Chapter 6Chapter 6

Roles, Responsibilities, Roles, Responsibilities, Certifications, Advanced Certifications, Advanced

StudyStudy

CredentialingCredentialing

Can take the form of accreditation, Can take the form of accreditation, licensure, or certification. licensure, or certification.

AccreditationAccreditation

““Process by which a recognized Process by which a recognized professional body evaluates an entire professional body evaluates an entire college or university professional college or university professional preparation program.” Clearypreparation program.” Cleary

Look at student-teacher ratioLook at student-teacher ratio CurriculumCurriculum Faculty qualificationsFaculty qualifications

LicensureLicensure

““Process by which an agency or Process by which an agency or government (usually a state) grants government (usually a state) grants permission to individuals to practice permission to individuals to practice a given profession by certifying that a given profession by certifying that those licensed have attained specific those licensed have attained specific standards of competence.” Clearystandards of competence.” Clearyexample??example??

Only licensed health educator is ___Only licensed health educator is ___

CertificationCertification

““Process by which a professional Process by which a professional organization grants recognition to an organization grants recognition to an individual who, upon completion of a individual who, upon completion of a competency-based curriculum, can competency-based curriculum, can demonstrate a predetermined demonstrate a predetermined standard of performance.” Clearystandard of performance.” Cleary

Given by the professionGiven by the profession

CertificationCertification

One who is certified within Health One who is certified within Health Education is recognized as______Education is recognized as______

CHESCHES

Certified Health Education SpecialistCertified Health Education Specialist

History of Role Delineation and History of Role Delineation and CertificationCertification

Certification in HE got its formal start Certification in HE got its formal start in 1978in 1978

As mentioned earlier school health As mentioned earlier school health educators were the only HE that educators were the only HE that were licensedwere licensed

School health & Public healthSchool health & Public health

Accreditation was available only for these Accreditation was available only for these two programstwo programs

So many HE, community health programs So many HE, community health programs were not accredited were not accredited – Made for great discrepanciesMade for great discrepancies– Too many differences between programsToo many differences between programs

What they foundWhat they found

Bright students were leaving HE so Bright students were leaving HE so they could be licensed.they could be licensed.

HE came together at a conferenceHE came together at a conference

Asked two questions:Asked two questions:

What are the commonalities and What are the commonalities and differences in the function of health differences in the function of health educators practicing in different educators practicing in different settings?settings?

What are the commonalities and What are the commonalities and differences in the preparation of differences in the preparation of health educators?health educators?

HE needed to have a credentialing HE needed to have a credentialing systemsystem

Needed credentialing so that they Needed credentialing so that they could be a viable profession.could be a viable profession.

Thus the National Task Force on the Thus the National Task Force on the Preparation and Practice of Health Preparation and Practice of Health Educators was born.Educators was born.

See table 6.1 to see organizations See table 6.1 to see organizations represented.represented.

Steps to making certification Steps to making certification happenhappen

January, 1979 role delineation for January, 1979 role delineation for health educators got under way.health educators got under way.

22ndnd step was to verify and refine the step was to verify and refine the role of a health educator.role of a health educator.– Funding became available for this in Funding became available for this in

March of 1980 and found positive results March of 1980 and found positive results that no significant differences among that no significant differences among practitioners in different settings.practitioners in different settings.

Steps to making certification Steps to making certification happenhappen

33rdrd step in the process was the step in the process was the development of a curriculum development of a curriculum framework based on the verified role framework based on the verified role of a health educatorof a health educator

Initially the task force decided to Initially the task force decided to develop a curriculum guide.develop a curriculum guide.– Specific set of guidelines from which a Specific set of guidelines from which a

curriculum is developed.curriculum is developed.

Cont.Cont.

Ultimately the curriculum guide was Ultimately the curriculum guide was transformed into a curriculum transformed into a curriculum framework. framework. – Providing merely a frame of reference Providing merely a frame of reference

around which a curriculum can be around which a curriculum can be developeddeveloped

– Does not tell faculty what to teach and Does not tell faculty what to teach and how but what students should have how but what students should have completedcompleted

Moving forward with the Moving forward with the Certification ProcessCertification Process

Needed a certification systemNeeded a certification system

Hired Professional Examination Service Hired Professional Examination Service (PES) which had done for many other (PES) which had done for many other professions.professions.– Began creating a testBegan creating a test

– National Commission for Health Education National Commission for Health Education Credentialing Inc. was formedCredentialing Inc. was formed

Still oversees the credentialing process todayStill oversees the credentialing process today

Charter Certification was underwayCharter Certification was underway

In October 1988, the charter In October 1988, the charter certification period began - allowing certification period began - allowing qualified individuals to become qualified individuals to become certified without taking the exam.certified without taking the exam.

– Based on individuals academic training, Based on individuals academic training, work experience and training.work experience and training.

– In 1990 the charter expired.In 1990 the charter expired.

In 1990 first exam was takenIn 1990 first exam was taken

644 individuals passed the first 644 individuals passed the first exam and becameexam and became

Certified Health Education SpecialistsCertified Health Education Specialists

Advantages:Advantages:– Establishes a national standardEstablishes a national standard– Attests to the individual’s knowledge Attests to the individual’s knowledge

and skillsand skills

Advantages cont.Advantages cont.

Assists employers in identifying Assists employers in identifying qualified health education qualified health education practitioners.practitioners.

Sense of pride and accomplishmentSense of pride and accomplishment Promotes continued professional Promotes continued professional

developmentdevelopment

All students are strongly urged to All students are strongly urged to take upon graduation.take upon graduation.

If you decide to waitIf you decide to wait

Cost increases if you are a Cost increases if you are a professional taking the exam vs. a professional taking the exam vs. a recent graduate.recent graduate.

Graduate CHESGraduate CHES

Now implementingNow implementing MCHESMCHES

CUP – Competencies Update CUP – Competencies Update ProjectProject

Now look to this group to verify the Now look to this group to verify the competencies of a health educator.competencies of a health educator.

Entry-level Health EducatorEntry-level Health Educator<5 yrs exp or MS’s degree<5 yrs exp or MS’s degree

Assessing Individual and Community Assessing Individual and Community Needs for Health EducationNeeds for Health Education– May be most critical step in the planning May be most critical step in the planning

processprocess

What does it mean to implement a What does it mean to implement a Needs Assessment?Needs Assessment?

Needs AssessmentNeeds Assessment

Important elements:Important elements:– Capacity of a communityCapacity of a community– Capacity assessmentCapacity assessment

Not only want to look at NeedsNot only want to look at Needs

Want to look atWant to look at Capacity of a communityCapacity of a community

– ““Refers to both individual and collective Refers to both individual and collective resources that can be brought to bear resources that can be brought to bear for health enhancement”for health enhancement”

Needs assessment cont.Needs assessment cont.

Capacity assessmentCapacity assessment– Identifies the skills, resources, agencies, Identifies the skills, resources, agencies,

groups, and individuals that can be groups, and individuals that can be brought together in a community to brought together in a community to solve problems and empower.solve problems and empower.

Needs Assessment cont.Needs Assessment cont.

Community Empowerment –Community Empowerment –

Means what to you?Means what to you?

Needs Assessment cont.Needs Assessment cont.

Health Educators must be able to Health Educators must be able to assess the skills and the needs of the assess the skills and the needs of the groups of people or individuals that groups of people or individuals that they are directing programs towardsthey are directing programs towards

Why important?Why important?

Needs assessment cont.Needs assessment cont.

““Failure to perform a needs Failure to perform a needs assessment may lead to a program assessment may lead to a program focus that prevents or delays focus that prevents or delays adequate attention directed to a adequate attention directed to a more important health problem”more important health problem”

Helps determine if a program is Helps determine if a program is appropriate and needed appropriate and needed

How to get started NAHow to get started NA

Look at secondary informationLook at secondary information– Literature review, stats from local health Literature review, stats from local health

departmentdepartment

Look at primary informationLook at primary information– May have to conduct mail surveys, May have to conduct mail surveys,

telephone interviews, hold focus telephone interviews, hold focus meeting groupsmeeting groups

Once gathered information must be Once gathered information must be able to analyze data and determine able to analyze data and determine priority areas for health ed. priority areas for health ed. Programs.Programs.

Responsibility II: Plan Health Responsibility II: Plan Health Education Strategies, Interventions, Education Strategies, Interventions,

and Programsand Programs

Conducted our needs assessment Conducted our needs assessment – Now we think that we know what our Now we think that we know what our

target population’s health needs, target population’s health needs, problems and concerns areproblems and concerns are

Ask ourselves who are the Ask ourselves who are the stakeholders?stakeholders?– Why are they important?Why are they important?

Plan Health Education Strategies Plan Health Education Strategies cont.cont.

Next critical step is to write specific Next critical step is to write specific and measurable objectives.and measurable objectives.

Also critical is to be able to evaluate Also critical is to be able to evaluate the objectives.the objectives.

Next critical step is to develop Next critical step is to develop appropriate interventions that will appropriate interventions that will meet the goals and objectives.meet the goals and objectives.

Example:Example:

University conducted a needs University conducted a needs assessment and discovered that assessment and discovered that alcohol related incidents were a alcohol related incidents were a problem on campus.problem on campus.

What do first?What do first?

Let’s look at who are our Let’s look at who are our stakeholders?stakeholders?

Who would you want to be a part of Who would you want to be a part of this strategy meeting?this strategy meeting?

StakeholdersStakeholders

Representative from the Greek systemRepresentative from the Greek system Someone from ASUUSomeone from ASUU Resident from dormsResident from dorms Athletics deptAthletics dept Campus police/securityCampus police/security Provost’s officeProvost’s office Rep from health ed. OfficeRep from health ed. Office Local chamber of commerceLocal chamber of commerce Neighborhood rep.Neighborhood rep.

Next -- objectivesNext -- objectives

Use baseline existing data on alcohol-Use baseline existing data on alcohol-related incidents to establish written related incidents to establish written objectives for the program.objectives for the program.

Next plan strategies to increase awareness Next plan strategies to increase awareness of alcohol-related problems, modify of alcohol-related problems, modify alcohol drinking behaviors, reduce the alcohol drinking behaviors, reduce the number of reported alcohol incidents on number of reported alcohol incidents on campus.campus.

ImplementationImplementation

Organize a campus-wide alcohol Organize a campus-wide alcohol awareness dayawareness day

Devise strategies with local bar owners to Devise strategies with local bar owners to reduce excessive drinkingreduce excessive drinking

Any student with alcohol related issue Any student with alcohol related issue must go for education programmust go for education program

Create posters/fliers for resp. drinkCreate posters/fliers for resp. drink Train peer speakers to speak at Greek Train peer speakers to speak at Greek

houses, dorms, etchouses, dorms, etc Plan non-alcohol events Plan non-alcohol events

Add on implementationAdd on implementation

Wrote objectives for each of the Wrote objectives for each of the strategies.strategies.

Wrote a timeline for implementation Wrote a timeline for implementation and who was responsible for what.and who was responsible for what.

Rule of SufficiencyRule of Sufficiency

Rule states that those strategies Rule states that those strategies implemented must be sufficiently implemented must be sufficiently robust, or effective enough, that the robust, or effective enough, that the stated objectives will have a stated objectives will have a reasonable chance of being met.reasonable chance of being met.

Do you think that the alcohol Do you think that the alcohol program at University has a program at University has a reasonable chance of being met?reasonable chance of being met?

Rule of Sufficiency cont.Rule of Sufficiency cont.

Would program have been robust Would program have been robust enough if they were to hand out enough if they were to hand out pamphlets and fliers on campus?pamphlets and fliers on campus?

Responsibility III: Implement Responsibility III: Implement Health Education Strategies, Health Education Strategies, Interventions, and ProgramsInterventions, and Programs

Now Implement the programsNow Implement the programs– Most exciting partMost exciting part

Important questions to ask self about Important questions to ask self about priority population:priority population:– What is their current level of understanding of What is their current level of understanding of

issueissue– What will it take to get people to participate?What will it take to get people to participate?

Important questions cont.Important questions cont.

Does my population need financial Does my population need financial assistance, childcare to participate?assistance, childcare to participate?

What time of day should the program What time of day should the program be offered?be offered?

What location/s are most convenientWhat location/s are most convenient– May have gotten this info from needs May have gotten this info from needs

assessment but may need to make sure assessment but may need to make sure

ImplementingImplementing

As a general rule will want to use As a general rule will want to use multiple intervention activities when multiple intervention activities when planning and implementing activities.planning and implementing activities.

What are examples?What are examples?

Multiple implementationsMultiple implementations

TV, radio, newspapers, billboards, TV, radio, newspapers, billboards, celebrities, etc.celebrities, etc.

Behavioral contracting, community Behavioral contracting, community events, contests, incentives, support events, contests, incentives, support groups, etc.groups, etc.

ImplementationImplementation

Once everything is in place does not Once everything is in place does not mean work is done.mean work is done.

May need to revise objectives or May need to revise objectives or intervention activities if not having intervention activities if not having success.success.

ImplementationImplementation

Step most likely to deal with Step most likely to deal with population and public.population and public.– Always be professionalAlways be professional

Responsibility IV: Conduct Responsibility IV: Conduct Evaluation and Research Related Evaluation and Research Related

to Health Educationto Health Education

Critical that accurate evaluation be Critical that accurate evaluation be conducted to measure the success of conducted to measure the success of programs. programs.

Without evaluating don’t know if Without evaluating don’t know if meeting objectives.meeting objectives.

EvaluationEvaluation

Make sure do a good job of Make sure do a good job of evaluating if enjoy program or it evaluating if enjoy program or it could be cut.could be cut.– Prove its worthProve its worth

– How might HE determine if program How might HE determine if program objectives have been met?objectives have been met?Seatbelt usage, radon,Seatbelt usage, radon,

Evaluation cont.Evaluation cont.

Developing and administering tests, Developing and administering tests, questionnaires, observing behavior, questionnaires, observing behavior, tracking epidemiological data or tracking epidemiological data or other methods of data collection.other methods of data collection.

Can be sophisticated or simpleCan be sophisticated or simple

EvaluationEvaluation

Once data is collected must be Once data is collected must be analyzed and interpreted.analyzed and interpreted.

Reports need to be developed and Reports need to be developed and distributed to the appropriate distributed to the appropriate parties.parties.– Results should be used to improve and Results should be used to improve and

modify future efforts.modify future efforts.– A profession moves forward and A profession moves forward and

improves due to the quality of its improves due to the quality of its research and the new info generated.research and the new info generated.

Entry level health educatorsEntry level health educators

Should be able to read research, Should be able to read research, synthesize research results, and synthesize research results, and utilize research results to improve utilize research results to improve their practice.their practice.

Responsibility V: Administer Health Responsibility V: Administer Health Education Strategies, Interventions Education Strategies, Interventions

and Programsand Programs

Great deal of administration and Great deal of administration and coordination is needed to bring a coordination is needed to bring a health education program to fruition.health education program to fruition.

Good managements skills helpGood managements skills help– Knowledge of budgetingKnowledge of budgeting– Task assignmentsTask assignments– Performance evaluationPerformance evaluation

AdministerAdminister

HE must facilitate cooperation HE must facilitate cooperation among personnel both within among personnel both within programs and between programs.programs and between programs.

Within a public school system who Within a public school system who would you need to coordinate?would you need to coordinate?

Within a community setting who Within a community setting who coordinate?coordinate?

Responsibility VI: Serve as a Responsibility VI: Serve as a Health Education Resource PersonHealth Education Resource Person Must have skills to access resources Must have skills to access resources

needed. needed. May be asked a variety of questionsMay be asked a variety of questions

– What are questions that you all have What are questions that you all have been asked when people here that you been asked when people here that you are majoring in health?are majoring in health?

Resource personResource person

Staying abreast of National and Local Staying abreast of National and Local media information is important – media information is important – others will see you as the authority.others will see you as the authority.

Knowing how to access data from Knowing how to access data from CDC website important – knowing CDC website important – knowing they have great epi data.they have great epi data.

Responsibility VII: Communicate Responsibility VII: Communicate and Advocate for Health and Health and Advocate for Health and Health

EducationEducation

Communication is the primary tool of Communication is the primary tool of a health educator.a health educator.– Should feel comfortable talking to large Should feel comfortable talking to large

groups, small groups and the media.groups, small groups and the media.

– Liason between technical health info Liason between technical health info from doctor and patient.from doctor and patient.

Advocate for Health EducationAdvocate for Health Education

Follow and support legislation, rules, Follow and support legislation, rules, policies, and procedures that will policies, and procedures that will enhance the health of the enhance the health of the populations with which they work.populations with which they work.

What are some of your pet projects What are some of your pet projects that you like to support?that you like to support?

HE AdvocatesHE Advocates

For me I don’t like the machines in For me I don’t like the machines in Junior Highs and High schools.Junior Highs and High schools.

TechnologyTechnology

What is critical for the Health What is critical for the Health Educator to be familiar with?Educator to be familiar with?

Role ModelRole Model

Should health educators be role Should health educators be role models?models?

What is a role model?What is a role model? More effective in their job if role More effective in their job if role

Model?Model? Are you a role model now or hope to Are you a role model now or hope to

be one in the future?be one in the future?

Advanced Study in HEAdvanced Study in HE

Professional AssociationsProfessional Associations

If become CHES certified need to If become CHES certified need to have 15 hours of continuing have 15 hours of continuing education/yr. to maintain education/yr. to maintain certification.certification.

Master’s Degree OptionsMaster’s Degree Options

If going into teaching recommend that you If going into teaching recommend that you teach before getting Masters. Difficult to teach before getting Masters. Difficult to find a school to hire you.find a school to hire you.

Master’s in EducationMaster’s in Education Master’s in Public HealthMaster’s in Public Health Master’s in Health Promotion and Master’s in Health Promotion and

EducationEducation Masters of Public AdminstrationMasters of Public Adminstration

Getting ready for Graduate SchoolGetting ready for Graduate School

What do you need to do?What do you need to do?