NCHECNational Commission for Health Education Credentialing
NCHECNational Center for Home Equity Conversion Mortgage
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The NCHEC established a certification process for health educators in 1988, but the requirements and competencies continue to change as public health evolves dramatically with a shift from a provider-centric to a patient-centric system (Mercurio, 2007).
The two major teacher's unions, together with NCATE, also endorse certain aspects of the movement.[16] Emergence of a National Board does not, however, have to compromise existing national certification (NCHEC) initiatives.
Included in the recently verified areas of responsibility for the health education profession is the need to "communicate, promote, and advocate for health, health education/promotion, and the profession" (NCHEC, 2015, p.
Advocacy skills are also a professional responsibility for all health educators as determined by the National Commission for Health Education Credentialing (NCHEC) (National Commission for Health Education Credentialing, 2015), and have recently been even expanded in importance with the release of the Health Education Specialist Practice Analysis (HESPA) in 2015 (Society for Public Health Education and National Commission for Health Education Credentialing, 2014).
Competency 1.4: Examine relationships among behavioral, environmental, and genetic factors that enhance or compromise health (NCHEC, n.d.).
Table 1 provides examples of how the various NCHEC Responsibilities can support the role of CHES/MCHES to conduct RHT.
(NCHEC), and a solicitation email was sent to the entire list asking if they were committed to health care reform.
Responsibility VI states that health educators "serve as health education resource person" (NCHEC, 2012).
The health education profession has the responsibility to "communicate and advocate for health and health education" (NCHEC, 2008, Responsibilities and competencies of health educators section, para.
These may include certification, registration or licensure of individuals or accreditation of organizations" (NCHEC, 2011c, para.
This creates new challenges for health educators who are charged with using "community organization principles to facilitate change conducive to health," engaging in "culturally sensitive techniques when promoting programs," and analyzing the sociocultural factors when developing interventions and advising on matters of policy (NCHEC, 2008).
The process to gain approval for conducting the study was begun via an informal discussion between the principal investigator and the Executive Director of NCHEC. 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.