Exam 3: health

quality assurance

planned and systematic activities necessary to provide adequate confidence that the product or service will meet given requirements

credentialing

planned and systematic activities used to increase confidence that product or service is meeting requirements of the profession

accreditation

process where agency or organization evaluates and recognizes an institution as meeting certain predetermined standards

licensure

process by which an agency or government grants permission to individuals to practice a given profession by certifying that those licensed have attained specific standards of competence

certification

process by which a profession grants recognition to an individual who, upon completion of a competency-based curriculum can demonstrate predetermined standard of performance

Credentialing body of CHES

NCHEC founded in 1988

CHES

Certification awarded to health educators who meet the competencies established by the profession
-know how to do a needs assessment, know how to plan and implement a health program, can advocate for people or certain medical conditions, culturally competent

MCHES

given to people who passed CHES test but also have to have minimum of 5 years of experience

Helen P. Cleary, SOPHE President

found people in health system weren't all doing and teaching the same thing in different places
Bethesda conference
est. National Task Force on the Preparation & Practice of Health Education

2nd bethesda conference

1986. 99 attendees. determined if credentialing system should be pursued. 4/5 groups in favor of certification for individuals

Benefits of national certification

-Establishes a national standard of practice
-Attests to the individual's knowledge & skills
-Assists employers in identifying qualified health education practitioners
-Sense of pride & accomplishment
-Promotes continued professional development

Competencies Update Project (CUP)

1998.determine the degree to which the initial role of entry-level was still valid & to continue to development of advanced-level responsibilities

HESPA

2015. Health Education Specialist Practice Analysis
      -informed newest iteration of CHES
      -interviewing and surveying health specialists what they need to know, what they wish they had learned and what they never use

Bethesda conference conclusions

1. perspectives: health ed/ health promotion is one profession

2. credentialing: need quality assurance

3. birth of…national task force on the preparation and practice. charged with creating system to provide quality assurance

HEJA

2010: Health educator job analysis project.

survey thousands of people, helped set areas of responsibility

HESPA II

2020: added advocacy as area of responsibility

8 areas of responsibility

A PIE CLAPE.

1. assessment of needs and capacity

2. planning

3. implementation

4. evaluation and research

5. advocacy

6. communication

7. leadership and management

8. ethics and professionalism

assess needs

most critical step. determines what problems exist, what is available, and capacity to address problems. collect primary and secondary data

planning

based on needs assessment. develop goals, objectives, plans, recruit stakeholders. rule of sufficiency: effective enough to accomplish program objectives

implementation

delivery of program and understand priority population

evaluation and research

critical for accurate evaluation, collect and analyze and interpret data, use info to modify and improve future or current programs

advocacy

identify current or emerging health issues requiring policy, system, or environmental change.

engage and evaluate advocacy

communication

select methods and technologies used to deliver messages. deliver messages using effective strategies. evaluate communication

leadership

coordinate relationships with partners and stakeholders

ethics and professionalism

practice in accordance with established principles. apply principles of cultural humility, inclusion, and diversity. engage in professional development

when did health certification for health education begin?

1978 but had little meaning and no defining roles

Galway Consensus conference

summer 2008, university of Ireland. first effort to identify and codify agreement around quality assurance and credentialing on an international basis. developed Domains of Core Competencies.

four principles given to guide the profession

1. health education is a single profession with common roles and responsibilities

2. professional preparation in health ed provides health ed specialist with knowledge and skills that form foundation of common and setting-specific competencies

3. accreditation is primary quality assurance mechanism in higher education

4. health education profession is responsible for assuring quality in professional preparation and practice

responsibilities

major categories of performance expectations of a proficient health education specialist

competency

skill or ability necessary for successful performance as a health education specialist

how many competencies are there

three to six

subcompetencies

cluster of simpler but essential related skills or abilities within a competency

secondary data

preexisting information

primary data

gathering data first hand on your own

community empowerment

process of enabling communities to increase control over their lives

rule of sufficiency

any strategies chosen must be sufficiently robust or effective enough to ensure stated objectives have reasonable chance of being met. part of planning

average growth rate for professions

4%

health educators

focus on prevention by teaching individuals and communities how to live healthier lifestyles

types of health educators

CHW: community health worker

HES: health education specialist

school health education/promotion instruction

involves instructing school-age children about health and health-related behaviors

initial push for school health came from what

epidemics of 1800s and efforts of the Women’s Christian Temperance Movement to promote abstinence from alcohol in 1900s

WSCC: Whole school, whole community, whole child model

when the school health education/promotion component is made part of a broader, district-wide approach. potential to impact students in positive ways is greater

impact of Allensworth and Kobe 1987

first to envision comprehensive and coordinated school health program. WSCC model is based on their work

community health worker

trusted member of community who works on the ground to promote healthy behaviors, build stronger relationships between community and health/social services, increase accessibility to those services

CHW qualification and training

min education: HS diploma/GED. 100 hrs of training (class and mentor)

estimated salary of CHW

16.04/hr

education in HES vs. CHW

HES: requires bachelor’s degree in health related field

CHW: 100 hrs of training

Skills in HES vs CHW

HES: formally trained

CHW: certificate program

Professional roles of HES vs CHW

HES: create and implement. research, data, training

CHW: informal counseling. support outreach, promote health program/services

Key distinction of CHW vs HES

CHW does not have any quality assurance or accreditation. usually on-the-job training. not certified through nationally accredited program

6 major settings of HES

1. communities

2. schools

3. business and non-profit health education

4. academia and university health education

5. government and health departments

6. health care

voluntary health agencies

nonprofit organization created by concerned citizens to deal with a health need not met by governmental health agencies. rely on donations and volunteers

public health agencies

usually finances through tax monies. responsible for people as a whole. may be organized by city, county, state, or federal government

examples of school health education

• school health educator

• district wellness coordinator

• youth program specialist

• health counselor

school health

involves all strategies, activities, and services offered by or in association with schools that are designed to promote students’ physical, emotional, and social development

job of school health

instructing school age children about health and health-related behaviors. tremendous potential to impact students

requirements of school health educator

well trained and prepared to deliver comprehensive, standards-based curriculum. leadership role in advocating for and development of school health policies.

additional responsibilities outside classroom instruction

curriculum development, active professional involvement, advocacy

advantages of working in school health

1. opportunity to work with young people during development

2. potential to prevent harmful health behaviors from forming

3. opportunity to impact all students

4. multifaceted career ladder

5. good job security and vacation periods

6. good retirement programs

disadvantages of working in school health

1. long hours at the job including weekends and evenings

2. relatively low status in school district when compared with teachers of more traditional subjects

3. summer may be consumed with employment or returning to college for additional courses

4. difficult dealing with conservative school boards, parents, and community groups when teaching controversial issues

5. resources may be limited to support program

what do public health programs target

individuals, local communities, states and the nation

community health education jobs

case manager, alcohol educator, community organizer, program resource coordinator, education program manager

government and health department jobs

epidemiologist, public health inspector, prevention specialist, accreditation coordinator, infection preventionist, violence prevention program coordinator

responsibilities of voluntary health agencies

plan, implement, and evaluate the education component of the agency’s program

responsibilities of public health agencies

administrative, coordinating volunteers, budgeting, fund-raising, program planning, and serving as liaisons to other agencies and groups, as well as directed program delivery

differences between volunteer health agencies and public health agencies

volunteer: specialize in particular health problems and more community focused

public: government is the leading body

additional responsibilities of public and volunteer health agencies

coalition building, committee work, public speaking, grant writing

advantages of community and government settings

1. job responsibilities are highly varied and changing

2. strong emphasis on prevention

3. typically high community profile

4. work with multiple groups of people

5. high degree of self satisfaction

6. positions typically allow for flex time

disadvantages of community and government settings

1. pay may be low in volunteer agencies

2. soft money positions may be terminated when grant funding gone so job security can be a concern

3. rely heavily on volunteers

4. money never seems to be enough

5. irregular hours including evenings and weekends

6. bureaucracy in public health agencies

worksite (business) and non-profit health education jobs

health coach, corporate trainer, grant writer, pharmaceutical sales, health media director, wellness consultant

overview of worksite and non-profit health ed

combo of educational, organizational, and environmental activities designed to improve health and safety of employees. vary from site-site.

education requirements of worksite and non-profit health ed

may need 2 degrees (1 in general health ed and other in specialty area such as nutrition) may need certifications (MCHES, CHES, ACSM, CPR, smoking cessation)

responsibilities of worksite and non-profit health ed

conduct classes (fitness and nutrition) and conduct screenings and personal training sessions

advantages of worksite and non-profit health ed

1. affords excellent opportunities for prevention

2. access to individuals who may not participate in community programs

3. work with multiple and diverse groups

4. pay is usually higher than in other settings

5. have access to fitness facilities for personal use

disadvantages of worksite and non-profit health ed

1. long and irregular hours to cover employees on all shifts

2. upward mobility may be problem and few managerial positions

3. health promotion programs and fitness centers often seem to be low on a company’s priority list this can be cut

4. programs can be subcontracted to outside vendors with only part-time positions

jobs in health care setting

patient education director, biometric health screener, nutrition services coordinator, lactation consultant

overview of health care setting

variety of settings (hospital, medical clinics, HMO, PPO). HMOs have been most receptive to hiring. optimistic about future employment opportunities

health care settings responsibilities

differ from setting to setting. planning, implementing, and evaluating programs and activities. education can be 1-1 or group. administration: grant proposal writing, public relations, employee wellness activities, and marketing. coordination and collaboration for activities

advantages of health care setting

1. job responsibilities highly vary and changing

2. increased credibility due to health care connection

3. typically high community profile

4. high degree of self-satisfaction

5. work with multiple groups of people

disadvantages of health care setting

1. health ed/promotion may have low status and low priority within setting

2. must continually justify program’s value

3. turf issues over educational responsibilities can develop

4. hours may be long and irregular

academia and university setting jobs

• education director

• health and wellness coordinator

• health promotion programmer

• adjunct faculty/leader

advantages of academia/university setting

1. freedom and independence

2. focus on personal interest

3. get to mentor younger students

4. build network of international relations

disadvantages of academia/university setting

1. slow financial gain

2. pressure and competition “publish or perish”

3. tenure not guaranteed and on decrease

4. unstable employment (short contracts)

employment rate of HES

projected 7% growth (2023-2033) which is much faster than other occupations. about 6700 positions in US. growth driven by efforts to improve health outcomes and reduce healthcare costs

networking

establishing and maintaining wide range of contacts in the field that may be of help when looking for jobs

service learning

“learn by doing” approach to training is common in public health and provides benefits for students and community organizations

portfolio

collection of evidence that enables students to demonstrate mastery of desired course or program outcomes

5 basic elements of portfolio

1. table of contents

2. resume

3. education and credentials

4. samples of work

5. references

3 types of organizations in health education

government agencies (get $ from gov)

quasi-governmental agencies ($ from gov and other places)

nongovernmental agencies ($ not from government)

government agencies

have authority for specific duties outlined by governing body. primarily funded by tax dollars. managed by government employees

examples of gov agencies

international (WHO)

National (US dept of health and human services)

state (state health dept)

local (local health dept)

5 ways gov promotes health

1. executive orders

2. laws enacted by congress

3. federal regulations

4. involvement of cabinet-level departments

5. grants and contracts

executive orders

issued by the president. designed to help officers and agencies in the executive branch manage operations in the federal government

laws enacted by congress

ex: health care reform bill. reauthorization act: allocate funding and guidelines for free and reduced lunch programs in public schools

federal regulations

enforceable laws authorized by major legislation. laws behind these acts are developed in gov agency offices (FDA, EPA, OSHA)

Involvement of cabinet-level department

disseminate health information in a quick and timely manner (TV, media, internet, radio)

grants and contracts

1. award financial assistance from a federal agency

2. carry out support or stimulation for specific topic areas

3. not assistance or loans to individuals (don’t have to repay)

Quazi-governmental agencies

possess characteristics of governmental and non-governmental agencies. obtain funding from variety of sources.

examples of quazi-governmental agencies

american red cross and united way

non-governmental agencies

operate free from governmental interference. funding sources from private donations and membership fees. categorized into subgroups