• Shuffle
    Toggle On
    Toggle Off
  • Alphabetize
    Toggle On
    Toggle Off
  • Front First
    Toggle On
    Toggle Off
  • Both Sides
    Toggle On
    Toggle Off
  • Read
    Toggle On
    Toggle Off
Reading...
Front

Card Range To Study

through

image

Play button

image

Play button

image

Progress

1/20

Click to flip

Use LEFT and RIGHT arrow keys to navigate between flashcards;

Use UP and DOWN arrow keys to flip the card;

H to show hint;

A reads text to speech;

20 Cards in this Set

  • Front
  • Back
Profession
An occupation requiring advanced education and training, and
involving intellectual skills
Professionalism
The methods, manner, or spirit of a profession
To become a “professional”
requires prolonged and intensive
preparation, including acquisition of highly specialized knowledge and
skills, and a commitment to the high standards incorporated within the discipline
Upton (1970)
Each profession seems to:
– Provide a unique and essential social service
– Require of its members an extensive period of preparation
– Have a theoretical based underlying its practice
– Have a system of internal controls that tend to regulate the behavior of its members
– Have a culture peculiar to the profession
– Be sanctioned by the community
– Have an occupational organization this is representative of and can speak on behalf of all members of the profession
Professionalization takes place in recognizable stages:
– Functional specialization
– Formation of professional organizations
– Public recognition
– Standard entry routes
– Formalized code of ethics
Accreditation
the process by which an agency or organization evaluates and recognizes a program of study or an institution as meeting certain predetermined qualifications or standards. It shall apply only to institutions and their programs of study or their services.
Licensure
process by which an agency of government grants permission to persons meeting predetermined qualifications to engage in a given occupation and/or use a particular title or grants permission to institutions to perform specified functions.
Certification
the process by which a non-governmental agency or
association grants recognition to an individual who has met certain
predetermined qualifications specified by that agency or association.
REGISTRATION
the process by which qualified individuals are listed
on an official roster maintained by a governmental or nongovernmental
agency.
2000–2004, SOPHE/AAHE National Task Force on Accreditation in
Health Education
– Accreditation to the quality assurance mechanism for health
education
– Unified accreditation system; NCATE & CEPH
– Accreditation system be built on best practices
– Graduate programs must assure competency at graduate-level
proficiency
– New designations; HES, MHES
– NCHEC, Inc. oversee individual credentialing
– Work of Task Force shared with others
2004, National Transition Task Force on Accreditation in Health Education
– Charged to work toward implementation of the report of the National
Task Force on Accreditation in Health Education
– As a part of its work this new Task Force organized the Third
National Congress on Institutions Preparing Health Educators:
Linking Program Assessment Accountability and Improvement in
Assessment, Accountability, 2006 in Dallas, TX
– Topics dealt with the best way to accredit programs
– New Framework based on the CUP was released
5 Phases of Role Delineation
• Role specification
• Verification and refinement of the role
• Development of a resources for use in professional preparation
programs
• Development of practitioner self-assessment instruments
• Development of continuing education materials
The practice of health educators is clearly delineated by
responsibilities, competencies, and sub-competencies
Responsibilities
specify the overall scope of practice
Competencies
four to seven under each responsibility and reflect ability to understand, know, etc.
Sub-competencies
one to five under each competency and reflect ability to list describe etc
The Competency-Based Framework for Health Educators–2006
– Has responsibilities, competencies, & sub-competencies for both
entry-level and advanced-level practitioners
– Entry-level defined as < 5 years of experience & possessing a
baccalaureate or master’s degree
– Advanced-levels
Advanced 1 defined as > 5 years of experience & possessing
– a baccalaureate or master’s degree
– Advanced - 2 defined as > 5 years of experience & possessing
a doctoral degree
Value of Credentialing
• Attests to the individual’s knowledge and skills
• Assists employers in identifying qualified practitioners
• Enhances the profession
• Recognizes the commitment to professional standards
• Delineates the scope of practice
• Provides recognition to individual practitioners
• Establishes a national standard
• Sense of pride and accomplishment
• Promotes continued professional development
Disadvantages of CHES
Testing problems
– Determines competency through multiple choice items
– 93% passing rate
National Health Educator Competencies Update Project (CUP)
• Initiated in 1998 as a follow up to the Role Delineation Project
• The CUP study provides a model of three levels of practice
– “Entry: Competencies/Sub-competencies performed by health
educators with a baccalaureate or master's degree and less than
five years of experience.
– Advanced 1: Competencies/Sub-competencies performed by health
educators with a baccalaureate or master's degree and five years or
more of experience.
– Advanced 2: Competencies/Sub-competencies performed by health
educators with a doctoral degree and five years or more of
experience.”