Please join NCHEC staff for a Webinar entitled, MCHES: A New Advanced-level Health Education Credential, hosted by HpCareer.net as part of their Lunch and Learn Series.
The document discusses the development of the Master Certified Health Education Specialist (MCHES) advanced certification. It outlines the MCHES Experience Documentation Opportunity process which allows applicants with 5+ years of experience to obtain the credential without taking an exam. The requirements for the first MCHES exam in October 2011 are also described, including eligibility, fees, and continuing education. Next steps for promoting the MCHES are mentioned.
The document provides information about becoming a Master Certified Health Education Specialist (MCHES). It summarizes the development of the MCHES advanced certification, the process for obtaining certification through an Experience Documentation Opportunity, and details about the MCHES examination including eligibility requirements and continuing education.
The presentation highlights the benefits of the CHES and MCHES credentials. It includes the history of CHES certification, reasons to certify, how to apply for the exam, the new advanced-level certification, MCHES, and more. This is an ideal resource to share with your coworkers, coalition partners and students.
The document discusses the CHES exam, which is a voluntary certification exam administered by the National Commission for Health Education Credentialing (NCHEC) that demonstrates mastery of fundamental health education skills. Passing the 150 multiple-choice question exam helps health educators establish a national standard, gain recognition in the field, and remain competitive for jobs and higher pay. Eligibility requires an undergraduate degree and coursework in health education. Studying involves reviewing materials from health education courses and materials from NCHEC.
J. Summer Armstrong has over 15 years of experience in healthcare administration and surgical technology. She currently serves as the Practice Administrator for Northern Texas Facial & Oral Surgery, where she oversees operations, finances, marketing, and compliance. Previously, Armstrong held roles such as Program Director and Clinical Coordinator for surgical technology programs, and Clinical Manager for East Tennessee Pediatric Surgery Group, where she managed a team of 27 employees. She holds a Master's degree in Organizational Leadership and a Bachelor's degree in Organizational Management.
This document discusses how emojis, emoticons, and text speak can be used to teach students. It provides background on the origins of emoticons in 1982 as ways to convey tone and feelings in text communications. It then suggests that with text speak and emojis, students can translate, decode, summarize, play with language, and add emotion to language. A number of websites and apps that can be used for emoji-related activities, lessons, and discussions are also listed.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
The document discusses the development of the Master Certified Health Education Specialist (MCHES) advanced certification. It outlines the MCHES Experience Documentation Opportunity process which allows applicants with 5+ years of experience to obtain the credential without taking an exam. The requirements for the first MCHES exam in October 2011 are also described, including eligibility, fees, and continuing education. Next steps for promoting the MCHES are mentioned.
The document provides information about becoming a Master Certified Health Education Specialist (MCHES). It summarizes the development of the MCHES advanced certification, the process for obtaining certification through an Experience Documentation Opportunity, and details about the MCHES examination including eligibility requirements and continuing education.
The presentation highlights the benefits of the CHES and MCHES credentials. It includes the history of CHES certification, reasons to certify, how to apply for the exam, the new advanced-level certification, MCHES, and more. This is an ideal resource to share with your coworkers, coalition partners and students.
The document discusses the CHES exam, which is a voluntary certification exam administered by the National Commission for Health Education Credentialing (NCHEC) that demonstrates mastery of fundamental health education skills. Passing the 150 multiple-choice question exam helps health educators establish a national standard, gain recognition in the field, and remain competitive for jobs and higher pay. Eligibility requires an undergraduate degree and coursework in health education. Studying involves reviewing materials from health education courses and materials from NCHEC.
J. Summer Armstrong has over 15 years of experience in healthcare administration and surgical technology. She currently serves as the Practice Administrator for Northern Texas Facial & Oral Surgery, where she oversees operations, finances, marketing, and compliance. Previously, Armstrong held roles such as Program Director and Clinical Coordinator for surgical technology programs, and Clinical Manager for East Tennessee Pediatric Surgery Group, where she managed a team of 27 employees. She holds a Master's degree in Organizational Leadership and a Bachelor's degree in Organizational Management.
This document discusses how emojis, emoticons, and text speak can be used to teach students. It provides background on the origins of emoticons in 1982 as ways to convey tone and feelings in text communications. It then suggests that with text speak and emojis, students can translate, decode, summarize, play with language, and add emotion to language. A number of websites and apps that can be used for emoji-related activities, lessons, and discussions are also listed.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
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.
This document discusses the requirements for maintaining certification as a Certified Health Education Specialist (CHES) or Master Certified Health Education Specialist (MCHES). Certification must be renewed annually and recertified every five years by earning a total of 75 continuing education contact hours, including a minimum of 45 hours from pre-approved Category I activities. Category II activities can provide up to 30 hours. MCHES must also earn 30 hours related to advanced competencies. Certification can be maintained through continuing education or by re-taking the certification exam.
This document provides information on maintaining certification for Certified Health Education Specialists (CHES) and Master Certified Health Education Specialists (MCHES), including recertification requirements, continuing education contact hours, fees, and guidelines. Key points include: CHES/MCHES must renew their certification annually and recertify every five years by earning 75 continuing education contact hours in that time period and paying recertification fees; contact hours can be earned through various approved educational activities and experiences related to health education; and strict documentation standards must be followed for reporting non-preapproved continuing education activities to NCHEC for credit.
The document provides information about the NDESP qualification for screening staff:
- The qualification was launched in 2016 for DES and AAA screening programs and close to 200 people are now registered, with 300 assessors also registered.
- The qualification is a level 3 award that ensures staff have the required knowledge and skills to work in healthcare screening.
- Core mandatory units cover anatomy, diabetes, screening procedures, disease detection and classification. New graders must complete grading requirements including a number of images assessed.
- Funding has been secured until March 2018 but programs will need to plan for future costs. Support is available from the awarding center and NDESP to help with assessment.
The document provides information about the Certified in Public Health (CPH) exam administered by the National Board of Public Health Examiners. The 3-sentence summary is:
The CPH exam ensures that graduates from Council on Education for Public Health accredited schools have mastered relevant public health knowledge and skills. Passing the exam sets a standard for educational competence, encourages continuing education, and brings added credibility. Studying for and passing the exam is an investment in one's career that can lead to opportunities in professional activities and organizations that recognize and support the CPH credential.
How to maintain your CHES: Certified Health Education Specialist or MCHES: Master Certified Health Education Specialist. Presented by the National Commission for Health Education Credentialing.
This document provides an overview of the requirements and process for maintaining CHES/MCHES certification. It discusses the recertification requirements including earning a minimum of 75 continuing education contact hours over 5 years, with at least 45 from Category I activities. It also describes the different categories of continuing education activities and appropriate documentation for each. Maintaining certification ensures health educators uphold the highest standards in their field.
Developing the skills of VET Practitioners - a real story
Presentation at VELG Conference 2015
Kerrie-Anne Sommerfeld (Rubric Training Solutions) and Claire Rasmussen (FedUni TAFE)
This document discusses the requirements and process for maintaining CHES/MCHES certification. It covers recertification requirements including earning 75 continuing education contact hours every 5 years with a minimum of 15 hours per year. It describes the two categories of continuing education - Category I credits offered by pre-approved providers and Category II credits from non-preapproved activities. The benefits of certification and differences between certificates and certification are also summarized.
This document discusses competency-based medical education and assessment. It defines assessment, differentiates it from evaluation, and explains why assessment is important. Competency-based medical education assesses trainees on specific competencies and milestones rather than time in training. The Accreditation Council for Graduate Medical Education established six core competencies and specialty-specific milestones to guide competency-based assessments of residents.
There are countless resources that define competency-based education. This is not one. This step-by-step guide can help any educator who is considering or currently developing competency-based education programs. Learn directly from an experienced expert who has developed and launched programs all over the country for several institutions, including Western Governor's University.
The UBC Master of Health Administration (MHA) integrates skills and ideas unique to healthcare administration with advanced business and management training. Our weekend modular format is designed for working professionals seeking a solution to complex health delivery issues.
The document provides information about self-assessment for academic programs. It includes definitions of key terms like quality, quality assurance, and assessment. It outlines the objectives and benefits of self-assessment. The process of generating a Self-Assessment Report is described in 9 steps. Criteria for self-assessment are outlined, including 8 criteria related to areas like program mission/objectives, curriculum, facilities, faculty, and support. Methods for scoring criteria using rubrics are also explained.
This document discusses continuous professional development (CPD) for biomedical scientists. It defines CPD as lifelong learning to maintain and develop skills to safely and effectively practice within an evolving scope. The document outlines that good CPD should improve practice, demonstrate standards, and be based on individual needs and reflective learning. It notes barriers to CPD like time and cost. The document describes the IBMS CPD scheme which aims to provide learning opportunities, facilitate HCPC registration requirements, and encourage reflective practice through online logging of activities across categories. It was simplified in 2016 to focus on learning outcomes rather than credits. Reflection on activities is emphasized for self-evaluation and practice improvement.
The document summarizes the developments in mental health nursing in Oman between 2002 and 2010. It discusses improvements in staffing levels and qualifications, with more Omani nurses and higher diploma and degree qualifications. Training opportunities for nurses increased, including post-basic diplomas and programs in areas like infection control. Performance reviews shifted to be more outcome-focused and forward-looking. Clinical practices were standardized and quality initiatives implemented, with a focus on patient and staff safety. Challenges remain in developing specialty competencies and addressing stigma around mental health nursing.
This is the first webinar in the "Implementing Post-Graduate Nurse Practitioner and Clinical Psychology Residencies " track of CHC's Clinical Workforce Development National Cooperative Agreement
Michael Hall is a British healthcare executive with over 30 years of international experience in healthcare project planning, operations management, teaching, and quality assurance. He holds a PhD in Health Sciences and multiple other degrees. His career experience includes serving as the CEO of hospitals in Bangladesh, Vietnam, and Indonesia, and he has held consulting roles advising on quality improvement and accreditation. He has extensive experience developing healthcare training programs and improving services to meet international standards.
This document proposes implementing a career ladder for clinical laboratory employees at a university hospital to improve employee retention, motivation, and recruitment. The proposed ladder would have several levels with clear requirements for advancement involving certification, education, and taking on additional responsibilities. Benefits of the ladder include improved collaboration, knowledge sharing to prevent expertise gaps, and reduced training costs. Implementing the ladder would require developing job descriptions for each level, performance review criteria, appropriate financial rewards, and an evaluation process to monitor the ladder over time.
The Clinical Nurse Leader (CNL) is a master's-prepared nurse who oversees care coordination and provides direct patient care. The CNL focuses on leadership, patient outcomes, the care environment, and management. CNL certification is granted by the Commission on Nurse Certification and requires an RN license, a master's degree from an accredited CNL program, and passing a certification exam.
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.
This document discusses the requirements for maintaining certification as a Certified Health Education Specialist (CHES) or Master Certified Health Education Specialist (MCHES). Certification must be renewed annually and recertified every five years by earning a total of 75 continuing education contact hours, including a minimum of 45 hours from pre-approved Category I activities. Category II activities can provide up to 30 hours. MCHES must also earn 30 hours related to advanced competencies. Certification can be maintained through continuing education or by re-taking the certification exam.
This document provides information on maintaining certification for Certified Health Education Specialists (CHES) and Master Certified Health Education Specialists (MCHES), including recertification requirements, continuing education contact hours, fees, and guidelines. Key points include: CHES/MCHES must renew their certification annually and recertify every five years by earning 75 continuing education contact hours in that time period and paying recertification fees; contact hours can be earned through various approved educational activities and experiences related to health education; and strict documentation standards must be followed for reporting non-preapproved continuing education activities to NCHEC for credit.
The document provides information about the NDESP qualification for screening staff:
- The qualification was launched in 2016 for DES and AAA screening programs and close to 200 people are now registered, with 300 assessors also registered.
- The qualification is a level 3 award that ensures staff have the required knowledge and skills to work in healthcare screening.
- Core mandatory units cover anatomy, diabetes, screening procedures, disease detection and classification. New graders must complete grading requirements including a number of images assessed.
- Funding has been secured until March 2018 but programs will need to plan for future costs. Support is available from the awarding center and NDESP to help with assessment.
The document provides information about the Certified in Public Health (CPH) exam administered by the National Board of Public Health Examiners. The 3-sentence summary is:
The CPH exam ensures that graduates from Council on Education for Public Health accredited schools have mastered relevant public health knowledge and skills. Passing the exam sets a standard for educational competence, encourages continuing education, and brings added credibility. Studying for and passing the exam is an investment in one's career that can lead to opportunities in professional activities and organizations that recognize and support the CPH credential.
How to maintain your CHES: Certified Health Education Specialist or MCHES: Master Certified Health Education Specialist. Presented by the National Commission for Health Education Credentialing.
This document provides an overview of the requirements and process for maintaining CHES/MCHES certification. It discusses the recertification requirements including earning a minimum of 75 continuing education contact hours over 5 years, with at least 45 from Category I activities. It also describes the different categories of continuing education activities and appropriate documentation for each. Maintaining certification ensures health educators uphold the highest standards in their field.
Developing the skills of VET Practitioners - a real story
Presentation at VELG Conference 2015
Kerrie-Anne Sommerfeld (Rubric Training Solutions) and Claire Rasmussen (FedUni TAFE)
This document discusses the requirements and process for maintaining CHES/MCHES certification. It covers recertification requirements including earning 75 continuing education contact hours every 5 years with a minimum of 15 hours per year. It describes the two categories of continuing education - Category I credits offered by pre-approved providers and Category II credits from non-preapproved activities. The benefits of certification and differences between certificates and certification are also summarized.
This document discusses competency-based medical education and assessment. It defines assessment, differentiates it from evaluation, and explains why assessment is important. Competency-based medical education assesses trainees on specific competencies and milestones rather than time in training. The Accreditation Council for Graduate Medical Education established six core competencies and specialty-specific milestones to guide competency-based assessments of residents.
There are countless resources that define competency-based education. This is not one. This step-by-step guide can help any educator who is considering or currently developing competency-based education programs. Learn directly from an experienced expert who has developed and launched programs all over the country for several institutions, including Western Governor's University.
The UBC Master of Health Administration (MHA) integrates skills and ideas unique to healthcare administration with advanced business and management training. Our weekend modular format is designed for working professionals seeking a solution to complex health delivery issues.
The document provides information about self-assessment for academic programs. It includes definitions of key terms like quality, quality assurance, and assessment. It outlines the objectives and benefits of self-assessment. The process of generating a Self-Assessment Report is described in 9 steps. Criteria for self-assessment are outlined, including 8 criteria related to areas like program mission/objectives, curriculum, facilities, faculty, and support. Methods for scoring criteria using rubrics are also explained.
This document discusses continuous professional development (CPD) for biomedical scientists. It defines CPD as lifelong learning to maintain and develop skills to safely and effectively practice within an evolving scope. The document outlines that good CPD should improve practice, demonstrate standards, and be based on individual needs and reflective learning. It notes barriers to CPD like time and cost. The document describes the IBMS CPD scheme which aims to provide learning opportunities, facilitate HCPC registration requirements, and encourage reflective practice through online logging of activities across categories. It was simplified in 2016 to focus on learning outcomes rather than credits. Reflection on activities is emphasized for self-evaluation and practice improvement.
The document summarizes the developments in mental health nursing in Oman between 2002 and 2010. It discusses improvements in staffing levels and qualifications, with more Omani nurses and higher diploma and degree qualifications. Training opportunities for nurses increased, including post-basic diplomas and programs in areas like infection control. Performance reviews shifted to be more outcome-focused and forward-looking. Clinical practices were standardized and quality initiatives implemented, with a focus on patient and staff safety. Challenges remain in developing specialty competencies and addressing stigma around mental health nursing.
This is the first webinar in the "Implementing Post-Graduate Nurse Practitioner and Clinical Psychology Residencies " track of CHC's Clinical Workforce Development National Cooperative Agreement
Michael Hall is a British healthcare executive with over 30 years of international experience in healthcare project planning, operations management, teaching, and quality assurance. He holds a PhD in Health Sciences and multiple other degrees. His career experience includes serving as the CEO of hospitals in Bangladesh, Vietnam, and Indonesia, and he has held consulting roles advising on quality improvement and accreditation. He has extensive experience developing healthcare training programs and improving services to meet international standards.
This document proposes implementing a career ladder for clinical laboratory employees at a university hospital to improve employee retention, motivation, and recruitment. The proposed ladder would have several levels with clear requirements for advancement involving certification, education, and taking on additional responsibilities. Benefits of the ladder include improved collaboration, knowledge sharing to prevent expertise gaps, and reduced training costs. Implementing the ladder would require developing job descriptions for each level, performance review criteria, appropriate financial rewards, and an evaluation process to monitor the ladder over time.
The Clinical Nurse Leader (CNL) is a master's-prepared nurse who oversees care coordination and provides direct patient care. The CNL focuses on leadership, patient outcomes, the care environment, and management. CNL certification is granted by the Commission on Nurse Certification and requires an RN license, a master's degree from an accredited CNL program, and passing a certification exam.