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The process whereby an individual or a professional preparation program meets specific established standards is known as |
credentialing |
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The process by which an agency or government (usually a state) grants permission to individuals to practice a given profession by certifying that those individuals have attained specific standards of competence is known as |
licensure |
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The process by which a recognized professional body evaluates an entire college or university professional preparation program is known as |
accreditation |
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A process by which a professional organization grants recognition to an individual who, upon completion of a competency-based curriculum, can demonstrate a predetermined standard of performance is known as |
certification |
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Health education specialists typically receive what type of credential upon completion of a national exam? |
Certification |
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Once a health education specialist is certified, which set of initials may be used after one’s name and academic degree? |
CHES |
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Health education specialists who receive advanced certification may use which initials after their name and academic degree? |
MCHES |
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During which decade did the role delineation project begin? |
1970s |
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The health education specialist most responsible for initiating the Role Delineation Project was |
Helen Cleary. |
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A conference held in February, 1978, to determine the function of health education specialists practicing in different settings was the |
Bethesda Conference on Commonalities and Differences. |
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The first official group that oversaw the Role Delineation Project and eventually a credentialing system for health education specialists was the |
National Task Force on the Preparation and Practice of Health Educators. |
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The individual hired as project director for the Role Delineation Project was |
Alan Henderson. |
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To make the initial curriculum guide based on the verified role of a health education specialist less rigid, it was transformed into |
a curriculum framework. |
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At this conference, participants were divided into five groups and asked to respond to several predetermined questions. Results were that four of the five groups favored some type of certification for individuals and some form of credentialing for professional preparation programs. |
Second Bethesda Conference |
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Which of the following groups was hired to develop the initial health education certification exam? |
Professional Examination Service |
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Which of the following was established to continue the work of the National Task Force and create a more permanent structure to coordinate and oversee the certification process? |
National Commission for Health Education Credentialing |
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Which of the following is not a benefit of national certification? |
Guaranteeing the quality of work a certified individual will provide |
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Which of the following is not a requirement for an individual to sit for the CHES exam? |
Possess a minimum of three years of experience working as a health education specialist. |
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Graduate-level competencies were established in which decade? |
1990s |
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A project conducted to reverify the competencies and sub-competencies of a health education specialist is known as the |
Competencies Update Project (CUP). |
|
The Competencies Update Project (CUP) was initiated to |
reverify the initial competencies and sub-competencies of a health education specialist. |
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What was the name of the study conducted in order to update the health education competencies that had been most recently revised in 2005 by the CUP project? |
Health Education Job Analysis 2010 |
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Health education programs that are affiliated with a college of education and train students for positions in school health would most likely be accredited through the |
National Commission for the Accreditation of Teacher Education (NCATE). |
|
Schools of public health, public health programs in non-schools of public health, and master’s degree programs in community health education may be accredited by the |
Council on Education for Public Health (CEPH). |
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Undergraduate programs in school or community health may obtain approval through the |
Society of Public Health Education and the Association for the Advancement of Health Education (SOPHE/AAHE). |
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Based on the 2009 AAHE Directory of Institutions That Prepare Health Educators, about how many programs at colleges and universities in the United Sates prepare health education specialists? |
275 |
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Which of the following is not a guiding principle from the final report of the SOPHE/AAHE National Task Force on Accreditation in Health Education? |
NCHEC is responsible for assuring quality in professional preparation and practice. |
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Which of the following is not one of the seven major responsibilities of a health education specialist as identified in the competency-based framework? |
Developing computer programs |
|
The hierarchy of skills from broad to specific in the competency-based framework is |
responsibilities, competencies, and sub-competencies. |
|
The most recent update of health education roles, responsibilities, competencies, and sub-competencies is the |
Health Education Job Analysis. |
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Individual and collective resources that can be brought to bear for health enhancement are referred to as |
capacity. |
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In conducting a needs assessment, data that is already available such as that obtained from a literature review is called |
secondary data. |
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In conducting a needs assessment, data that is generated by the health education specialist via focus groups or surveys is called |
primary data. |
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An important aspect of planning effective health education programs is to examine the |
Rule of Sufficiency. |
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Population-based approaches to create health-improvement changes include |
a focus on policies, rules, regulations, and laws to modify behaviors. |
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Health education specialists are often called upon to serve as |
resource persons. |
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Which of the following is not considered a component of advocating for health education? |
Altering the vending options in your work setting to assist employees in making healthy choices |
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Multitasking refers to |
the skill of coordinating the completion of multiple health projects at the same time. |
|
Connecting people with similar health interests using technology is referred to as |
social networking. |
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The type of master’s degree typically found in institutions where the health education program is located in a College of Education or Teacher’s College is the |
M.Ed. |
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A public health oriented master’s degree that would focus more on research would most likely be the |
M.S.P.H. |
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How many continuing education contact hours are required each year, on average, to maintain certification as a health education specialist? |
15 |
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Credentialing is the way in which the health education profession seeks to demonstrate quality assurance. |
T |
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Accreditation is the process by which a professional organization grants recognition to an individual who, upon completion of a competency-based curriculum, can demonstrate a predetermined standard of performance. |
F |
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Licensure is the process by which an agency or government (usually a state) grants permission to individuals to practice a given profession. |
T |
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Health education specialists with a master’s degree will be able to use the initials MCHES behind their name. |
F |
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Helen Cleary was the person most responsible for initiating the role delineation process. |
T |
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The first conference related to role delineation, from which the National Task Force on the Preparation and Practice of Health Educators was born, was the Birmingham Conference in 1981. |
F |
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A major source of contention throughout the role delineation process was whether the emphasis should be on content or process. |
T |
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The organization that currently oversees the certification process for health education specialists is the National Task Force on the Preparation and Practice of Health Education |
F |
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The National Commission for Health Education Credentialing has as its mission to "improve the quality of health education practice through the establishment, implementation, and maintenance of a certification process for health education specialists." |
F |
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The AAHE/SOPHE is the organization that provides oversight for the CHES credential. |
F |
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The charter certification period to become a Certified Health Education Specialist (CHES) expired in the year 2000. |
F |
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To be considered for charter certification, an individual has to have a health education degree. |
F |
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One benefit to being a Certified Health Education Specialist (CHES) is that it assists employers in identifying qualified health education practitioners. |
T |
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The SOPHE/AAHE National Task Force on Accreditation in Health Education recommended that all health education programs be accredited by the Council on Education for Public Health. |
F |
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Graduate standards for health education currently exist, but there is no advanced test or certification |
F |
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Health education is considered a single profession with common roles and responsibilities. |
T |
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While the Competencies Update Project (CUP) was overseen by a large advisory committee, three key individuals were responsible for the majority of the work on this project. |
T |
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The Health Education Job Analysis 2010 model is the latest study conducted to update the health education competencies. |
T |
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The responsibilities of health education specialists have remained fairly consistent since the original role delineation project. |
T |
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The most recent review of the responsibilities of health education specialists have demonstrated that the responsibilities have changed significantly since the original role delineation project. |
F |
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The Galway Consensus Conference was a first effort to identify core competencies of health education specialists working on an international basis. |
T |
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The Domains of Core Competencies were developed to aid in the development of a credentialing system by nations around the world. |
T |
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Licensure is the primary quality assurance mechanism in higher education. |
F |
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The Council on Education for Public Health accredits schools of public health and school health programs. |
F |
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The vast majority of undergraduate community health professional preparation programs are accredited by SABPAC |
F |
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Fewer than 25 undergraduate programs in school health or public/community health are accredited by SABPAC. |
T |
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The Third National Congress on Institutions Preparing Health Educators occurred in 2006 in order to collectively discuss accreditation issues |
T |
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The authors advise health education students to become familiar with the HEJA 2010 document because it represents the core responsibilities of what health education specialists do. |
T |
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Administering health education grants is one of the seven major responsibilities of a health education specialist. |
F |
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Assessing individual and community needs is one of the seven major responsibilities of a health education specialist. |
T |
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There are two accrediting bodies for undergraduate programs in school and public/community health. |
F |
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Budgeting is one of the seven major responsibilities of a health education specialist |
F |
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Planning effective health education strategies, interventions, and programs is one of the seven major responsibilities of a health education specialist. |
T |
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Fundraising is one of the seven major responsibilities of a health education specialist. |
F |
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Implementing health education programs is one of the seven major responsibilities of a health education specialist. |
T |
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Health education specialists should strictly adhere to the Code of Ethics when implementing programs due to the significant amount of contact with the public. |
T |
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Utilizing computer technology in developing health education programs is one of the seven major responsibilities of a health education specialist. |
F |
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Evaluating the effectiveness of health education programs is one of the seven major responsibilities of a health education specialist. |
T |
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The ability to read research, synthesize research results, and utilize research results to improve practice is an advanced level competency. |
F |
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Developing mass media programs is one of the seven major responsibilities of a health education specialist. |
F |
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Administering health education strategies, interventions and programs is one of the seven major responsibilities of a health education specialist. |
T |
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Health education specialists in school settings have limited opportunities to administer health education programs. |
F |
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Serving as a resource person is one of the seven major responsibilities of a health education specialist. |
T |
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Communicating and advocating for health and health education is one of the seven major responsibilities of a health education specialist. |
T |
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The ability to coordinate and complete several health education projects at the same time is known as multitasking. |
T |
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Entry-level health education specialists are expected to have entry-level computer skills by the time they accept their first position. |
T |
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Being a role model is one of the seven major responsibilities of a health education specialist. |
F |
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Being a healthy role model is required for a health education specialist to do their job effectively. |
F |
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At some point in time, bachelor’s degree level health education specialists should consider going on for a master’s degree. |
T |
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For a school health education specialist with no teaching experience, a master’s degree is considered a major asset. |
F |
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To maintain CHES certification, a health education specialist must obtain 150 continuing education contact hours over a five year period of time. |
F |
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One need not start considering a master’s degree until the fall term of the senior year of undergraduate school. |
F |
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All college level health education programs must be accredited by the Council on Education for the Public Health (CEPH). |
F |
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The M.P.H. degree can only be awarded in health education. |
F |
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The majority of the institutions that prepare health education specialists at the master’s degree level are accredited schools of public health or accredited programs in public health. |
F |
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The reputation of the college or university as well as the reputation of the health education program should be considered when deciding upon a graduate program. |
T |
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The admission requirements for entry into a graduate level program in health education are the same from one institution to the next. |
F |
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Graduate assistantships and fellowships not only provide an excellent alternative for funding graduate education, they also provide valuable health education work experience for the student. |
T |
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Students awarded a graduate teaching assistantship or fellowship would most likely be assigned to assist with data collection, enter data into the computer, or a host of other research related activities. |
F |
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