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20 Cards in this Set
- Front
- Back
Profession
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An occupation requiring advanced education and training, and
involving intellectual skills |
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Professionalism
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The methods, manner, or spirit of a profession
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To become a “professional”
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requires prolonged and intensive
preparation, including acquisition of highly specialized knowledge and skills, and a commitment to the high standards incorporated within the discipline |
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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 |
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Professionalization takes place in recognizable stages:
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– Functional specialization
– Formation of professional organizations – Public recognition – Standard entry routes – Formalized code of ethics |
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Accreditation
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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.
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Licensure
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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.
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Certification
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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. |
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REGISTRATION
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the process by which qualified individuals are listed
on an official roster maintained by a governmental or nongovernmental agency. |
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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 |
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2004, National Transition Task Force on Accreditation in Health Education
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– 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 |
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5 Phases of Role Delineation
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• 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 |
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The practice of health educators is clearly delineated by
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responsibilities, competencies, and sub-competencies
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Responsibilities
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specify the overall scope of practice
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Competencies
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four to seven under each responsibility and reflect ability to understand, know, etc.
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Sub-competencies
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one to five under each competency and reflect ability to list describe etc
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The Competency-Based Framework for Health Educators–2006
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– 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 |
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Value of Credentialing
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• 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 |
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Disadvantages of CHES
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Testing problems
– Determines competency through multiple choice items – 93% passing rate |
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National Health Educator Competencies Update Project (CUP)
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• 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.” |