Deck 6: The Health Education Specialist: Roles, Responsibilities, Certifications, and Advanced Study

Question 1

The process whereby an individual or a professional preparation program meets specific established standards is known as

A) credentialing.
B) accreditation.
C) certification.
D) licensure.

Answer 1

credentialing.

Question 2

The process by which an agency or government (usually a state) grants permission to individuals to practice a given profession by certifying that those individuals have attained specific standards of competence is known as

A) credentialing.
B) accreditation.
C) certification.
D) licensure.

Answer 2

licensure.

Question 3

The process by which a recognized professional body evaluates an entire college or university professional preparation program is known as

A) credentialing.
B) accreditation.
C) certification.
D) licensure.

Answer 3

accreditation.

Question 4

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 is known as

A) credentialing.
B) accreditation.
C) certification.
D) licensure.

Question 5

Health education specialists typically receive what type of credential upon completion of a national exam?

A) Licensure
B) Certification
C) Accreditation
D) Ph.D.

Question 6

Once a health education specialist is certified, which set of initials may be used after one's name and academic degree?

A) SHER
B) HES
C) CHES
D) B.S.

Question 7

Health education specialists who receive advanced certification may use which initials after their name and academic degree?

A) MCHES
B) MSHER
C) CHES
D) M.S.

Question 8

During which decade did the role delineation project begin?

A) 1970s
B) 1980s
C) 1990s
D) 2000s

Question 9

The health education specialist most responsible for initiating the Role Delineation Project was

A) Helen Cleary.
B) Thomas Hatch.
C) Herb Jones.
D) Marion Pollock.

Question 10

A conference held in February, 1978, to determine the function of health education specialists practicing in different settings was the

A) Birmingham Conference.
B) Role Delineation Conference.
C) Health Education Specialist Conference.
D) Bethesda Conference on Commonalities and Differences.

Question 11

The first official group that oversaw the Role Delineation Project and eventually a credentialing system for health education specialists was the

A) American Association of Health Educators.
B) National Task Force on the Preparation and Practice of Health Educators.
C) National Commission for Health Education Credentialing.
D) Society of Public Health Educators.

Question 12

The individual hired as project director for the Role Delineation Project was

A) Alan Henderson.
B) Warren Schaller.
C) Herb Jones.
D) Betty Mathews.

Question 13

To make the initial curriculum guide based on the verified role of a health education specialist less rigid, it was transformed into

A) curriculum recommendations.
B) a scope and sequence.
C) a curriculum framework.
D) course-specific lesson plans.

Question 14

At this conference, participants were divided into five groups and asked to respond to several predetermined questions. Results were that four of the five groups favored some type of certification for individuals and some form of credentialing for professional preparation programs.

A) Birmingham Conference
B) Role Delineation Conference
C) Second Bethesda Conference
D) Bethesda Conference on Commonalities and Differences

Question 15

Which of the following groups was hired to develop the initial health education certification exam?

A) National Task Force on the Preparation and Practice of Health Educators
B) National Commission for Health Education Credentialing
C) Society of Public Health Educators
D) Professional Examination Service

Question 16

Which of the following was established to continue the work of the National Task Force and create a more permanent structure to coordinate and oversee the certification process?

A) National Task Force on the Preparation and Practice of Health Educators
B) National Commission for Health Education Credentialing
C) The Consortium of Professional Health Education Organizations
D) Professional Examination Service

Question 17

Which of the following is not a benefit of national certification?

A) Establishing a national standard
B) Attesting to an individual's knowledge and skills
C) Assisting employers in identifying qualified health education professionals
D) Guaranteeing the quality of work a certified individual will provide

Question 18

Which of the following is not a requirement for an individual to sit for the CHES exam?

A) Possess a bachelor's, master's, or doctoral degree from an accredited institution of higher education
B) Possess an official transcript demonstrating a major in health education
C) Possess an official transcript reflecting at least 25 semester hours of course work addressing the Seven Areas of Responsibility and Competency for Health Educators
D) Possess a minimum of three years of experience working as a health education specialist

Question 19

Graduate-level competencies were established in which decade?

A) 1980s
B) 1990s
C) 2000s
D) 2010s

Question 20

A project conducted to reverify the competencies and sub-competencies of a health education specialist is known as the

A) Responsibilities Update Project (RUP).
B) Competencies Update Project (CUP).
C) AAHE/SOPHE Update Project (ASUP).
D) SABPAC Project.

Question 21

The Competencies Update Project (CUP) was initiated to

A) introduce the concept of health education certification to employers.
B) introduce the concept of health education certification to health education specialists.
C) improve the process for obtaining continuing education hours.
D) reverify the initial competencies and sub-competencies of a health education specialist.

Question 22

What was the name of the study conducted in order to update the health education competencies that had been revised in 2005 by the CUP project?

A) Health Education Specialist Study 2010
B) Health Education Job Analysis 2010
C) National Commission for Health Education Credentialing Study 2010
D) Certified Health Education Specialist Job Analysis 2010

Question 23

Health education programs that are affiliated with a college of education and train students for positions in school health would most likely be accredited through the

A) National Commission for the Accreditation of Teacher Education (NCATE).
B) Council on Education for Public Health (CEPH).
C) Society of Public Health Education/Association for the Advancement of Health Education (SOPHE/AAHE).
D) American School Health Association (ASHA).

Question 24

Schools of public health, public health programs in non-schools of public health, and master's degree programs in community health education may be accredited by the

A) National Commission for the Accreditation of Teacher Education (NCATE).
B) Council on Education for Public Health (CEPH).
C) Society of Public Health Education/Association for the Advancement of Health Education (SOPHE/AAHE).
D) National Commission for Health Education Credentialing (NCHEC).

Question 25

Undergraduate programs in school or community health may obtain approval through the

A) National Commission for the Accreditation of Teacher Education (NCATE).
B) Council on Education for Public Health (CEPH).
C) Society of Public Health Education and the Association for the Advancement of Health Education (SOPHE/AAHE).
D) National Commission for Health Education Credentialing (NCHEC).

Question 26

Based on the 2009 AAHE Directory of Institutions That Prepare Health Educators, about how many programs at colleges and universities in the United Sates prepare health education specialists?

A) 75
B) 175
C) 275
D) 375

Question 27

Which of the following is not a guiding principle from the final report of the SOPHE/AAHE National Task Force on Accreditation in Health Education?

A) Health education is a single profession, with common roles and responsibilities
B) Accreditation is the primary quality assurance mechanism in higher education
C) NCHEC is responsible for assuring quality in professional preparation and practice
D) Professional preparation provides the health education specialist with knowledge and skills that form a foundation

Question 28

Which of the following is not one of the seven major responsibilities of a health education specialist as identified in the competency-based framework?

A) Assessing needs
B) Planning programs
C) Implementing programs
D) Developing computer programs

Question 29

The hierarchy of skills from broad to specific in the competency-based framework is

A) responsibilities, competencies, and sub-competencies.
B) objectives, responsibilities, and competencies.
C) responsibilities, objectives, and competencies.
D) competencies, sub-competencies, and responsibilities.

Question 30

The most recent update of health education roles, responsibilities, competencies, and sub-competencies is the

A) Framework for the Development of Competency-Based Curricula for Entry Level Health Educators.
B) Competency-Based Framework for Health Education Specialists.
C) Health Education Job Analysis.
D) Graduate-Level Framework.

Question 31

Individual and collective resources that can be brought to bear for health enhancement are referred to as

A) community empowerment.
B) rule of sufficiency.
C) capacity.
D) scope.

Question 32

In conducting a needs assessment, data that is already available such as that obtained from a literature review is called

A) primary data.
B) secondary data.
C) tertiary data.
D) available data.

Question 33

In conducting a needs assessment, data that is generated by the health education specialist via focus groups or surveys is called

A) primary data.
B) secondary data.
C) tertiary data.
D) available data.

Question 34

An important aspect of planning effective health education programs is to examine the

A) Rule of 150.
B) Rule of Thumb.
C) Rule of Sufficiency.
D) Capacity Rule.

Question 35

Population-based approaches to create health-improvement changes include

A) a focus on policies, rules, regulations, and laws to modify behaviors.
B) an emphasis on individuals within the priority population desiring behavior change.
C) a focus on capacity of individuals to live a wellness lifestyle.
D) an emphasis on the Rule of Sufficiency.

Question 36

Health education specialists are often called upon to serve as

A) research consultants.
B) lab assistants.
C) resource persons.
D) project managers.

Question 37

Which of the following is not considered a component of advocating for health education?

A) Initiating and supporting legislation, rules, policies, and procedures that will enhance health
B) Advocating for the profession
C) Supporting national initiatives that are designed to improve the profession
D) Altering the vending options in your work setting to assist employees in making healthy choices

Question 38

Multitasking refers to

A) the skill to utilize multiple computer programs at the same time.
B) the skill of coordinating the completion of multiple health projects at the same time.
C) a specific committee structure that allows for various committee members to function in different capacities to conduct committee work.
D) a type of professional preparation that prepares health education students to work in various settings such as schools, public health departments, and corporations.

Question 39

Connecting people with similar health interests using technology is referred to as

A) social networking.
B) Internet relationships.
C) WWW community.
D) health networks.

Question 40

The type of master's degree typically found in institutions where the health education program is located in a College of Education or Teacher's College is the

A) M.P.H.
B) M.S.
C) M.Ed.
D) M.A.

Question 41

A public health oriented master's degree that would focus more on research would most likely be the

A) M.P.H.
B) M.S.
C) M.Ed.
D) M.S.P.H.

Question 42

How many continuing education contact hours are required each year, on average, to maintain certification as a health education specialist?

A) 15
B) 25
C) 35
D) 45

Question 43

Credentialing is the way in which the health education profession seeks to demonstrate quality assurance.

Question 44

Accreditation is the 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.

Question 45

Licensure is the process by which an agency or government (usually a state) grants permission to individuals to practice a given profession.

Question 46

Health education specialists with a master's degree will be able to use the initials TFHES behind their name.

Question 47

Helen Cleary was the person most responsible for initiating the role delineation process.

Question 48

The first conference related to role delineation, from which the National Task Force on the Preparation and Practice of Health Educators was born, was the Birmingham Conference in 1981.

Question 49

A major source of contention throughout the role delineation process was whether the emphasis should be on content or process.

Question 50

The organization that currently oversees the certification process for health education specialists is the National Task Force on the Preparation and Practice of Health Education.

Question 51

The National Commission for Health Education Credentialing has as its mission to "improve the quality of health education practice through the establishment, implementation, and maintenance of a certification process for health education specialists."

Question 52

The AAHE/SOPHE is the organization that provides oversight for the CHES credential.

Question 53

The charter certification period to become a Certified Health Education Specialist (CHES) expired in the year 2000.

Question 54

To be considered for charter certification, an individual has to have a health education degree.

Question 55

One benefit to being a Certified Health Education Specialist (CHES) is that it assists employers in identifying qualified health education practitioners.

Question 56

The SOPHE/AAHE National Task Force on Accreditation in Health Education recommended that all health education programs be accredited by the Council on Education for Public Health.

Question 57

Graduate standards for health education currently exist, but there is no advanced test or certification.

Question 58

Health education is considered a single profession with common roles and responsibilities.

Question 59

While the Competencies Update Project (CUP) was overseen by a large advisory committee, three key individuals were responsible for the majority of the work on this project.

Question 60

The Health Education Specialist Practice Analysis 2015 is the latest study conducted to update the health education competencies.

Question 61

The responsibilities of health education specialists have remained fairly consistent since the original role delineation project.

Question 62

The most recent review of the responsibilities of health education specialists have demonstrated that the responsibilities have changed significantly since the original role delineation project.

Question 63

The Galway Consensus Conference was a first effort to identify core competencies of health education specialists working on an international basis.

Question 64

The Domains of Core Competencies were developed to aid in the development of a credentialing system by nations around the world.

Question 65

Licensure is the primary quality assurance mechanism in higher education.

Question 66

The Council on Education for Public Health accredits schools of public health and school health programs.

Question 67

The vast majority of undergraduate community health professional preparation programs are accredited by SABPAC.

Question 68

Social media skills are becoming a vital component of health education.

Question 69

The Third National Congress on Institutions Preparing Health Educators occurred in 2006 in order to collectively discuss accreditation issues.

Question 70

The authors advise health education students to become familiar with the HESPA 2015 document because it represents the core responsibilities of what health education specialists do.

Question 71

Administering health education grants is one of the seven major responsibilities of a health education specialist.

Question 72

Assessing individual and community needs is one of the seven major responsibilities of a health education specialist.

Question 73

There are two accrediting bodies for health education/promotion programs.

Question 74

Budgeting is one of the seven major responsibilities of a health education specialist.

Question 75

Planning effective health education strategies, interventions, and programs is one of the seven major responsibilities of a health education specialist.

Question 76

Fundraising is one of the seven major responsibilities of a health education specialist.

Question 77

Implementing health education programs is one of the seven major responsibilities of a health education specialist.

Question 78

Health education specialists should strictly adhere to the Code of Ethics when implementing programs due to the significant amount of contact with the public.

Question 79

Utilizing computer technology in developing health education programs is one of the seven major responsibilities of a health education specialist.

Question 80

Evaluating the effectiveness of health education programs is one of the seven major responsibilities of a health education specialist.