c6 Flashcards
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
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
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
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
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
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
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
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
primary data
original data gathered by health ed spec as part of needs assessment; includes data gathered from phone surveys, focus groups, and interviews
secondary data
preexisting data used by a health ed specialist in a needs assessment
multitasking
skill of coordinating and completingin multiple projects at teh same time
- organization is key
- use spreadsheets, timeslines, and to do lists
Quality assurance
planned and systematic activities necessary to provid adequate confidnece that hte product or service will meet given requirements
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
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
What is the significance of the CUP?
re-verifies competencies and sub-compentencies of a health education specialist
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
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
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
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
