What’s CHES/MCHES got to do with it? How to Distinguish a Quality Certification Program from a Certificate Program

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The purpose of the webinar will be to discuss key differences between quality certifications and certificate programs. To do this, presenters will engage in a discussion surrounding the importance of …

The purpose of the webinar will be to discuss key differences between quality certifications and certificate programs. To do this, presenters will engage in a discussion surrounding the importance of NCCA accreditation, the differences between a quality certification program vs. assessment-based certificate program, the Health Education Specialist Practice Analysis, and other certification related topics.

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  • 2. LEARNING OBJECTIVES • Distinguish the key differences between a quality certification program vs. assessment based certificate program • Understand the significance of the Health Education Specialist Practice Analysis • Recognize the importance of NCCA accreditation for certification programs • Identify the role of the certification body, NCHEC
  • 3. BETH CHANEY, PHD, MCHES East Carolina University NCHEC Board of Commissioners
  • 4. DIXIE DENNIS, PHD, MCHES, FAAHE Austin Peay State University Co-Chair, Health Education Specialist Practice Analysis Taskforce NCHEC Board of Commissioners (2014-2019)
  • 5. MELISSA REHRIG, MPH, MCHES NCHEC Deputy Executive Director
  • 6. QUESTION Are you currently a CHES or MCHES? Yes or No
  • 7. QUESTION If yes, how many years have you been NCHEC certified? 0-5 years 6-10 years 11-15 years 16-20 years 20+ years
  • 10. CERTIFICATION VS. CERTIFICATE PROGRAM • Institute for Credentialing Excellence (ICE) published a document Defining Features of Quality Certification and Assessment-based Certificate Programs • Document highlights the similarities and differences between quality certification and assessment-based certificate programs • Document focuses on 12 key aspects of certification and assessment-based certificate program
  • 11. DEFINITIONS Professional Certification Program • Voluntary process by which individuals are evaluated on predetermined standards for knowledge, skills, or competencies. • Participants successful in demonstrating that standards have been met are granted time-limited credential. • To retain the credential, certificants must maintain continued competence. • The credential awarded by the certification program provider denotes that the participant possesses particular knowledge, skills or competencies.
  • 12. DEFINITIONS CONTINUED An Assessment-based Certificate Program is a nondegree granting program that: • provides instruction and training to aid participants in acquiring specific knowledge, skills, and/or competencies associated with intended learning outcomes; • evaluates participants’ achievement of the intended learning outcomes; and • awards a certificate only to those participants who meet the performance, proficiency or passing standard for the assessment(s) (hence the term, “assessment-based certificate program”).
  • 13. DIFFERENCES Professional Certification Program Assessment-based Certificate Program • Focus is assessment of individuals • Evaluate mastery of knowledge, skills, competencies • Job Analysis/Role Delineation to validate assessment (periodically revised) • Focus is education and training • Facilitation of accomplishment of learning outcomes • Content validation at a minimum document the link between intended learning outcomes and the assessment
  • 14. DIFFERENCES CONTINUED Professional Certification Program • Provider is independent from educational/training program • Credential is time limited – certificants are subject to disciplinary policy • Required to engage in specified activities designed to measure continued competence • An acronym is awarded or letters after ones’ name to signify maintenance of credential Assessment-based Certificate Program • Provider conducts or sponsors the training required • NOT time limited (does not lapse or expire) • NOT required to engage in subsequent activities for maintenance • NOT awarded an acronym or letters for use after name
  • 15. POLLING QUESTION Did you participate in the Health Education Job Analysis Study in 2009? Yes or NO
  • 17. HEALTH EDUCATION SPECIALIST PRACTICE ANALYSIS (HESPA) PURPOSES To revalidate the contemporary practice of entry-level and advanced-level health education specialists and To redefine core knowledge and competencies for health education practice
  • 18. HISTORY OF JOB/PRACTICE ANALYSES • Role Delineation Study (1980-1985) Competencies Update Project (CUP) (1998-2004) Health Educator Job Analysis (HEJA) (2008-2009) Health Education Specialist Practice Analysis (HESPA) (2013-2014) N E w
  • 19. PROJECT PARTNERS • Professional Examination Services contracted • Standards/best practices: – American Educational Research Association – American Psychological Association – National Council on Measurement in Education
  • 20. HEALTH EDUCATION SPECIALIST PRACTICE ANALYSIS • Funded by designated profits from the Framework publication of the HEJA results • Volunteers; • Steering Committee – 5 member • HESPA Co-Chairs – Dixie Dennis & Jim McKenzie • Practice Analysis Task Force (PATF) – 12 people • Subject Matter Experts (SME) – 55 people (Phone interviews, Independent review, Pilot testers • Health Education Specialist (HES) - CHES, MCHES, non-certified – >5,000
  • 21. PRACTICE ANALYSIS TIMELINE April – May 2013 • Call for volunteers MayDec 2013 • Survey Development January - March 2014 April – June 2014 End 2014 2015 2016 • Conduct Validation Survey • Data Analysis • Acceptance by Boards • Release data to profession • Align CHES/MCHES Exams with Practice Analysis Results
  • 22. Call for volunteers; (455 received) PATF, Phone interviewees, independent reviewers & pilot testers appointed June 2013 Strategic Planning Meeting May-June 2013 April 2013 HESPA PROCESS - 1 Conduct 11 phone interviews with subject matter experts (SMEs)
  • 23. PATF email and 5 conference calls to review meeting #1 work product October 2013 Meeting #1 of PATF in Washington, DC to update responsibilities, competencies, subcompetencies, & knowledge Aug – Oct 2013 July 2013 HESPA PROCESS - 2 Independent review of delineation by 20 SMEs
  • 24. Pilot test survey instrument 25 SMEs January–March 2014 Meeting #2 of PATF in DC – use IR to revise draft survey & review sampling plan December 2013 November 2013 HESPA PROCESS - 3 Conduct online survey with 5,000 HES (CHES, MCHES, & non-certified HES)
  • 25. ONLINE SURVEY QUESTIONS • Rate Sub-competencies - frequency & importance • Rate Knowledge items- Levels of use (Bloom’s taxonomy)
  • 26. DIFFERENCES FROM HEJA SURVEY • Encourage high response rates • Versions of survey • Incentives • Increased invitations to specific work settings (schools & worksite) • Knowledge items Larger number Refined descriptions • Sampling goal is to be as inclusive as possible– target: > 5000 respondents.
  • 27. HESPA PROCESS - 4 Presentation of survey results & PATF recommendations to the Steering Committee June 2014 Meeting #3 of PATF in Whitehall PA to review validation survey results, & make final recommendations May 2014 April 2014 Data reduction & analysis by ProExam
  • 28. HESPA PROCESS - 5 Presentation of the results to NCHEC & SOPHE July 2014 June 2014 ProExam development of final report
  • 29. FOLLOWING HESPA Development of Recommendations to the Profession from SOPHE & NCHEC Information dissemination – newsletters, websites, presentations, & publications Implications for Professional preparation Framework – 2015 Credentialing •Revised Study Companion - 2015 •CHES certification revised exam - Fall 2016 •MCHES certification revised exam - Spring 2016 Professional Development
  • 30. WE NEED YOUR HELP! Please watch for the survey in January!
  • 31. MORE INFORMATION • Visit NCHEC Website at: http://www.nchec.org/credentialing/competency/
  • 33. NATIONAL COMMISSION FOR CERTIFYING AGENCIES (NCCA) • National Commission for Certifying Agencies • Accrediting body of The Institute of Credentialing Excellence (ICE) • Purpose – to provide the public and other stakeholders the means by which to identify certification programs that serve their competency assurance needs • Accredited approximately 300 programs from more than 120 organizations
  • 34. NCCA ACCREDITATION STANDARDS • 5 Sections, 21 Standards • Purpose, Governance, and Resources (5) • Responsibilities to Stakeholders (4) • Assessment Instruments (9) • Recertification (2) • Maintaining Accreditation (1)
  • 35. ACCREDITATION OF CHES & MCHES MCHES accreditation 2013 CHES reaccreditation 2013 CHES accreditation 2008
  • 36. STANDARD 2 The certification program must be structured and governed in ways that are appropriate for the profession, occupation, role, or skill that ensure autonomy in decision making over essential certification activities. NCHEC is governed by an 11-person Board of Commissioners. There are two 7-person and one 13person Division Boards. Each Division Board addresses one of the three activities noted in NCHEC’s mission: certification, professional development and professional preparation.
  • 37. STANDARD 3 The certification board or governing committee of the certification program must include individuals from the certified population, as well as voting representation from at least one consumer or public member. For entities offering more than one certification program, a system must be in place through which all certified populations are represented, with voting rights on the certification board or governing committee. • All Commissioners and Division Board Directors must be CHES/MCHES, with the exception of the public member. • According to the Bylaws : At least one Commissioner shall be a CHES and at least one Commissioner by MCHES. If either of these certifications is not represented on the Board, the board will appoint an additional person holding such certification.
  • 38. STANDARD 4 The certification program must have sufficient financial resources to conduct effective and thorough certification and recertification activities. NCHEC has sufficient financial resources to conduct certification activities. The examination is a core function of NCHEC, thus the Board has keen oversight for giving the appropriate resources to the full examination process.
  • 39. STANDARD 5 The certification program must have sufficient staff, consultants, and other human resources to conduct effective certification and recertification activities. • Linda Lysoby- Executive Director • Melissa Rehrig- Deputy Executive Director • Cynthia Kusorgbor- Credentialing Project Specialist (MCHES Exam) • Tanya Cole- Exam Coordinator/Office Manager (CHES Exam) • Melissa Schmell- Continuing Education Coordinator • Lisa Petrone- Financial Coordinator • Laura Swift- Administrative Coordinator
  • 40. STANDARD 6 A certification program must establish, publish, apply, and periodically review key certification policies and procedures concerning existing and prospective certificants, such as those for determining eligibility criteria, application for certification, administering assessment instruments, establishing performance domains, appeals, confidentiality, certification statistics, discipline, and compliance with applicable laws. • CHES exam based on 162 entry-level Sub-competencies • Eligibility Requirements- Bachelors degree • MCHES exam based on both entry and advanced Subcompetencies • Eligibility Requirements- CHES for 5 years or Masters degree + 5 years • All information is published on the NCHEC website, CHES/MCHES brochure and handbook
  • 41. STANDARD 7 The certification program must publish a description of the assessment instruments used to make certification decisions as well as the research methods used to ensure that the assessment instruments are valid. • Exam content is based on the Seven Areas of Responsibility (on website, brochure, handbook) • Exam background and scoring is available on website.
  • 42. STANDARD 8 The certification program must award certification only after the knowledge and/or skill of individual applicants have been evaluated and determined to be acceptable To earn the CHES or MCHES credential an individual must complete either the CHES or MCHES exam and pass.
  • 43. STANDARD 9 The certification program must maintain a list and provide verification of certified individuals. • NCHEC maintains a list of credential holders • The certification status of an individual may be verified by contacting the NCHEC office.
  • 44. STANDARD 10 The certification program must analyze, define and publish performance domains and tasks related to the purpose of the credential, and the knowledge and/or skill associated with the performance domains and tasks, and use them to develop specifications for the assessment instruments. NCHEC conducts a Job/Practice Analysis every 5 years. The current exam is developed based on 2010 HEJA results: • 7 Areas of Responsibility • 34 Competencies • 223 Sub-competencies • 162 entry-level • 61 advanced-level
  • 45. STANDARD 19 The certification program must require periodic recertification and establish, publish, apply, and periodically review policies and procedures for recertification. • Purpose of professional certification is to ensure a high level of competence in the health education field. • For a 5-year period- 75 CECH: 45 must be from Cat I, the remaining 30 may come from Cat II. • The development of policies related to continuing education is the responsibility of the DBPD.
  • 47. QUESTION What do you believe is the best way to promote/advocate for the health education profession?
  • 48. NCHEC’S MISSION   Enhance the professional practice of Health Education by promoting and sustaining a credentialed body of Health Education Specialist To meet this mission, NCHEC:  certifies health education specialists;  Promotes professional development, and  Strengthens professional preparation and practice.
  • 49. GOVERNANCE STRUCTURE NCHEC Health Education Association • Separate Certification Entity • Existing Membership Organization
  • 50. QUALITY ASSURANCE • On the individual level, CHES and MCHES certifications • verify to employers, stakeholders and the general public that a health education specialist has demonstrated a specific level of professional skill through the completion of health education course work and successful completion of a competency-based examination, • imply that the health education specialist has made a commitment to quality practice by engaging in ongoing professional development, and • demonstrate professional support for quality assurance and the advancement of the health education profession.
  • 51. QUALITY ASSURANCE • On the macro level, CHES and MCHES certifications • showcase the profession as one with distinct sets of professional competencies and sub-competencies at different levels (entry and advanced) of practice, • provide standards for hiring qualified individuals for health education positions, and • create expectations that health education programs/positions should be lead by certified specialists that are qualified to practice at the entry- and/or advanced-levels.
  • 52. SEVEN AREAS OF RESPONSIBILITY OF HEALTH EDUCATION SPECIALISTS Area I: Assess Needs, Assets and Capacity for Health Education Area II: Plan Health Education Area III: Implement Health Education Area IV: Conduct Evaluation and Research Related to Health Education Area V: Administer and Manage Health Education Area VI: Serve as a Health Education Resource Person Area VII: Communicate and Advocate for Health and Health Education
  • 53. SUCCESS STORIES IN ADVOCACY • Both SOPHE and NCHEC requested the inclusion of CHES and MCHES in the revised National Diabetes SelfManagement Education standards. • In September 2012, the ADA released the newly revised National Standards for Diabetes Education, and in Standard 5 (which addresses “instructional staff”), CHES and MCHES are recognized and designated as professional partners within multidisciplinary teams assisting in the delivery of Diabetes Self-Management Education programs.
  • 54. SUCCESS STORIES IN ADVOCACY • In 2013, SOPHE successfully petitioned the National Certification Board of Diabetes Educators (NCBDE) to allow MCHES to be eligible to qualify for the exam to become a Certified Diabetes Educator (CDE®). • Beginning January 1, 2014, professionals with an MCHES credential will be eligible to submit an application to become a CDE®. • Source: http://www.sophe.org/MCHES_Diabetes_Educator.cfm • SOPHE contact – Nicolette Warren – nwarren@sophe.org • Source: http://www.ncbde.org/certification_info/disciplinerequirement/
  • 55. SUCCESS STORIES IN ADVOCACY • Hawaii State Resolution (HCR 161/SD 1) • First step in determining whether health education specialists should be regulated and licensed in the state of Hawaii. • Sponsored by Hawaii State Representative Ryan Yamane (D, House District 37) and Hawaii State Senator Jill Tokuda (D, Senate District 24), Senate Majority Whip • The legislation calls for forming a working group to determine the scope and specific duties of the health education profession. • The working group’s report will be provided to the Hawaii Legislature and Hawaii State Auditor as a basis for determining professional licensure in the state. • NCHEC and SOPHE press release • Supports the inclusion of the nationally recognized CHES and MCHES certifications in the licensure requirements for the state of Hawaii.
  • 56. NCHEC POLICY STATEMENT • On October 28, 2013, the NCHEC Board of Commissioners approved a Policy Statement on Government Oversight of Health Education Specialists • If and when government entities of any level or other sector entities contact NCHEC for assistance and support toward quality assurance of health education specialists, NCHEC will respond in the following ways: • Provide detailed information about the Health Education Specialist Seven Areas of Responsibility and subsequent Competencies and Subcompetencies • Give the history and rationale for periodic role delineation projects as the framework for NCHEC’s quality assurance process, • Provide support only to entities including the CHES and MCHES credential as one of the criteria for any government oversight measure (administrative or by statute) toward eligibility, review, and hire of health education specialists, and • Provide support and any official testimony that the CHES and MCHES credential be the standard for hiring and review of health education specialists by government entities. • NCHEC contact – Melissa Rehrig – mrehrig@nchec.org
  • 57. WHAT CAN YOU DO AS A CHES/MCHES? • Policy development and advocacy are integral part of professional certification requirements. • Policy-related Competencies (NCHEC, 2010) • • • • • • Inform policy development on health promotion Develop support for programs and polices Facilitate stakeholder collaboration Train stakeholders Serve as a technical expert on health promotion policy Create action plans for educating policymakers that adhere to all relevant laws, policies and regulations
  • 58. WHAT CAN YOU DO AS A CHES/MCHES? • Identify the decision-makers/policymakers. • Do your homework on the policymaker and your issue. • Prepare your brief story, with messages that are grounded in evidence and framed for impact. • Refer to SOPHE’s Guide to Effectively Educating State and Local Policymakers • http://www.sophe.org/CDP/Ed_Policymakers_Guide.cfm
  • 59. WHAT CAN YOU DO AS A CHES/MCHES? • Market the CHES/MCHES credentials as you advocate for the profession. • Market the credentials to your employers and fellow colleagues. • NCHEC – CHES/MCHES Employer Video (YouTube)
  • 60. TALKING POINTS • What does being CHES/MCHES Say about YOU? • CHES/MCHES have met specific academic qualifications in health education • CHES/MCHES show a commitment to the health education field by becoming certified • Credentialing distinguishes you as an expert • CHES/MCHES is an accredited certification that validates competency in the field • Certified individuals have a requirement/commitment of continuing education as maintenance of the certification • National accredited certification gives a competitive advantage
  • 61. TALKING POINTS • Interacting with Potential Employers? • Highlight Seven Areas of Responsibility, Competencies, and Subcompetencies and focus on strengths and skills sets such as experience in assessment, program planning/development, health behavior change, program implementation, research and evaluation • Focus on your certification as a strength • Discuss how the certification enhances and assures quality outcomes for the employer (ensures quality assurance to consumers) • Entry-level practitioners – needs assessment and program planning • Advanced-level practitioners – management, supervision, and implementation • Highlight qualifications required to acquire and maintain the certifications.
  • 62. MORE INFORMATION Education National Commission for Health Credentialing, Inc. 1541 Alta Drive, Suite 303 Whitehall, PA 18052 http://www.nchec.org Email: mrehrig@nchec.org