Keeping Pace with Changes in Health
Education Credentialing: What Faculty and
Practitioners Need to Know
June 22-24, 2010
This event is sponsored by :
National Implementation Task Force on Accreditation in Health Education
Technical Support

E-mail: support@webex.com

Phone: Call 1-866-229-3239 (U.S. and Canada toll-free)

Both WebEx and Teleconference are in use
Questions?

All participants, except the host and panelists, are muted.

There will be a Q&A session after the presentations.

Questions may be submitted any time during the event by
clicking on the ? button on your toolbar and typing in your
question.
Feedback

Feedback from webinar attendees is important and encouraged

Please complete the brief feedback form that will pop up in
your browser immediately following this session.
Continuing Education




Today’s session has been approved for 1.0 Category I continuing education contact
hours (CECHs) for Certified Health Education Specialists (CHES). SOPHE, including its
chapters, is a designated multiple event provider of CECHs by the National
Commission for Health Education Credentialing (NCHEC).
Fees:
 $ 7 for SOPHE members
 $ 14 for non-members
Forms can be downloaded from SOPHE’s Continuing Education, Webinars page at:
www.sophe.org/webinars.cfm
Completed applications, evaluations, and fees should be sent to:
Society for Public Health Education
10 G Street NE; Suite # 605
Washington, DC 20002
Fax: 202.408.9815
Keeping Pace with Changes in Health
Education Credentialing: What Faculty
and Practitioners Need to Know

Moderator
 David Birch, PhD CHES
 Co-chair, National Implementation Task
Force on Accreditation in Health Education
Three-Part Noon Webinar Series
June 22
New Developments in Accreditation for
School Health Education
June 23
New Developments in Accreditation for
Public/Community Health Education
June 24
Aligning Competencies and Certification
Today’s Agenda:
Time
Activity
Presenter
12:00 pm
Welcome & Instructions
Sarah Leonard
12:05 pm
Health Education Quality Assurance
Movement: A Brief Synopsis 2000-10
The 2010 Health Educator: Are These
Competencies in Your Skill Set?
So You Want to be a Master Certified
Health Education Specialist (MCHES)?
David Birch
12:45 pm
Q&A
Led by David Birch
12:48 pm
Wrap Up/Adjourn
David Birch
12:15 pm
12:30 pm
Elaine Auld
Linda Lysoby
Objectives
At the end of this webinar, participants will be able to:

Identify at least four new or expanded areas in which health
educators should be competent to practice, as revealed by the
2010 Health Educator Job Analysis survey.

Explain how to apply to become a Master Certified Health
Education Specialist and the rationale and benefits of MCHES.
Strengthening Quality Assurance in Health Education
 SOPHE and AAHE began effort in 2000 to examine
mechanisms to strengthen and unify QA efforts, address
problems
 3 Task Forces working over 10 years
 Efforts focused in both accreditation of professional prep
programs and individual certification
National Task Force on Accreditation in Health
Education Principles
 Accreditation to be the quality assurance mechanism
 2 parallel, coordinated mechanisms for school and
community (NCATE & CEPH)
 Accreditation built on best practices of existing systems
 Graduate level students perform competencies at graduate
level proficiency
Credentialing of Individual Health Educators &
Professional Preparation Programs
INDIVIDUAL
CERTIFICATION/
LICENSURE
Teacher
Licensure
(State
Controlled)
Entry Level
Certified
Health
Education
Specialist
(NCHEC)
Advanced
Level
PROFESSIONAL
Preparation Program
Accreditation or Approval
Certified
Public
Health
(NBPHE)
SABPAC
Undergrad
Health Ed.
Professional
Prep
Programs
CEPH
Undergrad
Pub Health
& MPH
Programs
Accreditation
Task Forces
NCATE &
TEAC
Undergrad
Teacher
Prep.
Programs
Selected Task Force Recommendations



All health educators should seek CHES status and MCHES
status if applicable and when available
Undergraduate school health education professional
preparation programs should seek NCATE/TEAC
accreditation
Masters level community and public health programs
should seek CEPH accreditation
Undergraduate community/public health programs affiliated
with a MPH program should seek CEPH accreditation
 Undergraduate community/public health programs not
affiliated with a MPH program should seek SABPAC approval

The 2010 Health Educator: Are These
Competencies in Your Skill Set?

Presenter
 M. Elaine Auld, MPH, CHES
 Chief Executive Officer, Society for Public
Health Education
The 2010 Health Educator:
Are These Competencies in
Your Skill Set?
M. Elaine Auld, MPH, CHES
Society for Public Health Education
June 24, 2010
Objectives
• Provide brief overview of a nationwide job
analysis of health educators in all practice
settings
– Health Educator Job Analysis – 2010
• Discuss implications of HEJA 2010 for the
health educator’s toolbox
HEJA Partners
Professional
Examination
Service (PES)
• Contracted by NCHEC
• Standards/best practices:
– American Educational Research
Association
– American Psychological
Association
– National Council on Measurement
in Education
© NCHEC, AAHE SOPHE, 2010
Health Educator Competencies Studies
Role
Delineation
Study
• 1980-1985
• Volunteer
• Donations &
grants
Competencies
Update Project
• 1998-2005
• Primarily
volunteer
• Donations, grants
& NCHEC
© NCHEC, AAHE SOPHE, 2010
Health
Educator Job
Analysis
• 2008-2009
• Contracted
vendor
• Funded by
publication profits
Health Educator Job Analysis - HEJA
PURPOSE
To validate the contemporary practice of entrylevel and advanced-level health educators.
To re-define core knowledge and competencies
for health education practice.
© NCHEC, AAHE SOPHE, 2010
Job Analysis Task Force
© NCHEC, AAHE SOPHE, 2010
The Health Educator Job Analysis Process
1-Phone
interviews
10-Analysis/
interpretation
PES
2-Task force
meeting #1
Professional
Examination
Service
3-Terminology
review
(subcommittee)
SC
9-Full survey/
data collection
Steering
Committee
TF
4-Task force:
independent
review
8-Instrument pilot
Task Force
7-Task force
meeting #2
6-Subject Matter
Experts:
Independent
review
© NCHEC, AAHE SOPHE, 2010
5-Content
reconciliation
(subcommittee)
Online Survey
Created list through invitations
- CNHEO organizations
- CHES database
1,022 completed the survey
- 21.5% response rate
- All practice settings represented
Avg survey time: 1 hour
- Rated 246 sub-competencies: Frequency &
Importance
- Rated 115 knowledge items: Levels of use (Bloom’s
taxonomy)
© NCHEC, AAHE SOPHE, 2010
Overall HEJA Outcomes
Verified CUP findings regarding…
Hierarchical Model
• Advanced-level builds on entry-level
Differentiation of entry vs. advanced
based on 5-years experience
7 Areas of Responsibility
© NCHEC, AAHE SOPHE, 2010
HEJA Outcomes
(cont’d)
Ethics incorporated within
several responsibilities
Verified knowledge items for
the first time
Determined that evaluation
and research remain within
one area of responsibility
© NCHEC, AAHE SOPHE, 2010
Responsibilities, Competencies &
Sub-Competencies
CUP 2006
HEJA 2010
• 7 Areas of
Responsibility
• 29 Competencies
• 163 Sub-competencies
• 7 Areas of
Responsibility
• 34 Competencies
• 223 Sub-competencies
– 82 Entry
– 81 Advanced
– 162 Entry
– 61 Advanced
© NCHEC, AAHE SOPHE, 2010
Areas of Responsibility
CUP MODEL 2006
HEJA Model 2010
I. Assess individual and community
needs for health education
I. Assess needs, assets, and capacity for
health education
II. Plan health education strategies,
interventions,
and programs
II: Plan health education
III. Implement health education
strategies, interventions, and
programs
IIII. Implement health education
IV. Conduct evaluation and research
related to health education
IV. Conduct evaluation and research
related to health education
V. Administer health
education strategies, interventions,
and programs
V. Administer and manage health
education
VI. Serve as a health education
resource person
VI. Serve as a health education resource
person
VII. Communicate and advocate
for health and health education
VII. Communicate and advocate for
health and health education
© NCHEC, AAHE SOPHE, 2010
Selected New Competencies
• Area I:
– Plan the assessment process
• Area V:
– Manage human resources
• Area VII:
– Deliver messages using a variety of strategies, methods and
techniques
– Engage in health education advocacy
Area I: Assess needs…
A: Plan the
assessment
process
Entry
1. Identify existing and needed
resources to conduct
assessments
2. Apply theories and models
to develop assessment
strategies
3. Develop plans for data
collection, analysis, and
interpretation
4. Integrate research designs,
methods, and instruments
into assessment plans
Advanced
Area I: Assess needs…
A: Plan the
assessment
process
Entry
Advanced
Identify existing and needed
resources to conduct
assessments
1. Identify stakeholders
to participate in the
assessment process
Apply theories and models to
develop assessment strategies
2. Engage stakeholders
to participate in the
assessment process
Develop plans for data collection,
analysis, and interpretation
Integrate research designs,
methods, and instruments into
assessment plans
Area V: Administer & manage…
D: Manage
human
resources
Entry
1. Develop volunteer
opportunities
2. Demonstrate leadership skills
in managing human resources
3. Apply human resource policies
consistent with relevant laws
and regulations
4. Evaluate qualifications of staff
and volunteers needed for
programs
5. Recruit volunteers and staff
6. Apply appropriate methods for
team development
7. Model professional practices
and ethical behavior
8. Evaluate performance of staff
and volunteers
Advanced
Area V: Administer and manage…
A: Manage
Entry
human
Develop volunteer opportunities
resources 1.
2. Demonstrate leadership skills in
Advanced
1. Employ conflict
resolution strategies
managing human resources
3. Apply human resource policies
consistent with relevant laws and
regulations
4. Evaluate qualifications of staff
and volunteers needed for
programs
2. Develop strategies to
enhance staff and
volunteers’ career
development
5. Recruit volunteers and staff
6. Apply appropriate methods for
team development
3. Implement strategies to
enhance staff and
volunteers’ career
development
7. Model professional practices and
ethical behavior
8. Evaluate performance of staff
and volunteers
Area VIII: Communicate & advocate…
C: Deliver
Entry
messages
using a
1. Use techniques that
empower individuals and
variety of
communities to improve
strategies,
their health
methods
2. Employ technology to
and
communicate to priority
populations
techniques
3. Evaluate the delivery of
communication strategies,
methods, and techniques
Advanced
Area VIII: Communicate & advocate…
C: Deliver
Entry
Advanced
messages 1. Use techniques that empower N/A
using a
individuals and communities
to improve their health
variety of
strategies, 2. Employ technology to
communicate to priority
methods
populations
and
techniques
3. Evaluate the delivery of
communication strategies,
methods, and techniques
Area VIII: Communicate & advocate…
D: Engage in Entry
1. Engage stakeholders in
health
advocacy
education 2. Develop an advocacy plan in
compliance with local, state,
advocacy
and/or federal policies and
procedures.
3. Comply with organizational
policies related to participating
in advocacy.
4. Communicate the impact of
health and health education on
organizational and socioecological factors
5. Use data to support advocacy
messages
6. Implement advocacy plans
7. Incorporate media and
technology in advocacy
8. Participate in advocacy
initiatives
Advanced
Area VIII: Communicate & advocate…
D: Engage in
health
education
advocacy
Entry
Advanced
1. Engage stakeholders in advocacy
2. Develop an advocacy plan in
compliance with local, state,
and/or federal policies and
procedures.
1. Lead advocacy
initiatives
3. Comply with organizational
policies related to participating in
advocacy.
4. Communicate the impact of
health and health education on
organizational and socioecological factors
2. Evaluate advocacy
efforts
5. Use data to support advocacy
messages
6. Implement advocacy plans
7. Incorporate media and technology
in advocacy
8. Participate in advocacy initiatives
HEJA
Knowledge
Areas
•First time
verified
•113 areas
validated
EXAMPLES
• Education theory
• Communication theory
• Health behavior theory
• Marketing theory
• Systems theory
• Community organization
• Professional code of ethics
• Informatics
• Legislative process and
political structures
• Advocacy techniques
• Policy development
processes
© NCHEC, AAHE SOPHE, 2010
Framework Publication
A Competency-based Framework for Health
Education Specialists – 2010
Coming Late Summer 2010
© NCHEC, AAHE SOPHE, 2010
Sharpening Your Toolbox
• Tools of the Trade 1 & 2
• Health Promotion
Programs: From Theory
to Practice
• SOPHE Journals – Self
Study
Sharpening Your Toolbox
• SOPHE Summer
Webinar Series
• SOPHE Chapter Events
• www.sophe.org
• SOPHE 61st Annual
Meeting
– November 4-6, 2010
– Denver, CO
14th Annual Advocacy Summit
• MARCH 5-7, 2011
• WASHINGTON COURT HOTEL,
WASHINGTON DC
• 2 ½ DAYS OF ADVOCACY
TRAINING & HILL VISITS
• ENTRY- TO ADVANCED-LEVEL
ADVOCACY SKILL DEVELOPMENT
• >200 PRACTITIONERS, FACULTY,
STUDENTS
www.healtheducationadvocate.org
So You Want to be a Master Certified
Health Education Specialist (MCHES)?

Presenter
 Linda Lysoby, MS, CHES, CAE
 Executive Director, National Commission
for Health Education Credentialing, Inc.
So You Want to be a
Master Certified Health
Education Specialist
(MCHES)?
Linda Lysoby, MS, CHES, CAE
Executive Director, NCHEC
Keeping Pace with Changes in Health
Education Credentialing: What Faculty and
Practitioners Need to Know
SOPHE Webinar Series
June 24, 12:00
© NCHEC, 2009
Presentation Objectives
By the end of the presentation attendees will be
able to:
• Summarize the development of the MCHES,
advanced-level certification.
• Explain MCHES exam details, such as eligibility
criteria, projected fees, and continuing
education contact hours; and
• Formulate any concerns regarding MCHES
© NCHEC, 2009
CHES Certification
• Three Components:
– Meet Academic Eligibility Standards
– Pass Written Examination
– Continuing Education Requirements -75 in 5 years
• Voluntary
• National in Scope
• Based on Generic Health Education Responsibilities
and Competencies
• Verified through a Job Analysis
• Meets NCCA standards
• Over 8,500 Active CHES
© NCHEC 2010
Why an Advanced Credential?
• Official recommendations of the National Task
Force on Accreditation
• Findings of CUP revealed advanced levels among
health educators in their practice. This was
confirmed by the Job Analysis Project.
• 2006 Feasibility Study Survey: 2/3 of respondents
indicated that an advanced level certification will
benefit the profession
• Continuing comments from health educators that
current CHES credential is “entry-level” and,
therefore, not reflective of the scope of practice of
many health education
specialists.
© NCHEC, 2010
Why an Advanced Credential?
To help advanced - level CHES:
identify
promote
and advance their skills.
© NCHEC, 2010
Advanced Certification:
History Summary
• The Competency Update Project (CUP) results released:
2005
2006
2007
2008
2009
• Entry: Baccalaureate/master’s. <5 years’ experience
• Advanced 1: Baccalaureate/master’s, >5 years’ experience
• Advanced 2: Doctorate and >5 years’ experience
• 2/06: Pilot Survey at the Dallas Congress
• The Advanced Credential Feasibility Study results indicated that an
advanced level certification would benefit the profession
• NCHEC BOC voted to proceed with advanced credential
• April: NCHEC Position Statement about Advanced Certification
• August: Call for Comments (67% favorable)
• April: NCHEC Board of Commissioners approved Policy
Statement about the Advanced Certification
© NCHEC, 2010
Reasons to become MCHES
• Validation that you are skilled in advanced-level
responsibilities and competencies for a health
education specialist
• Provides advanced-level continuing education
opportunities, in order for health education specialist to
stay abreast of the latest research and practice in the
field
• Increases professional confidence because you have
validated your knowledge and application of the core
MCHES responsibilities
• Recognition of experience and expertise in your
chosen field
• Differentiate experienced professionals from entrylevel practitioners
© NCHEC, 2010
Certified Health Education Specialist
(CHES) Credential
Establishes professional identity
Exam Eligibility:
Minimum Bachelors degree
Major and/or
degree in
health
education
OR
© NCHEC, 2010
Academic transcript
reflecting 25 semester hrs
addressing the Seven
Areas of Responsibility of
Health Educators
Master Certified Health Education
Specialist (MCHES) Credential
Confirms professional development / career ladder
1st MCHES EXAM: October 15, 2011
ELIGIBILITY:
CHES
Minimum of the
past 5
continuous yrs
active status
Non-CHES
Or CHES <5 yrs
active status
Master’s degree or higher
in Health Ed
OR
Master’s degree or higher
with transcript reflecting
25 semester hrs
addressing the Seven
Areas of Responsibility
© NCHEC, 2010
5 yrs experience
as a health
educator
•CV/Resume
•2 letters of
recommendation
Exam Fees & Recertification
• MCHES Exam application fees : range from $250-$390 based
on type of application and submission deadline
FEES
1st deadline
6/1/11
2nd deadline
7/1/11
3rd deadline
8/1/11
Final deadline
9/1/11
Exam (CHES)
$250
$260
$290
$340
Exam (Non-CHES)
$300
$310
$340
$390
Recertification/Renewal
Annual renewal fee (after 1st year): $55.00
Continuing Education
• 75 CECH in 5 years (minimum 45 Cat 1, Max 30 Cat 2)
•30 CECH must be linked to advanced Sub-competencies (Cat 1 or 2)
© NCHEC, 2010
MCHES
Experience Documentation
Opportunity (EDO)
•CHES ≥ 5 years continuous active status
•6 month period (October 2010 to April 2011) only
•If successful, applicants will not have to take the exam
© NCHEC, 2010
MCHES
Experience Documentation
Opportunity (EDO)
Experience Self Appraisal –
Document Advanced
Activity
Two “Testament
of Practice”
Recommendations
Resume/CV
© NCHEC, 2010
Deadlines
Fees
12/11/10
$200
01/15/11
$210
03/01/11
$240
04/16/11
$290
Self-appraisal & Testament of
Practice
Completion of one form is a two-step process as
part of the MCHES EDO application
1) The applicant completes a self-appraisal of
his/her advanced-level experience and forwards
it to two recommenders for completion
2) The recommenders review and respond to
the self-appraisal and return it to the applicant.
© NCHEC, 2009
Sample: Experience Self Appraisal
Name of Advanced Activity:
Year advanced activity
Co-chair of the state-wide Stroke completed:(within the
Rehabilitation Work Group
past 5 years) 2009
Area of Responsibility:
Area I: Asses Needs, Assets,
and Capacity for Health
Education
Advanced-level Subcompetency: Engage
stakeholders to participate
in the assessment process
Name of Documentation: (4 page limit)
Purpose, goals, objectives, and means to achieve results
for the Stroke Rehabilitation Working Group
© NCHEC, 2009
Description of applicants’ role in advanced activity
(<100 words):Served as co-chair of the state-wide Stroke
Rehabilitation Working Group that consisted of professionals
from a variety of work settings that are responsible for
providing social and rehabilitation services to people who
have suffered a stroke. Stakeholders included professionals
from such settings as long-term care, public health,
community health centers, non-profit organizations, health
insurance, schools, social services, advocacy, community
organizations, etc. This group met regularly to assess the
specific needs of post-stroke patients and went on to develop
state wide goals and objectives for a comprehensive plan for
stroke prevention and care that would ensure that the
continuum of care would be maintained after a person has
received acute care in an inpatient setting.
© NCHEC, 2009
Timeline MCHES Certification
Summer
2010
Oct. 2010 –
April 2011
Oct.
2010
April
2011
Oct..
2011
• Revised CHES Study Companion released
• Release of Revised Framework Publication
• MCHES Experience Documentation Opportunity (EDO) Period
• MCHES Exam Study Materials available
• First MCHES credential conferred from EDO
• New CHES Exam administered on updated Competencies
• First MCHES exam
© NCHEC, 2010
•Communications
•Promote CHES & MCHES
•Continued information on Website
•Mailing to EDO eligible CHES
•EDO Forms available by September
•Marketing strategies to employers
•Live Webinar on September 17, 2010
•
Next Steps
for NCHEC
© NCHEC, 2010
Frequently Asked Questions
• CHES numbers
• Retired status eligible
• Employer recognition
• MCHES back to CHES
• Designated Providers of Advanced
CECH
• Your questions
© NCHEC, 2009
www.nchec.org
Details and updates can
be found on the NCHEC
news page
NCHEC Communication
Director:
mrehrig@nchec.org
© NCHEC, 2010
Questions?

To submit a question, click on the ? button and type in your
question.
For More Information:

Website


Elaine Auld


eauld@sophe.org
Linda Lysoby


www.healthedaccred.org
llysoby@nchec.org
David Birch

dbirch@ecu.edu
Thank You!



This session was recorded and will be available on the SOPHE
website within two weeks at: www.sophe.org/webinars.cfm
Please complete the feedback form!
CHES credits
1.0 category I CECH
 Fees: $7.00 SOPHE members; $14 non-members
 Completed applications, evaluations, and fees to:
SOPHE
10 G St. NE; Suite 605
Washington, DC 20002
