Chapter 6 The HES (Health Education Specialist)

Question 1

Quality assurance

Answer 1

Planned and systematic activities necessary to provide adequate confidence that the product
or service will meet given requirements

Question 2

Credentialing

Answer 2

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

Question 3

Accreditation

Answer 3

Recognized professional body evaluates a professional preparation program

Question 4

Licensure

Answer 4

Agency or government grants permission to individuals to practice a given profession by
certifying that those licensed have attained specific standards of competence

Question 5

Certification

Answer 5

Professional organization grants recognition to an individual who, upon completion of a
competency-based curriculum, can demonstrate a predetermined standard of performance

Question 6

Certified Health Education Specialist (CHES)

Answer 6

Certification awarded to health educators who meet the competencies established by the
profession

Question 7

1974, Helen P. Cleary, SOPHE President

Answer 7

found the profession in disarray

Question 8

1978, Bethesda Conference on Commonalities & Differences

Answer 8

• Questions about health educators
• Commonalities & differences in function by settings?
• Commonalities & differences in preparation?
• Results
• One profession
• Credentialing system was necessary
• National Task Force on the Preparation & Practice of Health Education (NCHEC) was born

Question 9

Early 1980s,

Answer 9

• curriculum guide created
• pretested around the country;
• later turned into a curriculum framework (responsibilities, competencies, & sub-competencies)

Question 10

1986, 2nd Bethesda Conference

Answer 10

determine if credentialing system should be pursued
* Over next two years, National Task Force on the Preparation and Practice of Health Education worked with Professional Examination Service (PES) to develop an exam

Question 11

• 1988

Answer 11

National Commission for Health Education Credentialing, Inc. (NCHEC) formed

Question 12

Individual Certification

Answer 12

988, charter certification period began for CHES
1990, charter certification ended, and first CHES examination
was held* 644 passed;
* now offered twice a year (Oct. & April)

Question 13

Benefits of national certification

Answer 13

• Establishes a national standard of practice
• Attests to an individual’s knowledge and skills
• Assists employers in identifying qualified health education practitioners
• Creates a sense of pride and accomplishment
• Promotes continued professional development

Question 14

Individual Certification

Answer 14

• Current criteria to sit for CHES examination
• “Possess a bachelor’s, master’s or doctoral degree from an
  accredited institution of higher education; AND an official transcript
  that clearly shows a major in health education, e.g. Health
  Education, Community Health Education, Public Health Education,
  School Health Education, etc.

Question 15

Practice Analysis

Answer 15

Initial Role Delineation Project began nearly 30 years
ago; profession has matured
* 1998- Competencies Update Project (CUP)
* 2010- Health Educator Job Analysis Project (HEJA)
* 2015- Health Education Specialist Practice Analysis (HESPA)
* 20202- Health Education Specialist Practice Analysis II (HESPA

Question 16

Responsibilities and Competencies of
Health Education Specialists

Answer 16

Responsibilities, Competencies, and Sub-competencies
provide a comprehensive description of the profession, illustrating
the knowledge and skills necessary to perform the daily tasks as a
health education specialist

Question 17

Area I:
Assess
Needs and
Capacity

Answer 17

• May be most critical step
• Needs assessment – determines what health
  problems exist, what assets are available to
  address the problems, & the overall capacity of
  the community to address the health problems
• Capacity – the available resources, policies,
  programs, practices, and interventions to
  improve and/or maintain health.
• Collect data: primary & secondary

Question 18

Area II: Planning

Answer 18

• Based upon needed assessment
• Recruit stakeholders to help plan
• Develop goals and objectives
• Develop appropriate plans and materials
  for interventions
• Rule of Sufficiency – effective enough to
  accomplish the program objectives

Question 19

Area III: Implementation

Answer 19

• Actual delivery of the program
• Understand priority population
• Comfortable with wide range of
  educational methods/techniques
• Continue to monitor once up & running

Question 20

Area IV:
Evaluation
and
Research

Answer 20

• Critical to conduct accurate evaluation;
  prove worth
• Design process, impact, and outcome
  evaluations
• Collect, analyze, & interpret data
• Use results to modify/improve current or
  future programs

Question 21

Area V: Advocacy

Answer 21

• Identify a current or emerging health issue
  requiring policy, systems, or environmental
  change.
• Engage coalitions and stakeholders in
  addressing the health issue and planning
  advocacy efforts.
• Engage in advocacy
• Evaluate advocacy

Question 22

Area VI:
Communication

Answer 22

• Select methods and technologies used
  to deliver message(s).
• Deliver the message(s) effectively using
  the identified media strategies
• Effective written and oral communication
• Evaluate communication

Question 23

Area VII: Leadership and
Management

Answer 23

Coordinate relationships with partners and
stakeholders (e.g., individuals, teams, coalitions,
and committees).
*Other components of leadership and management are
typically performed by advanced-level HES

Question 24

Area VIII: Ethics and Professionalism

Answer 24

Practice in accordance with established
ethical principles.
* Apply principles of cultural humility,
inclusion, and diversity in all aspects of
practice
* Engage in professional development to
maintain and/or enhance proficiency.