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Please forward this error screen to 205. Jump to navigation Jump to search Health education is a profession of educating people about health. Health education can be defined as the principle by which individuals and groups of people, learn to behave in a manner conducive to the promotion, maintenance, or restoration of health. However, as there are multiple definitions of health, there are also multiple definitions of health education. The World Health Organization defined Health Education as “compris consciously constructed opportunities for learning involving some form of communication designed to improve health literacy, including improving knowledge, and developing life skills which are conducive to individual and community health.
From the late nineteenth to the mid-twentieth century, the aim of public health was controlling the harm from infectious diseases, which were largely under control by the 1950s. By the mid 1970s it was clear that reducing illness, death, and rising health care costs could best be achieved through a focus on health promotion and disease prevention. The planned activity should be achievable and take into consideration the financial,personnel, and time constraints on the resources you have available. Health Educators make use of research to improve their practices. Involves skills to access needed resources, and establish effective consultative relationships.
Education for health begins with people. It hopes to motivate them with whatever interests they may have in improving their living conditions. Its aim come is to develop in them a sense of responsibility for health conditions for themselves as individuals, as members of families, and as communities. Health education is also an effective tool that helps improve health in developing nations. It not only teaches prevention and basic health knowledge but also conditions ideas that re-shape everyday habits of people with unhealthy lifestyles in developing countries.
Credentialing is the process by which the qualifications of licensed professionals, organizational members or an organization are determined by assessing the individuals or group background and legitimacy through a standardized process. Accreditation, licensure, or certifications are all forms of credentialing. Prior to this, there was no certification for individual health educators, with exception to the licensing for school health educators. Her initial response was to incorporate experts in the field and to promote funding for the process. The director if the Division of Associated Health Professions in the Bureau of Health Manpower of the Department of Health, Education, and Welfare, Thomas Hatch, became interested in the project. To ensure that the commonalities between health educators across the spectrum of professions would be sufficient enough to create a set of standards, Dr. With the success of the conference and the consensus that the standardization of the profession was vital, those who organized the conference created the National Task Force in the Preparation and Practice of Health Educators. Funding for this endeavor became available in January 1979, and role delineation became a realistic vision for the future.
They presented the framework for the system in 1981 and published entry-level criteria in 1983. In 1986 a second conference was held in Bethesda, Maryland to further the credentialing process. In June 1988, the National Task Force in the Preparation and Practice of Health Educators became the National Commission for Health Education Credentialing, Inc. Their mission was to improve development of the field by promoting, preparing and certifying health education specialists. In order for a candidate to sit for an exam they must have either a bachelor’s, master’s, or doctoral degree from an accredited institution, and an official transcript that shows a major in health education, Community Health Education, Public Health Education, or School Health Education, etc. The transcript will be accepted if it reflects 25 semester hours or 37 quarter hours in health education preparation and covers the 7 responsibilities covered in the framework.
The purpose of the CUP project was to up-date entry-level requirements and to develop advanced-level competences. Through research the CUP project created the requirements for three levels, which included entry-level, Advanced I and Advanced II educators. The MCHES exam measures the knowledge of the advanced levels and sub levels of the Seven Areas of Responsibilities. The first MCHES exam was given in October 2011. In order to be eligible to take the MCHES exam you must have at least a master’s degree in health education or related discipline along with a least 25 credit hours related to health education. 1998-2004 revealed that there were higher levels of health education practitioners, which is the reasoning for the advancements for the MCHES. Many health educators felt that the current CHES credential was an entry-level exam.