is housed within NeighborWorks(R) America's Training Division and serves as the training and certification arm for homebuyer education and counseling nationwide.
However, that study was limited by a low number of respondents, and was conducted very soon after NCHEC expanded the role of advocacy as a major competency requirement for health educators.
Health education organizations such as APHA, SOPHE, ESG and NCHEC should continue to reach out to faculty members, and their institutions, to convey the importance of advocacy and public policy involvement through publishing journal articles, conducting advocacy related webinars, and providing trainings such as the SOPHE Advocacy Summit held in Washington DC.
Health departments, community-based organizations and other health education organizations that plan, implement, and evaluate rapid HIV testing programs should evaluate the role of CHES/MCHES personnel further in being able to apply the NCHEC
standards to HIV testing and counseling.
Since these guidelines were approved, NCHEC completed its required 5-year review of the health education competencies to determine if they still reflect the role of a practicing health education specialist.
As the CAEP plan is being refined, the implications for health education need to be carefully considered to ensure that the most current NCHEC Health Education Areas of Responsibility are linked to the CAEP review process for all school health education preparation programs.
As described earlier, these relate to the 2006 NCHEC responsibilities and competencies (NCATE, 2011c).
Based upon that discussion, a written description of the study and a formal request to complete the study was forwarded to the Executive Director for distribution to the Board of Commissioners (BOC) of NCHEC for review.
The study population consisted of all the individuals included in the NCHEC database who 1) were considered current holders of the CHES credential, 2) obtained the credential between January 2003 and December 2007, and 3) had a current email address on file with NCHEC.
In addition, the letter of invitation offered the results of the survey, and if the participants opted to do so, an opportunity to enter a drawing in which five participates were randomly selected to win a NCHEC desk clock.
The principal investigator met with a NCHEC staff person most familiar with the NCHEC database to determine what data were available and to identify the variables to be studied.
After the parameters for the data to be studied were identified, a NCHEC staff person queried the database and created a Microsoft[R] Excel file for the investigators to analyze.