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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)

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52
Q

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

A

Cochrane reviews

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53
Q

What do Cochrane reviews determine?

A

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

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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
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55
Q

What is cultural competence?

A

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

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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

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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
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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
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59
Q

What does CLAS stand for?

A

Culturally & Linguistically Appropriate Services

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60
Q

What are is CLAS?

A

Methods to improve quality of services provided to all individuals

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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
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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
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63
Q

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

A

Cultural attitudes, practices, & experiences

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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
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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

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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
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67
Q

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

A

Literacy level, preferred language, & media sources

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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
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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
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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
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71
Q

What national organizations may be of particular interest to HES?

A

SOPHE, AEA, APHA

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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
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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
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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

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75
Q

How is career advancement plan structured?

A

Uses competencies & strategic skills

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76
Q

What does career advancement plan focus on?

A

Technical & adaptive leadership

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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”

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78
Q

What are career advancement plans also known as?

A

Professional Development Plan (PDPs)

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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)
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80
Q

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

A

Bloom’s Taxonomy

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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
  • Combination of public health evidence & communication framing research and testing to help more effectively communicate value of public health
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

What does ACHA stand for?

A

American College Health Association

111
Q

What does APHA stand for?

A

American Public Health Association

112
Q

What does PHEHP stand for?

A

Public Health Education & Health Promotion

113
Q

What does ASHA stand for?

A

American School Health Association

114
Q

What does ESG stand for?

A

Eta Stigma Gamma

115
Q

What does IUHPE stand for?

A

International Union for Health Promotion & Education

116
Q

What does NCHEC stand for?

A

National Commission for Health Education Credentialing

117
Q

What does SSLHPE stand for?

A

Society of State Leaders of Health & Physical Education

118
Q

What does PHF stand for?

A

Public Health Foundation

119
Q

What does PHAB stand for?

A

Public Health Accreditation Board

120
Q

What does ASTHO stand for?

A

Association of State & Territorial Health Officials

121
Q

What does the CUP study stand for?

A

National Health Educator Competencies Update Project

122
Q

What does IAS stand for?

A

International Accreditation Service

123
Q

What does SPA stand for?

A

Specialized Professional Association

124
Q

What does HESPA stand for?

A

Health Education Specialist Practice Analysis

125
Q

CDC Health Equity Checklist

A
  1. Identify - identify protective factors & health equities in community through community assessment, secondary data, & surveys
  2. Engage - Include/engage representatives of population affected by health issue AND partnerships
  3. Analyze - Select/design & implement interventions or strategies where inequities are addressed
  4. Review - Monitor/Evaluate to ensure success of reducing health inequities AND assess differences in outcomes among different populations
126
Q

Core Functions of Public Health

A

Assessment:
1. Assess & monitor population health
2. Investigate, diagnosis, & address health hazards & root causes

Policy Development:
3. Communicate effectively to inform & educate
4. Strengthen, support, & mobilize communities & partnerships
5. Create, champion, & implement policies, plans, and laws
6. Utilize legal & regulatory actions

Assurance:
7. Enable equitable access
8. Build diverse & skilled workforce
9. Improve & innovate through evaluation, research, & quality improvement
10. Build & maintain strong organizational infrastructure for public health

127
Q

What are the domains of cultural competence?

A
  • Acceptance & respect of role that values and beliefs play in health & illness
  • Sensitivity toward cultural language
  • Consumer participation in decision making
  • Cultural appropriateness of environment, materials, & resources
  • Staff hiring that reflects community’s linguistic & cultural diversity
  • Health professionals’ self awareness of their own beliefs, values, & knowledge about diversity
  • Staff cultural competence training & development
128
Q

Categorical Grant

A

Funds given by federal gov’t to state/local gov’t for specific purposes

  • Target specific public health services & population group
129
Q

Block Grants

A

Federal funds marked for specific state or local programs

  • Allocated to broad domains of activity that are largely determined by grant recipients
130
Q

Entitlement Programs

A

Federal programs that provide benefits to eligible citizens & non-citizens

e.g. Medicaid, Medicare

131
Q

Discretionary Programs

A

Annual, fixed appropriation of federal revenue that is subject to periodic updates, adjustments, & revisions

e.g. Head Start

132
Q

Dimensions of Public Health Ethics

A

Virtue Ethics, Professional Ethics, Organizational Ethics, & Public Policy Ethics

133
Q

What is Virtue Ethics?

A
  • Ethics you personally live by
  • Morals you carry to determine decision making
134
Q

What is professional ethics?

A

Moral principles & standards of conduct that guide professional’s behavior

  • Established based on profession’s code of ethics
135
Q

What is organizational ethics?

A

Behaviors based on work/organization’s mission & vision

136
Q

What is public policy ethics?

A

Ethical principles that guide creation & implementation of public policies

137
Q

What are allocative health policies?

A

Direct provision of income, services, or goods to distinct groups, individuals, or organizations to meet public objectives

138
Q

What are the 2 types of allocative health policies

A

Distributive & Redistributive

139
Q

What are distributive policies?

A

Those that target society as a whole

140
Q

What are redistributive policies?

A

Money or power from one group & give it to another

141
Q

What are pass through entities?

A

Allows initial recipient of funds from federal gov’t to provide funds to sub-recipient (i.e. WIC)

142
Q

What are regulatory health policies?

A

Policies that influence actions, behaviors, & decisions of others

143
Q

What are the functional areas of population health?

A
  1. Infectious disease control
  2. Environmental safety
  3. Injury prevention
  4. Behavior health risk avoidance
  5. Disaster response & recovery
  6. Assurance of healthcare services
144
Q

Public health surveillance

A

Continuous, systematic collection, analysis, interpretation, & dissemination of health-related data for planning, implementation, & evaluation of public health practice

145
Q

Sentinel Surveillance

A

Measure magnitude of public health problem in a larger population

146
Q

Syndromic surveillance

A

Identifies early signs & symptoms of increased frequency of illness in a population

147
Q

Passive surveillance

A

Reliance on health care providers’ voluntary reporting of health-related events mandated by state law

148
Q

Active Surveillance

A

Health officials routinely contact reporting sources to inquire about occurrences & review medical/lab reports to identify unreported occurrences

149
Q

What are the different types of regulatory health policies?

A
  1. Markey entry restrictions
  2. Rate/Price setting controls
  3. Quality control
  4. Market-preserving
  5. Social regulations
150
Q

What are market entry restrictions?

A
  1. Health professional licensing
  2. Health organization accreditation
  3. Pre-approval for new projects
151
Q

What are rate/price setting controls?

A

Reimbursement rates on products/services

152
Q

What is quality control?

A

Ensures adherence to acceptable levels of quality

153
Q

What is market-serving?

A

Rules of conduct that permit markets to work well & fairly

i.e. Anti-trust laws

154
Q

What are social regulations?

A

Achieve socially desirable outcomes & reduce undesirable outcomes

155
Q

What is ACHA mission?

A

To advocate & offer leadership organization for college and university health

156
Q

What is APHA mission?

A
  • Strong advocate for health education, disease prevention, & health promotion
  • Set, maintain, & exemplify highest ethical principles & standards of practice for those whose primary purpose is health education and disease prevention
157
Q

PHEHP mission (section of APHA)

A
  • Systems & support efforts to achieve health equity in all activities of association
  • Strong advocate for health education & health promotion
  • Set, maintain, & exemplify highest ethical principles & standards of practice whose primary purpose is health education, disease prevention, and/or health promotion
158
Q

ASHA mission

A

Protect & promote health of children & youth by supporting coordinated school health programs as foundation for school success

159
Q

ESG mission

A

Foster professional competence & dedication of members in health education profession

160
Q

IUHPE mission

A
  • Promote global health & wellbeing
  • Contribute to achievement of equity in health between & within countries of the world
161
Q

NCHEC mission

A

Enhance professional practice of health education by promoting & sustaining a credentialed body of health education specialists

162
Q

SOPHE mission

A
  • Provide leadership in facilitating & promoting initiatives to achieve national health & education goals/objectives
  • Promotes effective school programs & practices that involve collaboration with parents/community groups to positively impact healthy & active lifestyles
163
Q

SSLHPE mission

A

Utilize advocacy, partnerships, professional development, & resources to build capacity of school health leaders to implement effective health & physical education policies and practices that support success in school, work, & life

164
Q

What does NCCA stands for?

A

National Commission for Certifying Agencies

165
Q

What does NCCA require certification programs to conduct?

A

Periodic job analysis that verifies competencies

166
Q

What should participants understand about assessment prior to?

A

Purpose, method, scoring, & conditions

167
Q

What should the participants of assessment receive/have access to after assessment has been analyzed?

A

Results & access to the data

168
Q

When considering methods to use during assessment, what does the HES need to ensure about the instrument?

A
  • Reliability & validity
  • Those administering assessment are trained in specific type of assessment being used
169
Q

What principles does HES need to uphold when planning health program?

A
  1. Non-maleficence
  2. Beneficence
  3. Justice
170
Q

What is non-maleficence?

A

Do no harm

171
Q

What is beneficence?

A

doing good for participants

172
Q

What is justice when planning health programs?

A

Fairness & equal distribution

173
Q

When implementing activities of health program, what does HES need to do to ensure safety of participants?

A
  1. Is it safe, legal, & ethical?
  2. Equipment & facilities must be examined
  3. Participants should not have to participate in activity if they fear it may threaten their health
  4. Have participants be cleared by doctor prior to participating in any way
174
Q

What does HES need to do to successfully reach target population in changing health behavior according to SCT?

A
  • Influence all 3 factors of reciprocal determinism
  • Provide knowledge & skills to increase participant self efficacy
175
Q

What are the 3 factors of reciprocal determinism?

A
  1. Environment
  2. Personal characteristics/cognitive factors
  3. behavior
176
Q

What intervention is needed for those in pre-contemplation stage of TMC?

A

Increase awareness

177
Q

What intervention is needed for those in contemplation stage of TMC?

A

Encourage seeking out specific plans for change

178
Q

What intervention is needed for those in preparation stage of TMC?

A

Setting goals & consider benefits of behavior change

179
Q

What intervention is needed for those in action stage of TMC?

A

Give feedback & encouragement as they are implementing behavior change

180
Q

What intervention is needed for those in maintenance stage of TMC?

A
  • Aid in preventing relapse
  • Give more support
  • Ensure knowledge of where support is available (if needed)
181
Q

What are the core beliefs that influence behavior change according to Health Behavior Model?

A
  1. Individual must believe he/she they can be potentially affected by health problem
  2. Must believe health problem is a significant threat
  3. Must believe benefits of preventative behavior are greater than costs/risks
  4. Must believe he/she is capable of changing behavior
  5. Encouraged to change behavior
  6. Must have self-efficacy to be able to perform behavior
182
Q

What can HES do to increase likelihood of behavior change according to TPB?

A

Show participants they have control over health behavior & consequences

183
Q

What can HES do to increase likelihood of adoption of new idea, behavior, or product according to DOI?

A
  • Introduce population to innovation/raise awareness
  • Provide population with where population can find out more (increase interest)
  • Aid in their self-evaluation of benefits/consequences of innovation
  • Provide opportunity for population to try it to increase likelihood of population continuing to use/act in new idea, behavior, or product
184
Q

Who sponsors CLAS?

A

Minority Health division of USDHHS

185
Q

Why were CLAS standards created?

A
  1. Address health disparities across cultural, ethnic/racial, & socioeconomic categories
  2. Makes healthcare & information more accessible to be more inclusive for all populations
186
Q

What is a clearinghouse?

A

Institution charged with assembling & distributing information

187
Q

Why are HES sometimes referred to as “human clearinghouse”?

A

HES collect information & make sure it is distributed to all pertinent members or staff

188
Q

Process of Responding to Health Information

A
  1. Assess needs of target community
  2. Determine what sources will meet identified needs
  3. Assess resources & materials for reliability, validity, & quantity
  4. Organize presentation of health information so that it is in an easy-to-understand format
189
Q

Informal Consultant

A

Helps professional partner by assembling information & analyzing data

190
Q

Formal Consultant

A

Recommends solutions to health problem

  • Involves written agreement b/w HES & client/organization
191
Q

What elements should be considered when HES is prioritizing consultant requests?

A
  • Area/Topic & services
  • Scope
  • Level of commitment required
  • Can other consultants be available to provide requested services
192
Q

How can HES ensure each department/organization is as efficient as possible when acting as a liaison?

A

Make sure each side is apprised of progress/action being taken & answer any questions that arise

193
Q

What are some skills needed to be a liaison?

A
  1. Facilitation
  2. Presentation
  3. Data collection
  4. Meeting management
  5. Resource evaluation
  6. Networking
  7. Report writing
194
Q

What are the steps in continuous consultation evaluation?

A
  1. Identify evaluation questions & criteria
  2. Assessment of how well questions meet criteria
  3. Timely distribution of findings
195
Q

What are the components of consultation formative evaluation?

A
  • # of length of contacts
  • Progress made
  • Level of client/organization satisfaction
196
Q

What should HES no do within a consultative relationship?

A

Officially serve as an advocate for the client

197
Q

Why is peer review important?

A
  • Ensures accountability of HES to maintain values of profession
  • Advocating for mission of health education & promotion using evidence-based information/practices
198
Q

What are the goals of credentialing & quality insurance?

A
  1. Standardize professional practice
  2. Include health education competencies in standardized assessments
  3. Recruitment & retention
  4. Participate in review boards
  5. Develop & model standards for health education programs
  6. Publicize code of ethics
199
Q

What are the 4 elemental tasks when working with volunteers?

A

Recruit, train, supervise, & recognize

200
Q

What should organizations do to enhance volunteers’ work?

A
  1. Team building activities
  2. Evaluations/performance reviews
  3. Career training
201
Q

Goals for Professional Preparation

A
  1. Recruit & train grassroots educators
  2. Strengthen mentoring of young professionals
  3. Identify strategies to draw students to profession
  4. Standardize accreditation of programs
  5. Provide certification & increase # of HES
  6. Provide in-service training/continuing education for HES on emergency technology
  7. Establish mentoring programs
  8. Reinforce pride & commitment
  9. Encourage active involvement in professional associations
  10. Adapt curricula according to evolution of field
  11. Standardize practice of profession
  12. Educate about technology

CHES (20 decks)

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