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CHES > Study Group - Ethics > Flashcards

Study Group - Ethics Flashcards

1
Q

What are the 8 areas of responsibility for HES?

A
  1. Assessment & capacity
  2. Planning
  3. Implementation
  4. Evaluation & research
  5. Advocacy
  6. Communication
  7. Leadership & managment
  8. Ethics & professionalism
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2
Q

What are ethics?

A

Principles or rules that provide guidance for behaviors that may be classified as right or wrong

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3
Q

What code of ethics do HES follow?

A

Unified Code of Ethics approved by CNHEO

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4
Q

What does HES code of ethics tell others?

A

Tells the public what they should expect from the practitioner/HES

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5
Q

What does CNHEO stand for?

A

Coalition of National Health Education Organizations

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6
Q

What are ethical dilemmas?

A

Issues with 2 sides that involve a judgement of right or wrong

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7
Q

What responsibilities are include in The Cod of Ethics HES must follow?

A
  1. Responsibility to the public
  2. Responsibility to the profession
  3. Responsibility to Employers
  4. Responsibility in delivery of health education/promotion
  5. Responsibility in research & evaluation
  6. Responsibility in professional preparation & continuing education
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8
Q

Ethical frameworks that are applied in planning programs

A
  • Autonomy
  • Criticality
  • Egalitarian
  • Needs based
  • Resource sensitivity
  • Utilitarian
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9
Q

Ethical principles in program planning/implementation

A
  • Using most recent data and/or theories
  • Using best evidence-based practices
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10
Q

Ethical principles in program Evaluation/Research

A
  • IRB consultation to review research
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11
Q

What are the participant responsibilities of HES?

A
  • Respect for autonomy
  • Promotion of social justice
  • Active promotion for good & avoidance of harm
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12
Q

What is IRB responsible for?

A
  • Upholding integrity & ethics of the profession
  • Approve, monitor, & review research/evaluation involving humans
  • Performs oversight functions that are scientific, ethical, & regulatory
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13
Q

What does IRB support?

A

Worth, dignity, potential, & uniqueness of all people

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14
Q

What is IRB also known as?

A

Independent ethics committee

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15
Q

What does the Belmont Report summarize?

A

Ethical principles & guidelines for protection of human subjects

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16
Q

What are the 3 basic ethical principles in the Belmont Report?

A
  1. Respect for persons
  2. Beneficence
  3. Justice
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17
Q

HES responsibility in research & evaluation

A
  1. Ensure participation is voluntary utilizing informed consent
  2. Follow IRB protocols
  3. Respect privacy, rights, & dignity of participants
  4. All information is confidential
  5. Take credit for only work they have done
  6. Report results of research/evaluation objectively, accurately, & in timely manner
  7. Promote & disseminate results via appropriate formats
  8. Foster translation of research into practice
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18
Q

What is informed consent?

A
  • Allows participants to choose what will/won’t happen to them
  • Indicates their choice of participation
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19
Q

What is included on informed consent form?

A
  1. Nature & purpose of program
  2. Any risks/dangers due to program
  3. Any possible discomfort they may experience due to program
  4. Expected benefits of program
  5. Alternative programs/procedures with same results
  6. Option of discontinuing participation at any time
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20
Q

What does HIPPA stand for?

A

Health Insurance Portability & Accountability Act

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21
Q

What is offered under HIPPA law?

A

Rules/regulations on data privacy, integrity, & availability

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22
Q

Why is there a HIPPA section on informed consent forms?

A
  • Allows HES/researchers to use participant data
  • Provides what types of personal identifiers or PHI is collected, how it is protected, & who has access
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23
Q

What does PHI stand for?

A

Personal health information

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24
Q

What are some types of research misconduct?

A
  1. Plagiarism - using other people’s work without giving them credit
  2. Fabrication - making up results & reporting them
  3. Falsification - Changing/omitting data or manipulating results
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25
Q

What are things that must be considered & outlined during research/program planning stage to avoid ethical violations?

A
  • Data analysis/level of significance
  • Authorship
  • How to present findings
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26
Q

What is salami publishing?

A
  • Publishing data incrementally using the least amount of data to generate peer-reviewed publication
  • Can fragment literature & compromise legitimacy of significance
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27
Q

What are some ethical guidelines to consider when working with organizations?

A
  1. Do no harm
  2. Follow HIPPA guidelines
  3. Avoid conflicts of interest
  4. Do not act in official capacity as an advocate
  5. Do not go beyond own expertise/qualifications
  6. Respect others
  7. Ensure informed consent is followed
  8. Maintain competence in field of practice
  9. Represent accurate potential services & outcomes
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28
Q

What does CNHEO state are responsibilities of HES?

A
  • Promote, maintain, & improve individual, family, & community health
  • Support actions & social policies that support/facilitate best balance of benefits over harm
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29
Q

Who can advocate and/or participate in lobbying efforts?

A
  • HES can participate in certain advocacy efforts while on “company time”
  • Many organizations will not allow lobbying
  • Private citizens can participate at any level of advocacy or lobbying
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30
Q

How to Reduce Risk of Legal Liability

A
  1. Ensure informed consent is followed
  2. Maintain privacy of participants’ PHI
  3. Choose certified instructors to teach classes
  4. Provide written guidelines for emergency medical procedures for participants
  5. Have participants be cleared by doctor prior to modifying diet or doing strenuous exercise
  6. Make sure buildings/facilities are complying with building codes & are regularly maintained
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31
Q

What is negligence?

A

Failure to act in careful or reasonable manner

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32
Q

How does negligence occur?

A

Omission - not doing something that should have been done

Commission - doing something that should not have been done

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33
Q

Can gov’t employees advocate? Why or why not?

A

No - it may appear federal or state agencies have biases

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34
Q

Can HES/researchers advocate? Why or why not?

A

Yes & no - can provide education/data on topic of interest & information to local community for their advocacy efforts

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35
Q

Can nonprofit employees advocate? Why or why not?

A

Yes but must follow agency rules/regulations that comply with IRS

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36
Q

How does Healthy People 2030 define health equity?

A

Achievement of highest level of health for everyone

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37
Q

What are health inequities?

A

Differences in health due to social, economic, and/or environmental disadvantages or injustices

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38
Q

What are barriers to health equity?

A

SDOH

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39
Q

What can barriers to health equity lead to?

A

health disparities

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40
Q

How can HES address health inequities?

A
  1. Collect data
  2. Advocacy
  3. Health in all policies
  4. Comprehensive approach
  5. Addressing root causes of health disparities
  6. Specific initiatives
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41
Q

MAPP Stages

A
  1. Organizing for success & partnership development
  2. Gather collective vision of what community should be
  3. Conduct assessment
  4. Identify strategic issues to understand what community must address
  5. Formulate goals & strategies (community health improvement plan)
  6. Continue planning, implementing & evaluating community plan
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42
Q

What are the assessments that are conducted in MAPP?

A
  1. Community themes & strengths
  2. Local Public Health System
  3. Community health status
  4. Forces of change
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43
Q

What information does community strengths assessment provide HES?

A

Qualitative data on how communities perceive their health & QOL

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44
Q

What information does local public health system assessment provide HES?

A

measurement of how well partners collectively offer health services through analysis of national public health performance standards

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45
Q

What does community health status assessment provide HES?

A

Analyses of population health indicators

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46
Q

What does forces of change assessment provide HES?

A

Positive/negative eternal forces that impact health promotion

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47
Q

What is the Social Cognitive Theory?

A

Learning is interactive b/w person & environment, cognitive processes, & behavior

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48
Q

What are the constructs for the social cognitive theory?

A
  1. Behavioral capacity (knowledge & skills)
  2. Outcome expectations
  3. Expectancies
  4. Reciprocal determinism
  5. Self-efficacy
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49
Q

What is community organizing?

A

Process community groups:

  • Identify problems or goals for change
  • Find internal & external resources
  • Deliver strategies to reach goals
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50
Q

What is PSE?

A

Policy, systems, & environmental changes

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51
Q

What type of change occurs at PSE levels?

A

Long-term, sustained behavior change (compared to individual level change)

52
Q

Where can evidence be found for recommended policies and/or interventions?

A

Cochrane reviews

53
Q

What do Cochrane reviews determine?

A

Whether there is conclusive evidence or not for recommended policy/intervention to improve health of communities

54
Q

How can legislators, policy makers, community leaders, & community members use policy recommendations?

A
  1. Identify what laws/policies promote public health & at what cost
  2. Draft evidence-based policies & legislation
  3. Justify funding decisions & proposals
  4. Support policies & legislation that promote health of their communities & change policies/legislation that does not
55
Q

What is cultural competence?

A

Ability of person to understand & respect cultural values, attitudes, & beliefs of various people

56
Q

What is cultural humility?

A

Ongoing process of self-exploration for HES where they honor the beliefs, customs, culture, & values of communities they work with

57
Q

What is included in cultural competence?

A
  • Identifying cultural factors that contribute to overall health
  • Communication in culturally competent manner
  • Willingness to collaborate to overcome linguistic & literacy challenges
58
Q

What doe there need to be among HES & communities they serve when it comes to cultural competence?

A
  • Recognition of balance of differences
  • Importance of partnership & engagement of community
  • Holding agencies accountable of cultural competence practices
59
Q

What does CLAS stand for?

A

Culturally & Linguistically Appropriate Services

60
Q

What are is CLAS?

A

Methods to improve quality of services provided to all individuals

61
Q

What are the CLAS topics?

A
  1. Principle standard
  2. Governance & leadership
  3. Engagement, continuous improvement, & accountability
  4. Individual & behavioral factors
  5. Societal
  6. Communication & language assistance
  7. Environmental
  8. Medical care
62
Q

What do CLAS HES do to ensure success in reducing morbidity & mortality within a community?

A
  • Value diversity
  • Develop capacity for self assessment
  • Raise awareness of dynamics when cultures interact
  • Use organizational processes to institutionalize cultural knowledge
  • Strive to develop individual & organizational adaptations to diversity
63
Q

What should HES consider to ensure cultural competency when developing/designing health education materials?

A

Cultural attitudes, practices, & experiences

64
Q

What are the overlapping categories/factors that are root causes for racial & ethnic disparities or inequities?

A
  1. Individual & behavioral
  2. Societal
  3. Environmental
  4. Medical care
65
Q

What are the dimensions for understanding & adapting planning for a new culture?

A

Language, persons, metaphors, content, concepts, goals, methods, & context that focus on the deeper root causes of health issue/problem

66
Q

What can HES do to improve likelihood of understanding & retention of health information to improve credibility?

A
  • Use words & examples in priority audience’s primary language
  • Use techniques for low literacy audience
  • Assess needs for bilingual staff
  • Adopting/adapting materials for specific populations
  • Consider population’s learning preferences
  • Provide translators
  • Evaluate use of health workers & advisors from communities served
67
Q

What should be considered when delivering interventions to ensure cultural competency?

A

Literacy level, preferred language, & media sources

68
Q

What roles may HES be asked to take on?

A
  • Authoritative resources as subject matter experts
  • Technical assistance providers
  • Consultants
  • Informal resource
  • Leadership teams for collaborations & coalitions
  • Facilitator for planning, implementing, & evaluating programs
  • Resource in preparing policy briefs for decision makers
  • Develop talking points for administrators/public information officers
  • Serving on continuing education committees for conferences and/or training events
69
Q

HES may serve as liaisons, building relationships b/w groups & organizations. What are some skills that are needed to be successful?

A
  • Facilitation
  • Presentation
  • Data collection
  • Meeting management
  • Resource material evaluation
  • Networking
  • Report writing
70
Q

As HES, how can being a part of professional organizations & coalitions (and networking) offer chance to group within our field?

A
  • Increase relational skills through interaction with professionals who share experiences & perspectives
  • Offer opportunities to gain & practice leadership skills
  • Promote advancement in public health practice
  • Enables HES to stay current on evidence within our field of experts
71
Q

What national organizations may be of particular interest to HES?

A

SOPHE, AEA, APHA

72
Q

How can HES participate within professional organizations?

A
  1. Attend & plan professional meetings
  2. Present at professional meetings
  3. Take courses or skills-based workshops
  4. Read and/or review peer-reviewed professional journals
  5. Get published
  6. Provide resources, networking, job announcements, award recognition, & engagement in policy and advocacy
  7. Connect people through service learning activities
73
Q

How can participating in coalitions & professional networks benefit HES?

A
  • Professional growth
  • Create common ground & identify interdisciplinary and/or multi-sector partners
  • Facilitate ownership & trust among collaborators and organizations
  • Enhance learning by bringing together stakeholders with varied experiences
  • Builds capacity & competence to address community problems/issues
  • Advances public health practice initiatives via partnerships who have shared knowledge/experience
74
Q

What is a career advancement plan?

A

Aids in HES ability to set specific short-term, mid-term, & long term goals for one’s career overtime

75
Q

How is career advancement plan structured?

A

Uses competencies & strategic skills

76
Q

What does career advancement plan focus on?

A

Technical & adaptive leadership

77
Q

Technical leadership vs Adaptive leadership

A

Technical leadership - focuses on known problems with known solutions

Adaptive leadership - addresses complex challenges with no known “right”

78
Q

What are career advancement plans also known as?

A

Professional Development Plan (PDPs)

79
Q

What are PDPs used for?

A
  • Documenting health educators’ goals & objectives to support career development
  • States required knowledge & skills needed to achieve career goals
  • Delineates justification why training is needed, what steps to take, possible resources, support, & target date(s)
80
Q

What can HES refer to to determine spectrum of training needs?

A

Bloom’s Taxonomy

81
Q

What are WDPs?

A

Improve quality in professional development within team/organization via accreditation & strategic planning priorities

  • WDPs can be used to guide individual PDPs
82
Q

What does WDP stand for?

A

Workforce Development Plan

83
Q

What is braided funding?

A

Combining funding from multiple sources to support one initiative

84
Q

What is blended funding?

A

Pools funds to collectively meet needs to support specific components of initiative

85
Q

Why is blended funding important for improving a population’s health?

A

Brings together different public health disciplines & multiple professions working together for common goal

86
Q

What is IPP?

A

Teams from different disciplines working together on health promotion, population health, & quality improvement to provide highest quality of care of preventative services

87
Q

What does IPP stand for?

A

Inter-professional Practice

88
Q

What resource can aid in IPP? What does it provide?

A

The Practical Playbook 1 & 2 provides tools, case examples, & resources to better collaborate to advance population health

89
Q

What is PH 3.0?

A

Model to advance public health field & strengthen PH infrastructure through community health strategists

90
Q

What does PH 3.0 focus on?

A

Cross-sector collaboration to address social, environmental, & economic conditions that impact health & health equity

91
Q

How is PH 3.0 used?

A

Supports recommendations for accreditation, quality improvement, documentation of success with data & metrics, and enhanced sustainable funding models

92
Q

What does PHRASES stand for?

A

Public Health Reaching Across Sectors

93
Q

What is PHRASES?

A

Workforce development initiative to help PH leaders communicate value of public health to partners & decision makers to other sectors

  • Aids HES map gaps of communication, jargon, values, & understanding between sectors
94
Q

What does PHRASES provide?

A

Resource library for framing communication, evidence behind cross-sector collaboration & samples of MOU and shared decision making

95
Q

What is the purpose of professional associations?

A
  • Conducting continuing education programs
  • Disseminating research findings
  • Legislative advocacy
  • Establishing ethics & standards for the profession
96
Q

What is the mission of CNHEO?

A

Mobilization of resources of health education profession to expand & improve health education, regardless of setting

97
Q

What does CNHEO do?

A
  1. Facilitates national level communication, collaboration, & coordination among member organizations
  2. Provides forum for identification & discussion of health education issues
  3. Formulates recommendations & take appropriate action on issues that affect member interests
  4. Serves as communication & advisory resource for agencies, organizations, & persons in public and private sectors on health education issues
  5. Serves as focus of exploration & resolution of issues important for HES
98
Q

CNHEO Organization Members

A
  1. ACHA
  2. APHA
  3. PHEHP
  4. ASHA
  5. ESG
  6. IUHPE
  7. NCHEC
  8. SOPHE
  9. SSLHPE
99
Q

What are ways HES can advocate for professional development?

A
  • Demonstrate personal participation in activities & organizations
  • Express personal value, priority, benefits, & skills gained
  • Gauge readiness to engage in local, regional, or national opportunities
  • Share training & professional development opportunities
  • Support colleagues via sponsorship, award nominations, & encouragement
  • Suggest submission of abstracts for presentations at specific conferences
  • Request financial support to attend conferences
  • Promote conference attendance
100
Q

How can HES advocate for health education?

A
  • Attend conferences
  • Educate others about the profession
  • Mentor young professionals
  • Advocate for policies to advance profession
101
Q

How does advocating for health education help?

A
  • Distinguishes profession from others
  • Secures potential jobs
  • Helps improve collaboration b/w HES & other allied and public health professionals
102
Q

History of Health Education

A
  • Dates back to 19th century
  • 1940s: quality assurance & development of standards
  • 1970s: evolved from socioecological perspective
  • 1978: Formed National Task Force on the Preparation & Practice of Health educators (NTFPPHE)
  • 1985: Framework for development of competency-based curriculum for entry-level HES
  • 1989: First opportunity to become certified HES
  • 2000: adoption of Code of Ethics for health education
  • 2005: CUP study - roles for entry & advanced HES defined
  • 2007: Results of CUP study
  • 2008: CHES certification gained accreditation from NCCA
  • 2010: HEJA confirmed hierarchical model set by CUP study
  • 2011: first MCHES awarded to advanced HES
  • 2013: CHES re-certification & MCHES certification accredited by NCCA
  • 2015: NCHEC accredited by IAS to ISO standard
  • 2015: HESPA I provided changes in health education practice & informed certification, professional prep, & continuing education initiatives
  • 2020: HESPA II released to contain 8 areas of responsibility
  • 2020: Revised Code of Ethics
103
Q

What does credentialing refer to?

A

Processes to ensure those giving service has obtained minimum level of competency (skills, ability, knowledge)

104
Q

What are the components of CHES credential?

A
  1. Academic prep in health education
  2. Successful passing written exam
  3. Continued professional development with minimum of 75 continuing education contact hours over 5-year period
105
Q

What are components of MCHES accreditation?

A

Experience within field (in addition to CHES components)

106
Q

Task forces to Ensure Coordination of Quality Assurance

A

NTFPPHE
CEPH - Accredits schools of public health
CAEP - Accredits teacher prep programs
SOPHE - SPA health education

107
Q

What does CEPH stand for?

A

Council of Education of Public Health

108
Q

What does CAEP stand for?

A

Council for Accreditation of Educator Preparation

109
Q

What does SOPHE stand for?

A

Society for Public Health Education

110
Q

ACHA

A
111
Q

APHA

A
112
Q

PHEHP

A
113
Q

ASHA

A
114
Q

ESG

A
115
Q

IUHPE

A
116
Q

NCHEC

A
117
Q

SSLHPE

A
118
Q

HEJA

A
119
Q

PHF

A
120
Q

PHAB

A
121
Q

ASTHO

A
122
Q

CUP Study

A
123
Q

IAS

A
124
Q

SPA

A
125
Q

HESPA

A
126
Q
A

CHES (18 decks)

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