Credentialing Excellence in Health Education

Health Educator Job Analysis Projects

Health Education Job Analysis Projects

The health education profession has a long history of scientifically validating the Competencies that have become the basis of the professional credential(s), professional preparation, and professional development. The NCHEC leadership has made a commitment to maintain credentialing standards by conducting a job/practice analysis periodically.

Health Education Specialist Practice Analysis (HESPA) 2015

The latest research study was held in 2013-2014 and known as the Health Education Specialist Practice Analysis- 2015 (HESPA 2015). The purpose of this study was to validate the current practice of entry- and advanced-level health education specialists to determine any changes in health education practice since the last major job analysis study, HEJA 2010, and to inform certification, professional preparation, and continuing education initiatives. More details are available in A Competency-based Framework for Health Education Specialists – 2015 (available for purchase in the NCHEC bookstore).

Click below for the HESPA 2015 Press Release and the Executive Summary
HESPA Press Release FINAL
Executive Summary

Health Educator Job Analysis Project

NCHEC partnered with the Society for Public Health Education (SOPHE), and the American Association for Health Education (AAHE), to conduct the Health Educator Job Analysis 2010 (HEJA-2010). The 18-month research project confirmed a hierarchical model of entry- and advanced-level Competencies.

Click below for the HEJA-2010 Press Release and the Executive Summary
HEJA Press Release 
Health Educator Job Analysis Executive Summary

Competencies Update Project

The national health educator Competencies Update Project (CUP) was initiated in March 1998 by the National Commission for Health Education Credentialing, Inc. (NCHEC) as a follow-up to the 1978-1981 Role Delineation Project. NCHEC assumed the responsibility as the fiscal and administrative organization for the research. The initial purpose of the CUP was to determine the current role of entry-level health educators by assessing what they do in practice.

Role Delineation Project

Beginning in the mid-1970s, the health education profession began the process of developing the steps necessary to establish the credentialing of health educators. The landmark Role Delineation Project (United States Department of Health, Education and Welfare, 1978) was officially funded in 1978. Through a series of conferences, workshops, and a national survey of health educators, the responsibilities, functions, skills, and knowledge expected of entry-level health educators were delineated. The concept of a “generic role” common to all health educators, regardless of work setting, emerged and formed the basis for the credentialing process for health education specialists.

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