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.
New: Health Education Specialist Practice Analysis (HESPA II)
Call for Volunteers for the Next Health Education Specialist Practice Analysis
The National Commission for Health Education Credentialing, Inc., (NCHEC) and the Society for Public Health Education (SOPHE) are once again co-sponsoring the next health education specialist practice analysis. This study, to be known as Health Education Specialist Practice Analysis II (HESPA II) is to re-verify the entry- and advanced-level responsibilities, competencies and sub-competencies that undergird the professional preparation and development of all health education specialists, as well as provide the basis for the health education profession’s certification system.
The practice analysis serves as the basis for the certification examinations that NCHEC uses for Certified Health Education Specialist (CHES®) and Master Certified Health Education Specialist (MCHES®) certification. Additionally, the practice analysis is used to guide curriculum used in health education professional preparation programs at the bachelor, master, and doctoral levels as well as by continuing education providers.
We are soliciting self-nominations for the HESPA II panel. This 12-15-member volunteer panel will perform an in-depth analysis of the contemporary and future competencies needed by health education specialists. The panel also will draft a detailed content outline of the major areas of responsibility, competencies and sub-competencies, and the associated knowledge.
If you are interested in being considered for the panel, please click here to provide your contact information and specify your work in health education no later than MARCH 23, 2018. Please note that attendance will be required at three in-person meetings, set for May 31–June 2, June 16–17 (if needed), and July 19–21, 2018, in the Research Triangle Park area of North Carolina. If selected, you must be able to attend all meetings, the travel for which will be reimbursed as part of the study. We will work to ensure that the panel is diverse and representative of the profession.
Questions can be addressed to CNarh@nchec.org. or 1-888-624-3248 ext. 16
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).
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.
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.