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About
NCHEC - Competencies
Update Project |
The
national health educator Competencies Update Project (CUP)
has resulted in the development of a three-tiered hierarchical
model reflecting the generic role of the health educator.
- The
CUP model is hierarchical, rather than linear, meaning
that there are three distinct levels of practice, each
one building on the other in terms of the Sub-competencies
incorporated into one's roles and responsibilities.
-
There are Seven Areas of Responsibility and 35 Competencies
defining the role of the health educator in all practice
settings studied. The Areas of Responsibility derived
from the research are:
I.
Assess Individual and Community Needs for Health Education
II. Plan Health Education Strategies, Interventions,
and Programs
III. Implement Health Education Strategies, Interventions,
and Programs
IV. Conduct Evaluation and Research Related to Health
Education
V. Administer Health Education Strategies, Interventions
and Programs
VI. Serve as a Health Education Resource Person
VII. Communicate and Advocate for Health and Health
Education
- There
are 163 Sub-competencies performed by all health educators,
many of which were included in the original model and
the graduate standards' model.
- Some
of the Sub-competencies are performed more frequently
and are considered of greater importance based on years
of experience and degree held.
- Three
levels of practice emerged from the research:
- Entry:
Competencies/Sub-competencies performed by health
educators with a bachelor's or master's degree
and less than five years of experience
- Advanced
1: Competencies/Sub-competencies performed by
health educators with a bachelor's 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 or more years
of experience
The
CUP copyright parties, comprised of the American Association
for Health Education (AAHE), the National Commission for
Health Education Credentialing, Inc. (NCHEC) and the Society
for Public Health Education (SOPHE), jointly own the research
results, and are responsible for the national distribution
of materials emanating from the research. The Technical
Report that resulted from the research was presented to
the copyright holders in September 2004. Additionally, a
user's manual and data-set with over 1.6 million data points
have been prepared to provide opportunities for secondary
data analyses and preparation for future research.
The
significance of the CUP research relates to three essential
areas of professional focus:
Professional
Preparation:
- Develop
expanded frameworks for curriculum development at the
entry and advanced levels of practice for health educators
- Serve
as a foundation for a clearer delineation of a career
ladder for students
- Generate
refined statements of student performance expectations
at each level of practice for health educators
Credentialing:
-
Explore the potential for additional certification processes
for different levels of practice
- Expand
the Certified Health Education Specialist (CHES) exam item bank
based on the new Competencies
- Enhance
the validity of various accreditation processes
Professional
Development:
- Identify
new Competencies needed by health educators in the current/future
job market
- Suggest
additional Competencies health educators should acquire
through continuing education and professional development
- Differentiate
entry and advanced levels of practice within health education
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