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Credentialing / Roles & Responsibilities

Credentialing / Roles & Responsibilities. Credentialing. ….a process whereby an individual or a professional preparation program meets the specific standards established by a credentialing body. Credentialing may take the form of:. Accreditation.

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Credentialing / Roles & Responsibilities

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  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 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

  19. WOU’s CHE program competencies

  20. WOU’s CHE program competencies

  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=3344 • CAMP (Council of Accredited MPH programs) • http://www.mphprograms.org/ • ASPH (Association of Schools of Public Health) • http://www.asph.org/ • SOPHA – centralized application process

  25. OMPHOregon 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 1st 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.

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