H O W T O D I S T I N G U I S H B E T W E E N A Q U A L I T Y C E R T I F I C A T I O N P R O G R A M A N D A C E R T I F I C A T E P R O G R A M

WHAT’S CHES/MCHES GOT TO DO WITH IT?

November 20th 12:00-1:30 EST

LEARNING OBJECTIVES

• Distinguish the key differences between a quality certification program vs. assessment based certificate program

• Understand the significance of the Health Education Specialist Practice Analysis

• Recognize the importance of NCCA accreditation for certification programs

• Identify the role of the certification body, NCHEC

East Carolina University NCHEC Board of Commissioners

BETH CHANEY, PHD, MCHES

Austin Peay State University Co-Chair, Health Education Specialist Practice Analysis Taskforce NCHEC Board of Commissioners (2014-2019)

DIXIE DENNIS, PHD, MCHES, FAAHE

NCHEC Deputy Executive Director

MELISSA REHRIG, MPH, MCHES

QUESTION

Are you currently a CHES or MCHES?

Yes or No

QUESTION

If yes, how many years have you been NCHEC certified?

0-5 years 6-10 years

11-15 years 16-20 years 20+ years

I N S T I T U T E O F C R E D E N T I A L I N G E X C E L L E N C E ( I C E ) B E T H C H A N E Y , P H D , M C H E S

QUALITY CERTIFICATION PROGRAMS VS. ASSESSMENT-BASED

CERTIFICATE PROGRAMS

PROFESSIONAL CREDENTIALING COMPONENTS

CERTIFICATION VS. CERTIFICATE PROGRAM

• Institute for Credentialing Excellence (ICE) published a document Defining Features of Quality Certification and Assessment-based Certificate Programs • Document highlights the similarities and differences

between quality certification and assessment-based certificate programs

• Document focuses on 12 key aspects of certification and assessment-based certificate program

DEFINITIONS

Professional Certification Program • Voluntary process by which individuals are evaluated on

predetermined standards for knowledge, skills, or competencies.

• Participants successful in demonstrating that standards have been met are granted time-limited credential.

• To retain the credential, certificants must maintain continued competence.

• The credential awarded by the certification program provider denotes that the participant possesses particular knowledge, skills or competencies.

DEFINITIONS CONTINUED

An Assessment-based Certificate Program is a non-degree granting program that: • provides instruction and training to aid participants

in acquiring specific knowledge, skills, and/or competencies associated with intended learning outcomes;

• evaluates participants’ achievement of the intended learning outcomes; and

• awards a certificate only to those participants who meet the performance, proficiency or passing standard for the assessment(s) (hence the term, “assessment-based certificate program”).

DIFFERENCES

Professional Certification Program

• Focus is assessment of individuals

• Evaluate mastery of knowledge, skills, competencies

• Job Analysis/Role Delineation to validate assessment (periodically revised)

Assessment-based Certificate Program

• Focus is education and training

• Facilitation of accomplishment of learning outcomes

• Content validation at a minimum document the link between intended learning outcomes and the assessment

DIFFERENCES CONTINUED Professional Certification

Program • Provider is independent

from educational/training program

• Credential is time limited – certificants are subject to disciplinary policy

• Required to engage in specified activities designed to measure continued competence

• An acronym is awarded or letters after ones’ name to signify maintenance of credential

Assessment-based Certificate Program

• Provider conducts or sponsors the training required

• NOT time limited (does not lapse or expire)

• NOT required to engage in subsequent activities for maintenance

• NOT awarded an acronym or letters for use after name

POLLING QUESTION

Did you participate in the Health Education Job Analysis Study in

2009?

Yes or NO

D I X I E D E N N I S , P H D , M C H E S , F A A H E

UPDATE ON THE HEALTH EDUCATION SPECIALIST PRACTICE

ANALYSIS

HEALTH EDUCATION SPECIALIST PRACTICE ANALYSIS (HESPA)

PURPOSES

To revalidate the contemporary practice of entry-level and advanced-level health education specialists

and

To redefine core knowledge and competencies for health

education practice

HISTORY OF JOB/PRACTICE ANALYSES

•

Role Delineation Study (1980-1985)

Competencies Update Project (CUP) (1998-2004)

Health Educator Job Analysis (HEJA) (2008-2009)

Health Education Specialist Practice Analysis (HESPA) (2013-2014)

NEw

PROJECT PARTNERS

• Professional Examination

Services contracted • Standards/best practices:

– American Educational Research Association

– American Psychological Association

– National Council on Measurement in Education

HEALTH EDUCATION SPECIALIST PRACTICE ANALYSIS

• Funded by designated profits from the Framework publication of the HEJA results

• Volunteers;

• Steering Committee – 5 member

• HESPA Co-Chairs – Dixie Dennis & Jim McKenzie • Practice Analysis Task Force (PATF) – 12 people • Subject Matter Experts (SME) – 55 people (Phone interviews,

Independent review, Pilot testers

• Health Education Specialist (HES) - CHES, MCHES, non-certified – >5,000

PRACTICE ANALYSIS TIMELINE April –May 2013

•Call for volunteers

May- Dec 2013

•Survey Development

January- March

2014

•Conduct Validation Survey

April – June 2014

•Data Analysis

End 2014

•Acceptance by Boards

2015 •Release data to profession

2016 •Align CHES/MCHES Exams with Practice Analysis Results

HESPA PROCESS - 1 A

pril 2

013 Strategic

Planning Meeting

Ma

y-Ju

ne 2

013 Call for

volunteers; (455 received) PATF, Phone interviewees, independent reviewers & pilot testers appointed

June

201

3 Conduct 11 phone interviews with subject matter experts (SMEs)

HESPA PROCESS - 2 Ju

ly 2

013 Meeting #1 of

PATF in Washington, DC to update responsibilities, competencies, sub-competencies, & knowledge A

ug –

Oct

201

3 PATF email and 5 conference calls to review meeting #1 work product

Oct

ober

201

3 Independent review of delineation by 20 SMEs

HESPA PROCESS - 3 N

ovem

ber 2

013 Meeting #2

of PATF in DC – use IR to revise draft survey & review sampling plan

Dec

embe

r 201

3 Pilot test survey instrument - 25 SMEs

Janu

ary

–Ma

rch

2014

Conduct on-line survey with 5,000 HES (CHES, MCHES, & non-certified HES)

ONLINE SURVEY QUESTIONS

• Rate Sub-competencies - frequency & importance

• Rate Knowledge items- Levels of use (Bloom’s taxonomy)

DIFFERENCES FROM HEJA SURVEY

• Encourage high response rates • Versions of survey • Incentives • Increased invitations to specific work settings (schools &

worksite) • Knowledge items

Larger number Refined descriptions

• Sampling goal is to be as inclusive as possible– target: > 5000 respondents.

HESPA PROCESS - 4 A

pril

201

4 Data reduction & analysis by ProExam

Ma

y 20

14 Meeting #3 of

PATF in Whitehall PA to review validation survey results, & make final recommendations Ju

ne 2

014 Presentation of

survey results & PATF recommendations to the Steering Committee

HESPA PROCESS - 5 Ju

ne 2

014 ProExam

development of final report

July

201

4 Presentation of the results to NCHEC & SOPHE

FOLLOWING HESPA

Development of Recommendations to the Profession from SOPHE & NCHEC

Information dissemination – newsletters, websites, presentations, & publications

Implications for Professional preparation Framework – 2015

Credentialing •Revised Study Companion - 2015 •CHES certification revised exam - Fall 2016 •MCHES certification revised exam - Spring 2016

Professional Development

Please watch for

the survey in January!

WE NEED YOUR HELP!

MORE INFORMATION

• Visit NCHEC Website at: http://www.nchec.org/credentialing/competency/

M E L I S S A R E H R I G , M P H , M C H E S

NCCA ACCOMPLISHMENT AND STANDARDS

NATIONAL COMMISSION FOR CERTIFYING AGENCIES (NCCA)

• National Commission for Certifying Agencies • Accrediting body of The Institute of Credentialing

Excellence (ICE) • Purpose – to provide the public and other

stakeholders the means by which to identify certification programs that serve their competency assurance needs

• Accredited approximately 300 programs from more than 120 organizations

NCCA ACCREDITATION STANDARDS

• 5 Sections, 21 Standards • Purpose, Governance, and Resources (5) • Responsibilities to Stakeholders (4) • Assessment Instruments (9) • Recertification (2) • Maintaining Accreditation (1)

ACCREDITATION OF CHES & MCHES

CHES accreditation 2008

CHES reaccreditation 2013

MCHES accreditation 2013

STANDARD 2

The certification program must be structured and governed in ways that are appropriate for the profession, occupation, role, or skill that ensure autonomy in decision making over essential certification activities.

NCHEC is governed by an 11-person Board of Commissioners. There are two 7-person and one 13- person Division Boards. Each Division Board addresses one of the three activities noted in NCHEC’s mission: certification, professional development and professional preparation.

STANDARD 3

The certification board or governing committee of the certification program must include individuals from the certified population, as well as voting representation from at least one consumer or public member. For entities offering more than one certification program, a system must be in place through which all certified populations are represented, with voting rights on the certification board or governing committee.

• All Commissioners and Division Board Directors must be CHES/MCHES, with the exception of the public member.

• According to the Bylaws : At least one Commissioner shall be a CHES and at least one Commissioner by MCHES. If either of these certifications is not represented on the Board, the board will appoint an additional person holding such certification.

STANDARD 4

The certification program must have sufficient financial resources to conduct effective and thorough certification and recertification activities.

NCHEC has sufficient financial resources to conduct certification activities. The examination is a core function of NCHEC, thus the Board has keen oversight for giving the appropriate resources to the full examination process.

STANDARD 5

The certification program must have sufficient staff, consultants, and other human resources to conduct effective certification and recertification activities.

• Linda Lysoby- Executive Director • Melissa Rehrig- Deputy Executive Director • Cynthia Kusorgbor- Credentialing Project Specialist

(MCHES Exam) • Tanya Cole- Exam Coordinator/Office Manager (CHES

Exam) • Melissa Schmell- Continuing Education Coordinator • Lisa Petrone- Financial Coordinator • Laura Swift- Administrative Coordinator

STANDARD 6

A certification program must establish, publish, apply, and periodically review key certification policies and procedures concerning existing and prospective certificants, such as those for determining eligibility criteria, application for certification, administering assessment instruments, establishing performance domains, appeals, confidentiality, certification statistics, discipline, and compliance with applicable laws.

• CHES exam based on 162 entry-level Sub-competencies

• Eligibility Requirements- Bachelors degree • MCHES exam based on both entry and advanced Sub-

competencies • Eligibility Requirements- CHES for 5 years or Masters degree + 5 years

• All information is published on the NCHEC website, CHES/MCHES brochure and handbook

STANDARD 7

The certification program must publish a description of the assessment instruments used to make certification decisions as well as the research methods used to ensure that the assessment instruments are valid.

• Exam content is based on the Seven Areas of Responsibility (on website, brochure, handbook)

• Exam background and scoring is available on website.

STANDARD 8

The certification program must award certification only after the knowledge and/or skill of individual applicants have been evaluated and determined to be acceptable

To earn the CHES or MCHES credential an individual must complete either the CHES or MCHES exam and pass.

STANDARD 9

The certification program must maintain a list and provide verification of certified individuals.

• NCHEC maintains a list of credential holders • The certification status of an individual may be

verified by contacting the NCHEC office.

STANDARD 10

The certification program must analyze, define and publish performance domains and tasks related to the purpose of the credential, and the knowledge and/or skill associated with the performance domains and tasks, and use them to develop specifications for the assessment instruments.

NCHEC conducts a Job/Practice Analysis every 5 years. The current exam is developed based on 2010 HEJA results:

• 7 Areas of Responsibility • 34 Competencies • 223 Sub-competencies

• 162 entry-level • 61 advanced-level

STANDARD 19

The certification program must require periodic recertification and establish, publish, apply, and periodically review policies and procedures for recertification.

• Purpose of professional certification is to ensure a high level of competence in the health education field.

• For a 5-year period- 75 CECH: 45 must be from Cat I, the remaining 30 may come from Cat II. • The development of policies related to continuing

education is the responsibility of the DBPD.

M E L I S S A R E H R I G , M P H , M C H E S

ROLE AND UPDATES FROM NCHEC

QUESTION

What do you believe is the best way to promote/advocate for

the health education profession?

NCHEC’S MISSION

Enhance the professional practice of Health Education by promoting and sustaining a credentialed body of Health Education Specialist

To meet this mission, NCHEC: certifies health education specialists; Promotes professional development, and Strengthens professional preparation and

practice.

GOVERNANCE STRUCTURE

NCHEC • Separate Certification Entity

Health Education

Association • Existing Membership Organization

QUALITY ASSURANCE

• On the individual level, CHES and MCHES certifications • verify to employers, stakeholders and the general public

that a health education specialist has demonstrated a specific level of professional skill through the completion of health education course work and successful completion of a competency-based examination,

• imply that the health education specialist has made a commitment to quality practice by engaging in ongoing professional development, and

• demonstrate professional support for quality assurance and the advancement of the health education profession.

QUALITY ASSURANCE

• On the macro level, CHES and MCHES certifications • showcase the profession as one with distinct sets of

professional competencies and sub-competencies at different levels (entry and advanced) of practice,

• provide standards for hiring qualified individuals for health education positions, and

• create expectations that health education programs/positions should be lead by certified specialists that are qualified to practice at the entry- and/or advanced-levels.

SEVEN AREAS OF RESPONSIBILITY OF HEALTH EDUCATION SPECIALISTS

Area I: Assess Needs, Assets and Capacity for Health Education Area II: Plan Health Education Area III: Implement Health Education Area IV: Conduct Evaluation and Research Related to Health Education Area V: Administer and Manage Health Education Area VI: Serve as a Health Education Resource Person

Area VII: Communicate and Advocate for Health and Health Education

SUCCESS STORIES IN ADVOCACY

• Both SOPHE and NCHEC requested the inclusion of CHES and MCHES in the revised National Diabetes Self-Management Education standards.

• In September 2012, the ADA released the newly revised National Standards for Diabetes Education, and in Standard 5 (which addresses “instructional staff”), CHES and MCHES are recognized and designated as professional partners within multidisciplinary teams assisting in the delivery of Diabetes Self-Management Education programs.

SUCCESS STORIES IN ADVOCACY

• In 2013, SOPHE successfully petitioned the National Certification Board of Diabetes Educators (NCBDE) to allow MCHES to be eligible to qualify for the exam to become a Certified Diabetes Educator (CDE®). • Beginning January 1, 2014, professionals with an MCHES

credential will be eligible to submit an application to become a CDE®. • Source: http://www.sophe.org/MCHES_Diabetes_Educator.cfm • SOPHE contact – Nicolette Warren – nwarren@sophe.org • Source: http://www.ncbde.org/certification_info/discipline-

requirement/

SUCCESS STORIES IN ADVOCACY

• Hawaii State Resolution (HCR 161/SD 1) • First step in determining whether health education specialists

should be regulated and licensed in the state of Hawaii. • Sponsored by Hawaii State Representative Ryan Yamane (D,

House District 37) and Hawaii State Senator Jill Tokuda (D, Senate District 24), Senate Majority Whip

• The legislation calls for forming a working group to determine the scope and specific duties of the health education profession.

• The working group’s report will be provided to the Hawaii Legislature and Hawaii State Auditor as a basis for determining professional licensure in the state.

• NCHEC and SOPHE press release - • Supports the inclusion of the nationally recognized CHES

and MCHES certifications in the licensure requirements for the state of Hawaii.

NCHEC POLICY STATEMENT

• On October 28, 2013, the NCHEC Board of Commissioners approved a Policy Statement on Government Oversight of Health Education Specialists • If and when government entities of any level or other sector entities

contact NCHEC for assistance and support toward quality assurance of health education specialists, NCHEC will respond in the following ways: • Provide detailed information about the Health Education Specialist

Seven Areas of Responsibility and subsequent Competencies and Sub-competencies

• Give the history and rationale for periodic role delineation projects as the framework for NCHEC’s quality assurance process,

• Provide support only to entities including the CHES and MCHES credential as one of the criteria for any government oversight measure (administrative or by statute) toward eligibility, review, and hire of health education specialists, and

• Provide support and any official testimony that the CHES and MCHES credential be the standard for hiring and review of health education specialists by government entities.

• NCHEC contact – Melissa Rehrig – mrehrig@nchec.org

WHAT CAN YOU DO AS A CHES/MCHES?

• Policy development and advocacy are integral part of professional certification requirements.

• Policy-related Competencies (NCHEC, 2010) • Inform policy development on health promotion • Develop support for programs and polices • Facilitate stakeholder collaboration • Train stakeholders • Serve as a technical expert on health promotion policy • Create action plans for educating policymakers that

adhere to all relevant laws, policies and regulations

WHAT CAN YOU DO AS A CHES/MCHES?

• Identify the decision-makers/policymakers. • Do your homework on the policymaker and your

issue. • Prepare your brief story, with messages that are

grounded in evidence and framed for impact. • Refer to SOPHE’s Guide to Effectively Educating

State and Local Policymakers • http://www.sophe.org/CDP/Ed_Policymakers_Guide.cfm

WHAT CAN YOU DO AS A CHES/MCHES?

• Market the CHES/MCHES credentials as you advocate for the profession. • Market the credentials to your employers and fellow

colleagues. • NCHEC – CHES/MCHES Employer Video (YouTube)

TALKING POINTS

• What does being CHES/MCHES Say about YOU? • CHES/MCHES have met specific academic qualifications in health

education • CHES/MCHES show a commitment to the health education field by

becoming certified • Credentialing distinguishes you as an expert • CHES/MCHES is an accredited certification that validates

competency in the field • Certified individuals have a requirement/commitment of

continuing education as maintenance of the certification • National accredited certification gives a competitive advantage

TALKING POINTS

• Interacting with Potential Employers? • Highlight Seven Areas of Responsibility, Competencies, and Sub-

competencies and focus on strengths and skills sets such as experience in assessment, program planning/development, health behavior change, program implementation, research and evaluation

• Focus on your certification as a strength • Discuss how the certification enhances and assures quality outcomes

for the employer (ensures quality assurance to consumers) • Entry-level practitioners – needs assessment and program planning • Advanced-level practitioners – management, supervision, and

implementation • Highlight qualifications required to acquire and maintain the

certifications.

MORE INFORMATION

National Commission for Health Education Credentialing, Inc.

1541 Alta Drive, Suite 303 Whitehall, PA 18052 http://www.nchec.org

Email: mrehrig@nchec.org

QUESTIONS