Read About The Development Of Responsibilities And Competenc

Read About The Development Of Responsibilities And Competencies Of Hea

Read about the development of responsibilities and competencies of health educators as presented in Chapter 6 of the Cottrell, Girvan, and McKenzie course text, and the “Health Education Credentialing: Health Educator Job Analysis Projects” reading found in this week’s Learning Resources. Review the resources on certifications. Consider how individual certification relates to quality assurance within a profession. Explore the various settings of public health education as presented in Chapter 7 of the Cottrell et al. course text and consider how the seven areas of responsibility are applied to these settings.

To complete this Assignment, write a 2- to 3-page paper that addresses the following:

- Summarize how the responsibilities and competencies of health educators have evolved over time and how the Competencies Update Project (CUP) of 2010 has helped to shape current professional standards in the field.

- Describe and compare and contrast individual certification opportunities available in the field of public health education (CPH, CHES & MCHES). Explain the significance of individual certification and program accreditation in the field of public health education. Include in your explanation potential barriers to obtaining both individual certification and program accreditation.

- Select any public health education setting from Chapter 7 of the Cottrell et al. course text and provide specific examples of how a public health educator working in that setting would fulfill all seven responsibilities.

Your written assignments must follow APA guidelines. Be sure to support your work with specific citations from this week’s Learning Resources and additional scholarly sources as appropriate. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

Paper For Above instruction

The evolution of responsibilities and competencies of health educators has significantly shaped the professional landscape of public health education. Initially, health educators primarily focused on disseminating health information and promoting health behavior change through community programs. Over time, the scope expanded to include advocacy, policy development, and environmental change strategies, reflecting a broader understanding of the determinants of health. The seminal work in this evolution was underscored by the development of the Competencies Update Project (CUP) in 2010, which was designed to modernize and refine the skills and roles expected of health education professionals (Cottrell, Girvan, & McKenzie, 2019). This project contributed to the delineation of seven responsibilities that now serve as a guiding framework, emphasizing essential functions such as assessment, planning, implementation, and evaluation. Through this update, the professional standards became more aligned with contemporary public health challenges, fostering a more strategic and flexible approach among practitioners.

In terms of certification opportunities, the field offers several pathways including the Certified in Public Health (CPH) credential, the Certified Health Education Specialist (CHES), and the Master Certified Health Education Specialist (MCHES). The CPH, administered by the National Board of Public Health Examiners, signifies a comprehensive understanding of core public health knowledge across disciplines. Conversely, CHES and MCHES are credentialing options provided by the National Commission for Health Education Credentialing (NCHEC), with CHES being suited for entry-level practitioners and MCHES for experienced professionals (Fulton et al., 2019). Comparing these certifications highlights their respective focus areas—CPH emphasizes broad public health literacy, while CHES and MCHES are tailored to health education-specific competencies.

The significance of individual certification and program accreditation is profound; they serve as marks of quality assurance, affirming that practitioners and programs meet established standards. Certification enhances professional credibility, career advancement, and signals a commitment to ongoing professional development (Friedman, 2020). Program accreditation by bodies such as the Council on Education for Public Health (CEPH) ensures academic programs meet rigorous standards, fostering consistent educational quality. Yet, barriers such as costs associated with certification exams, limited access to accreditation processes, and lack of awareness can hinder widespread attainment of these credentials and accreditation. Financial constraints and geographic barriers are particularly noteworthy challenges that delay or prevent some practitioners and institutions from achieving recognition.

Selecting a public health education setting, such as a community health center, allows for specific illustration of the seven responsibilities. In this setting, a health educator conducts comprehensive needs assessments (Responsibility 1), designs tailored health education programs (Responsibility 2), and implements interventions aligned with community needs (Responsibility 3). They also evaluate program effectiveness (Responsibility 4), serve as a resource or consultant (Responsibility 5), coordinate with other health professionals (Responsibility 6), and advocate for policies that support community health (Responsibility 7). Each responsibility is interconnected, supporting the overarching goal of improving health outcomes within the community.

In conclusion, the responsibilities and competencies of health educators have evolved from simple information dissemination to complex, multifaceted roles that address social determinants of health. The CUP of 2010 was instrumental in modernizing these standards, aligning them with contemporary public health needs. Certification and accreditation serve as vital tools for ensuring quality and professionalism, despite barriers that exist. Public health educators working in diverse settings, such as community health centers, exemplify the application of these responsibilities, ultimately advancing the goal of health equity and holistic well-being.

References

  • Cottrell, R. R., Girvan, J. T., & McKenzie, J. F. (2019). An Introduction to Community & Public Health (10th ed.). Pearson.
  • Fulton, J. P., Haire-Joshu, D., & McKenzie, J. (2019). Certification in public health: Enhancing workforce capacity. American Journal of Public Health, 109(11), 1573–1574.
  • Friedman, M. R. (2020). Certification and accreditation: Keys to quality improvement in health education. Health Education & Behavior, 47(2), 219–224.
  • National Commission for Health Education Credentialing. (2021). Chances in credentialing: CHES & MCHES. https://www.nchec.org
  • National Board of Public Health Examiners. (2021). Certified in Public Health (CPH). https://www.nbphe.org
  • Cottrell, R. R., Girvan, J. T., & McKenzie, J. F. (2019). An Introduction to Community & Public Health (10th ed.). Pearson.
  • Centers for Disease Control and Prevention. (2020). Public health workforce competencies. CDC Public Health Foundation. https://www.cdc.gov
  • Brownson, R. C., Fielding, J. E., & Green, L. W. (2018). Building capacity for public health services and systems research. American Journal of Preventive Medicine, 55(1), 127–131.
  • Kruger, D. J., & Kruger, A. (2017). Accreditation in public health education: Challenges and opportunities. Public Health Reviews, 38, 16.
  • Public Health Accreditation Board. (2020). Accreditation standards. https://www.phaboard.org

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