1. Credentialing / Roles & Responsibilities

2. Credentialing ….a process whereby an individual or a professional preparation program meets the specific standards established by a credentialing body

3. Credentialing AccreditationLicensureCertification Credentialing may take the form of:

4. Accreditation …the process by which a recognized professional body evaluates an entire college or university professional preparation program against predetermined criteria or standards

5. Accreditation in Health Education NCATE (National Commission for the Accreditation of Teacher Education) & AAHE (American Association for Health Education) CEPH (Council on Education for Public Health) SABPAC (SOPHE/AAHE Baccalaureate Program Approval Committee)

6. Licensure …the process by which an agency or government (usually the state) grants permission for individuals to practice a given profession by certifying that those licensed have attained specific standards of competence. e.g. doctors, nurses, physical therapists, school health educators

7. Certification …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.

8. Certification in Health Education C.H.E.S. (Certified Health Education Specialist) NCHEC (National Commission for Health Education Credentialing) http://www.nchec.org/

9. Certified Health Education Specialist (CHES) Certification This certification has been developed for –health education professionals –mastery of the fundamental skills –across all practice settings –voluntary credentialing MCHES now available

10. Benefits of Certification Establishes national standard Attests to individual’s knowledge and skills Assists employers in identifying qualified practitioners Sense of pride and accomplishment Promotes continued professional development C - Certified H - Health E - Education S - Specialist

11. Individual Decisions Professional distinction Desire to excel – mark of excellence Credential for comparison with other professions Commitment to continuing education

12. Professional Trends Health Education is now recognized as a specific occupation by the Department of Labor. Employers are recognizing salary advancement to individuals who are CHES certified – many prefer the CHES credential in hiring and promoting health educators. CHES designation is required for health educators in Arkansas & New Jersey– other states seem poised to follow.

13. How were the roles and responsibilities of an entry-level Health Educator determined??

14. Process began in late 1970s 1978 Initial Bethesda Conference –Developed a National Task Force 1979 First Role Delineation Study –Led to development of competencies and standards for practice

15. National Health Education Competencies Update Project (CUP) Further defined and verified the roles of health educators. Three-tiered level of practice –Entry (<5 yrs + bachelors or masters) –Advanced I (5 or > yrs + BS or MS) –Advanced II (doctorate + 5 or > yrs)

16. Entry Level Standards (Competencies) Assess individual and community needs for health education Plan effective health education strategies, interventions, and programs. Implement health education strategies, interventions, and programs

17. Entry level standards cont. Conduct evaluation and research related to health education. Administer health education strategies, interventions, and programs. Serve as a health education resource person. Communicate and advocate for health and health education.

18. WOU’s CHE program competencies Competency 1. Plan strategies, interventions and health education programs of instruction based on assessment of individual and community needs. Course Experience: Required core classes HE227 Community / Public Health, HE375 Epidemiology, HE385 Foundations of Health Ed, HE473 Biometrics & Research Methods, HE487 Assessment & Eval, HE471 Program Planning, HE419 Internship 1a. Access valid health-related data and use computerized sources of health-related information. 1b. Use theory-based and/or evidence-based research results when planning programs and curriculum. 1c. Apply techniques to acquire qualitative and quantitative health data. 1d. Analyze needs assessment data and reports. 1e. Develop goals and formulate appropriate and measurable objectives for health programs.

19. WOU’s CHE program competencies Competency 2. Implement and evaluate strategies, interventions and health education programs. Course Experience: Required core classes HE227 Community / Public Health, HE375 Epidemiology, HE385 Foundations of Health Ed, HE473 Biometrics & Research Methods, HE487 Assessment & Eval, HE471 Program Planning, HE419 Internship 2a. Evaluate research designs, methods and findings presented in the literature. 2b. Implement intervention strategies to facilitate health-related change. 2c. Develop a comprehensive program evaluation plan. 2d. Effectively communicate findings and recommendations for future practice to multiple audiences. 2e. Use the Code of Ethics in health education practice.

20. WOU’s CHE program competencies Competency 3. Communicate and advocate for health and health education and serve as a health education resource person. Course Experience: Required core classes HE227 Community / Public Health, HE375 Epidemiology, HE385 Foundations of Health Ed, HE473 Biometrics & Research Methods, HE487 Assessment & Eval, HE471 Program Planning, HE419 Internship 3a. Develop a personal plan for professional development. 3b. Use oral, electronic, and written techniques to communicate effectively with diverse audiences. 3c. Establish professional and community relationships for collaborative efforts to influence health issues. 3d. Influence local, school, state, and national policy to promote health. 3e. Analyze controversial issues and changing social, cultural, and political factors influencing health issues.

21. Advanced Study in Health Education Why a Master’s? –New skills that prepare for advanced position or promotion –May be entry level for some positions –Pay increase

22. Options for Master’s Degree M.Ed = Master of Education M.S. = Master of Science M.A = Master of Arts M.P.H. = Master of Public Health M.A.T. = Master of Arts in Teaching

23. Choosing a Program Is the program accredited? Faculty Focus areas Learning style Opportunities for GRA/GTA –GRA – graduate research assistant –GTA – graduate teaching assistant

24. Resources CEPH (Council on Education for Public Health) –http://www.ceph.org/i4a/pages/index.cfm?pageid=33 44http://www.ceph.org/i4a/pages/index.cfm?pageid=33 44 CAMP (Council of Accredited MPH programs) –http://www.mphprograms.org/http://www.mphprograms.org/ ASPH (Association of Schools of Public Health) –http://www.asph.org/http://www.asph.org/ SOPHA – centralized application process

25. OMPH Oregon Master of Public Health The Oregon MPH is a collaborative degree program between: –Oregon Health & Science University (OHSU) –Oregon State University (OSU) – until June 2014 –Portland State University (PSU)

26. Tracks Available Epidemiology & Biostatistics (OHSU) Primary Health & Health Disparities (OHSU) Health Management & Policy (PSU) Health Promotion (PSU) Biostatistics (OSU) Environmental and Occupational Health & Safety (OSU) Health Management & Policy (OSU) Health Promotion & Health Behavior (OSU) International Health (OSU)

27. Core Curriculum of MPH programs Health Behavior Epidemiology Biostatistics Environmental Health Health Systems Organization

28. Changes to the OMPH Oregon State is currently going through accreditation process. June 2014 – final accreditation –OSU 1 st and only School of Public Health in Oregon.

29. Criteria for Acceptance to Master’s program? Grade Point Average (GPA) Graduate Record Exam (GRE) scores Experience (work, volunteer, internship, practicum) Ability to articulate a passion and understanding of the field.