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Definition
| process whereby an individual or a prefessional preperation program meets the specfied standards estalblished by a credentialing body and is thereby recognized for having done so |
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| different types of credentialing |
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| accrediation, licensure, certification |
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| proces by which a regoznied professional body evalueate an entire college/univerisyt program |
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| some things that could be considered in terms of accreidation |
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| student-teacher ratio, curriculum, and faculty qualifications |
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| process by which an agency or goverement grants permission to individuals to practice a given profession by certifying that those licensed have attained specific standard of competence |
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| What type of goverement uses licenses? |
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| What health educators have to be licensed |
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| process by which a professional organization grants recognition to an indiviual who, upon the completion of a curriculm, can demostrate a predetermeind standard of performance |
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| only given to indivduals, only given by professional body; avaliable for all health educators |
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| what is the health educator certification? |
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| allowed qualified individuals to to be certifice based on their academic training, work experience, and references w/o certification exam; "probationary period" when they are certified but had to take CHES once made |
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| establishes national standard; attests to the individual's knowledge and skills; assists employers in identifying qualified health education practitioners; sense of pride and accomplishment; promotes continues professional development |
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| qualifications to sit for CHES |
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Definition
| A) posses degree and have a transcript that shows you majored in health eduation -OR- B) a transcript that shows that you have taken 25 hours of health education course work (FRAMEWORK) |
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Term
| Competencies Update Project (CUP) |
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Definition
| made to determine how updated the role of a entry-level educator was and to ensure the development of advanced-level competencies |
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| Some specific objectives of CUP |
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Definition
| 1) determine which responislibies of entry-level where up2date 2) determine role/responsibilites of upper level educators 3) make sure roles of both entry and upper educators align with needs of community |
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| Nonaccredited programs may ________________________________ |
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Definition
| have difficulty recruiting new students and be restricted in participating in the profession |
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| Accreditation helps to ensure |
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Definition
| that all students are equally prepared for the profession |
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| specifiy the overall scope of practice for health professionals; provide general idea |
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| reflects the ability of the student to understand |
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| reflects the ability of the student to list, describe, etc |
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Term
| what is the hierachy of responsibilites and competencies |
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Definition
| roles (overall) --> competencies 4-7 (shows you understand) --> sub-competencies 1-5 (what you do) |
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Term
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| all health educators have same responsibilites/compentencies; differences @ sub-comps |
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Term
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| I. Access Needs II. Plan Interventions III. Implement IV. Evaluate V. Administer VI. Be Resource VII. Advocate for Health |
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| proces by which planners can determine what ehalth problems might exist in any given group of people |
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| refers to both the individual and collective resources that be brought to bear for health enhancement (skills, resources, agencies groups, people, $) |
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| helping people help themselves in a way that encourages them to take ownership of their health problems and use their abilities and resources to develop solutions |
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| by reviewing needs, then recruit |
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| states that those atrategies implemented must be suffienciently robuse, or effect enough, that the stated objectives will have a reasonable chance of being met |
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Term
| III. Health education research |
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Definition
| systematic investigation involving analysis of collected info or data that ultimately is used to enhance health education knwolege/practice and anwsers ?s about health theory/behavior/phenomenon |
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Term
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Definition
| published studies or eyewitness accounts written by people who actually conducted the experiments or observed the events in question (by researchers, speeches, official records, annual reports) |
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| peer-reviwed online/electronic |
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| written by someone not there; provide summart of several sources or chronicle of events (joournal review articles, editorials) |
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| come from primary and secondary; info accepted as "fact" (govt pamphlets, textbooks, encyclopedias, etc) |
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| popular press publications |
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| sources that are laced with opinions/marketed, etc |
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| components of retrieving health info |
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| 1) Identify part of article 2) Critically Read 3) Determine legitatmet 4)Summary 5)Find best sources of info 6) use the internet |
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| 1) research question 2) related literature 3) why impt |
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| study of the nature of reality |
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| study of how choices are/should be made |
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| the activity of making choices and deciding, judgyin, defending moral behaviors |
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| four workds about ethical judgements |
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Definition
| good (moral) right (ethical) bad (immoral) wrong (unethical) |
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| focuses on the actions that are right and wrong in the workplace; not of taste and preference but tell people what they should/shouldn't do |
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| formaliase/nonconseuqentialism; claims that actions are inherently right or wrong/good or bad w/out regard for their consequences |
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| consequlism; evaluate moral status of an act by the goodness of the consequences (end justifies means) |
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| 1. value of life 2. goodness/rightness 3. justice 4. honesty 5. individuall freedom |
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| above else, do no harm; both intentional/unintentional; by omission and commission |
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| doing good; removing evil/harm; preventing evil/harm |
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| three types of nonmaleficence |
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| not causing harm, preventing harm, removing harm |
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| human being shousl treat other human beings fairly and justly in distributing goodness and badness among them |
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| people have the right to choose their own ways and means of being moral within the framework of the other 4 principles |
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| people strive for all things to be goodness |
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| 1. service 2. professionals/clients 3. third parties 4. professional/employer 5. profession |
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