reasonable chance of being met

C. Any strategies chosen must be fully planned ensure the stated objectives have a reasonable chance of being met

D. Any strategies chosen must be reviewed to ensure the stated objectives have a reasonable chance of being met

E. Any strategies chosen must be sufficiently analyzed to ensure the stated objectives have a reasonable chance of being met

A

37

To conduct an effective evaluation, the health education specialist must first establish realistic, measurable objectives.

T

38

What planning committee acted as a task force that focuses on the credentialing system?

National Task Force on the Preparation and Practice of Health Educators

39

Which of the following is NOT a benefit of certification listed in the textbook?

A. Helping employers choose the most qualified health educators.

B. Assists in professional development for health educators

C.Helps an individual stand out on their resume

D. Shows knowledge and skill of a health education specialist.

E. The health educator develops a sense of pride due to the certification

c

40

Once the first phase of delineation is done, the next step is to improve the tasks of a health educator.

T

41

Holding focus groups to collect first-hand information is an example of what?

Primary Data

42


To successfully implement a program, the health education specialist must have a thorough understanding of the people in the priority population.

T

43

Which is not one of the seven important responsibilities of a health education specialist?
Communicate and Advocate for Health and Health Education
Serve as a Health Education Resource Person
Administer and Manage Health Education
Pick up coffee and donuts for the office in the morning
Plan Health Education

COFFEEEEE

44

Which of the following is NOT represented on the National Task Force on the Preparation and Practice of Health Educators?

A. American College Health Association

B. American School Health Association

C. Society for Public Health Education Inc.

D. Conference of State and Terminal Directors of Public Health Education

E. Bureau of Health Manpower of the Department of Health

E

45

The person most responsible for establishing certification for health education specialist is a woman.

T

46

What was the conclusion of the first Bethesda Conference on Commonalities and Differences?

A credentialing system within the health education profession was necessary.

47

The areas of responsibilities within the health education/promotion have been the same since 1985.

F

48


How often must an analysis of the practice of the health education specialists be executed by the NCHEC?

Every 5 years