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.

1. WHAT’S CHES/MCHES
GOT TO DO WITH IT?
HOW TO DISTINGUISH BETWEEN A QUALITY CERTIFICATION
PROGRAM AND A CERTIFICATE PROGRAM
November 20th 12:00-1:30 EST

2. LEARNING OBJECTIVES
• Distinguish the key differences between a quality
certification program vs. assessment based
certificate program
• Understand the significance of the Health
Education Specialist Practice Analysis
• Recognize the importance of NCCA accreditation
for certification programs
• Identify the role of the certification body, NCHEC

3. BETH CHANEY,
PHD, MCHES
East Carolina
University
NCHEC Board of
Commissioners

4. DIXIE DENNIS,
PHD, MCHES,
FAAHE
Austin Peay State University
Co-Chair, Health Education
Specialist Practice Analysis
Taskforce
NCHEC Board of
Commissioners
(2014-2019)

5. MELISSA
REHRIG, MPH,
MCHES
NCHEC Deputy
Executive Director

6. QUESTION
Are you currently a
CHES or MCHES?
Yes or No

7. QUESTION
If yes, how many years have you
been NCHEC certified?
0-5 years
6-10 years
11-15 years
16-20 years
20+ years

8. QUALITY CERTIFICATION
PROGRAMS VS. ASSESSMENT-BASED
CERTIFICATE PROGRAMS
INSTITUTE OF CREDENTIALING EXCELLENCE (ICE)
BETH CHANEY, PHD, MCHES

9. PROFESSIONAL CREDENTIALING
COMPONENTS

10. CERTIFICATION VS. CERTIFICATE
PROGRAM
• Institute for Credentialing Excellence (ICE) published
a document Defining Features of Quality
Certification and Assessment-based Certificate
Programs
• Document highlights the similarities and differences
between quality certification and assessment-based
certificate programs
• Document focuses on 12 key aspects of certification and
assessment-based certificate program

11. DEFINITIONS
Professional Certification Program
• Voluntary process by which individuals are evaluated on
predetermined standards for knowledge, skills, or
competencies.
• Participants successful in demonstrating that standards
have been met are granted time-limited credential.
• To retain the credential, certificants must maintain
continued competence.
• The credential awarded by the certification program
provider denotes that the participant possesses
particular knowledge, skills or competencies.

12. DEFINITIONS CONTINUED
An Assessment-based Certificate Program is a nondegree granting program that:
• provides instruction and training to aid participants
in acquiring specific knowledge, skills, and/or
competencies associated with intended learning
outcomes;
• evaluates participants’ achievement of the
intended learning outcomes; and
• awards a certificate only to those participants who
meet the performance, proficiency or passing
standard for the assessment(s) (hence the term,
“assessment-based certificate program”).

13. DIFFERENCES
Professional Certification
Program
Assessment-based
Certificate Program
• Focus is assessment of
individuals
• Evaluate mastery of
knowledge, skills,
competencies
• Job Analysis/Role
Delineation to validate
assessment (periodically
revised)
• Focus is education and
training
• Facilitation of
accomplishment of
learning outcomes
• Content validation at a
minimum document the
link between intended
learning outcomes and
the assessment

14. DIFFERENCES CONTINUED
Professional Certification
Program
• Provider is independent
from educational/training
program
• Credential is time limited
– certificants are subject
to disciplinary policy
• Required to engage in
specified activities
designed to measure
continued competence
• An acronym is awarded
or letters after ones’
name to signify
maintenance of
credential
Assessment-based Certificate
Program
• Provider conducts or
sponsors the training
required
• NOT time limited (does
not lapse or expire)
• NOT required to engage
in subsequent activities
for maintenance
• NOT awarded an
acronym or letters for use
after name

15. POLLING QUESTION
Did you participate in the Health
Education Job Analysis Study in
2009?
Yes or NO

16. UPDATE ON THE HEALTH
EDUCATION SPECIALIST PRACTICE
ANALYSIS
DIXIE DENNIS, PHD, MCHES, FAAHE

17. HEALTH EDUCATION SPECIALIST
PRACTICE ANALYSIS (HESPA)
PURPOSES
To revalidate the contemporary practice of entry-level and
advanced-level health education specialists
and
To redefine core knowledge and competencies for health
education practice

18. HISTORY OF JOB/PRACTICE ANALYSES
•
Role
Delineation
Study
(1980-1985)
Competencies
Update Project
(CUP)
(1998-2004)
Health
Educator
Job Analysis
(HEJA)
(2008-2009)
Health
Education
Specialist
Practice
Analysis
(HESPA)
(2013-2014)
N
E
w

19. PROJECT PARTNERS
• Professional Examination
Services contracted
• Standards/best practices:
– American Educational
Research Association
– American Psychological
Association
– National Council on
Measurement in Education

20. HEALTH EDUCATION SPECIALIST
PRACTICE ANALYSIS
• Funded by designated profits from the Framework
publication of the HEJA results
• Volunteers;
• Steering Committee – 5 member
• HESPA Co-Chairs – Dixie Dennis & Jim McKenzie
• Practice Analysis Task Force (PATF) – 12 people
• Subject Matter Experts (SME) – 55 people (Phone interviews,
Independent review, Pilot testers
• Health Education Specialist (HES) - CHES, MCHES, non-certified –
>5,000

21. PRACTICE ANALYSIS TIMELINE
April –
May
2013
• Call for volunteers
MayDec
2013
• Survey Development
January
- March
2014
April –
June
2014
End
2014
2015
2016
• Conduct Validation Survey
• Data Analysis
• Acceptance by Boards
• Release data to profession
• Align CHES/MCHES Exams with Practice Analysis Results

22. Call for
volunteers;
(455 received)
PATF, Phone
interviewees,
independent
reviewers &
pilot testers
appointed
June 2013
Strategic
Planning
Meeting
May-June 2013
April 2013
HESPA PROCESS - 1
Conduct 11
phone
interviews with
subject matter
experts (SMEs)

23. PATF email and
5 conference
calls to review
meeting #1
work product
October 2013
Meeting #1 of
PATF in
Washington,
DC to update
responsibilities,
competencies,
subcompetencies,
& knowledge
Aug – Oct 2013
July 2013
HESPA PROCESS - 2
Independent
review of
delineation by
20 SMEs

24. Pilot test
survey
instrument 25 SMEs
January–March 2014
Meeting #2
of PATF in
DC – use IR
to revise
draft survey
& review
sampling
plan
December 2013
November 2013
HESPA PROCESS - 3
Conduct online survey
with 5,000
HES (CHES,
MCHES, &
non-certified
HES)

25. ONLINE SURVEY QUESTIONS
• Rate Sub-competencies - frequency & importance
• Rate Knowledge items- Levels of use (Bloom’s
taxonomy)

26. DIFFERENCES FROM HEJA SURVEY
• Encourage high response rates
• Versions of survey
• Incentives
• Increased invitations to specific work settings (schools &
worksite)
• Knowledge items
Larger number
Refined descriptions
• Sampling goal is to be as inclusive as possible–
target: > 5000 respondents.

27. HESPA PROCESS - 4
Presentation of
survey results &
PATF
recommendations
to the Steering
Committee
June 2014
Meeting #3 of
PATF in Whitehall
PA to review
validation survey
results, & make
final
recommendations
May 2014
April 2014
Data reduction &
analysis by
ProExam

28. HESPA PROCESS - 5
Presentation
of the results
to NCHEC &
SOPHE
July 2014
June 2014
ProExam
development
of final report

29. FOLLOWING HESPA
Development of Recommendations to
the Profession from SOPHE & NCHEC
Information dissemination –
newsletters, websites, presentations, &
publications
Implications for Professional
preparation
Framework – 2015
Credentialing
•Revised Study Companion - 2015
•CHES certification revised exam - Fall 2016
•MCHES certification revised exam - Spring 2016
Professional Development

30. WE NEED YOUR HELP!
Please watch for
the survey in
January!

31. MORE INFORMATION
• Visit NCHEC Website at:
http://www.nchec.org/credentialing/competency/

32. NCCA ACCOMPLISHMENT AND
STANDARDS
MELISSA REHRIG, MPH, MCHES

33. NATIONAL COMMISSION FOR CERTIFYING
AGENCIES (NCCA)
• National Commission for Certifying Agencies
• Accrediting body of The Institute of Credentialing
Excellence (ICE)
• Purpose – to provide the public and other
stakeholders the means by which to identify
certification programs that serve their competency
assurance needs
• Accredited approximately 300 programs from more
than 120 organizations

34. NCCA ACCREDITATION STANDARDS
• 5 Sections, 21 Standards
• Purpose, Governance, and Resources (5)
• Responsibilities to Stakeholders (4)
• Assessment Instruments (9)
• Recertification (2)
• Maintaining Accreditation (1)

35. ACCREDITATION OF CHES & MCHES
MCHES
accreditation
2013
CHES
reaccreditation
2013
CHES
accreditation
2008

36. STANDARD 2
The certification program must be structured and
governed in ways that are appropriate for the
profession, occupation, role, or skill that ensure
autonomy in decision making over essential
certification activities.
NCHEC is governed by an 11-person Board of
Commissioners. There are two 7-person and one 13person Division Boards. Each Division Board addresses one
of the three activities noted in NCHEC’s mission:
certification, professional development and professional
preparation.

37. STANDARD 3
The certification board or governing committee of the
certification program must include individuals from the
certified population, as well as voting representation from at
least one consumer or public member. For entities offering
more than one certification program, a system must be in
place through which all certified populations are represented,
with voting rights on the certification board or governing
committee.
• All Commissioners and Division Board Directors must be
CHES/MCHES, with the exception of the public member.
• According to the Bylaws : At least one Commissioner shall be
a CHES and at least one Commissioner by MCHES. If either of
these certifications is not represented on the Board, the board
will appoint an additional person holding such certification.

38. STANDARD 4
The certification program must have sufficient
financial resources to conduct effective and
thorough certification and recertification activities.
NCHEC has sufficient financial resources to conduct
certification activities. The examination is a core
function of NCHEC, thus the Board has keen oversight
for giving the appropriate resources to the full
examination process.

39. STANDARD 5
The certification program must have sufficient staff,
consultants, and other human resources to conduct
effective certification and recertification activities.
• Linda Lysoby- Executive Director
• Melissa Rehrig- Deputy Executive Director
• Cynthia Kusorgbor- Credentialing Project Specialist
(MCHES Exam)
• Tanya Cole- Exam Coordinator/Office Manager (CHES
Exam)
• Melissa Schmell- Continuing Education Coordinator
• Lisa Petrone- Financial Coordinator
• Laura Swift- Administrative Coordinator

40. STANDARD 6
A certification program must establish, publish, apply, and
periodically review key certification policies and procedures
concerning existing and prospective certificants, such as
those for determining eligibility criteria, application for
certification, administering assessment instruments,
establishing performance domains, appeals, confidentiality,
certification statistics, discipline, and compliance with
applicable laws.
• CHES exam based on 162 entry-level Sub-competencies
• Eligibility Requirements- Bachelors degree
• MCHES exam based on both entry and advanced Subcompetencies
• Eligibility Requirements- CHES for 5 years or Masters degree + 5 years
• All information is published on the NCHEC website,
CHES/MCHES brochure and handbook

41. STANDARD 7
The certification program must publish a description
of the assessment instruments used to make
certification decisions as well as the research
methods used to ensure that the assessment
instruments are valid.
• Exam content is based on the Seven Areas of
Responsibility (on website, brochure, handbook)
• Exam background and scoring is available on
website.

42. STANDARD 8
The certification program must award certification
only after the knowledge and/or skill of individual
applicants have been evaluated and determined
to be acceptable
To earn the CHES or MCHES credential an individual
must complete either the CHES or MCHES exam and
pass.

43. STANDARD 9
The certification program must maintain a list and
provide verification of certified individuals.
• NCHEC maintains a list of credential holders
• The certification status of an individual may be
verified by contacting the NCHEC office.

44. STANDARD 10
The certification program must analyze, define and
publish performance domains and tasks related to the
purpose of the credential, and the knowledge and/or
skill associated with the performance domains and tasks,
and use them to develop specifications for the
assessment instruments.
NCHEC conducts a Job/Practice Analysis every 5 years.
The current exam is developed based on 2010 HEJA
results:
• 7 Areas of Responsibility
• 34 Competencies
• 223 Sub-competencies
• 162 entry-level
• 61 advanced-level

45. STANDARD 19
The certification program must require periodic
recertification and establish, publish, apply, and
periodically review policies and procedures for
recertification.
• Purpose of professional certification is to ensure a high
level of competence in the health education field.
• For a 5-year period- 75 CECH: 45 must be from
Cat I, the remaining 30 may come from Cat II.
• The development of policies related to continuing
education is the responsibility of the DBPD.

46. ROLE AND UPDATES FROM NCHEC
MELISSA REHRIG, MPH, MCHES

47. QUESTION
What do you believe is the best
way to promote/advocate for
the health education
profession?

48. NCHEC’S MISSION


Enhance the professional practice of Health
Education by promoting and sustaining a
credentialed body of Health Education Specialist
To meet this mission, NCHEC:
 certifies health education specialists;
 Promotes professional development, and
 Strengthens professional preparation and
practice.

49. GOVERNANCE STRUCTURE
NCHEC
Health
Education
Association
• Separate Certification Entity
• Existing Membership Organization

50. QUALITY ASSURANCE
• On the individual level, CHES and MCHES
certifications
• verify to employers, stakeholders and the general public
that a health education specialist has demonstrated a
specific level of professional skill through the completion of
health education course work and successful completion of
a competency-based examination,
• imply that the health education specialist has made a
commitment to quality practice by engaging in ongoing
professional development, and
• demonstrate professional support for quality assurance and
the advancement of the health education profession.

51. QUALITY ASSURANCE
• On the macro level, CHES and MCHES certifications
• showcase the profession as one with distinct sets of
professional competencies and sub-competencies at
different levels (entry and advanced) of practice,
• provide standards for hiring qualified individuals for health
education positions, and
• create expectations that health education
programs/positions should be lead by certified specialists
that are qualified to practice at the entry- and/or
advanced-levels.

52. SEVEN AREAS OF RESPONSIBILITY OF
HEALTH EDUCATION SPECIALISTS
Area I: Assess Needs, Assets and Capacity for Health
Education
Area II: Plan Health Education
Area III: Implement Health Education
Area IV: Conduct Evaluation and Research Related to
Health Education
Area V: Administer and Manage Health Education
Area VI: Serve as a Health Education Resource Person
Area VII: Communicate and
Advocate for Health and
Health Education

53. SUCCESS STORIES IN ADVOCACY
• Both SOPHE and NCHEC requested the inclusion of
CHES and MCHES in the revised National Diabetes SelfManagement Education standards.
• In September 2012, the ADA released the newly
revised National Standards for Diabetes Education,
and in Standard 5 (which addresses “instructional
staff”), CHES and MCHES are recognized and
designated as professional partners within
multidisciplinary teams assisting in the delivery of
Diabetes Self-Management Education programs.

54. SUCCESS STORIES IN ADVOCACY
• In 2013, SOPHE successfully petitioned the National
Certification Board of Diabetes Educators (NCBDE)
to allow MCHES to be eligible to qualify for the
exam to become a Certified Diabetes Educator
(CDE®).
• Beginning January 1, 2014, professionals with an MCHES
credential will be eligible to submit an application to
become a CDE®.
• Source: http://www.sophe.org/MCHES_Diabetes_Educator.cfm
• SOPHE contact – Nicolette Warren – nwarren@sophe.org
• Source: http://www.ncbde.org/certification_info/disciplinerequirement/

55. SUCCESS STORIES IN ADVOCACY
• Hawaii State Resolution (HCR 161/SD 1)
• First step in determining whether health education specialists
should be regulated and licensed in the state of Hawaii.
• Sponsored by Hawaii State Representative Ryan Yamane (D,
House District 37) and Hawaii State Senator Jill Tokuda (D,
Senate District 24), Senate Majority Whip
• The legislation calls for forming a working group to determine
the scope and specific duties of the health education
profession.
• The working group’s report will be provided to the Hawaii
Legislature and Hawaii State Auditor as a basis for
determining professional licensure in the state.
• NCHEC and SOPHE press release • Supports the inclusion of the nationally recognized CHES
and MCHES certifications in the licensure requirements for
the state of Hawaii.

56. NCHEC POLICY STATEMENT
• On October 28, 2013, the NCHEC Board of Commissioners
approved a Policy Statement on Government Oversight
of Health Education Specialists
• If and when government entities of any level or other sector entities
contact NCHEC for assistance and support toward quality assurance
of health education specialists, NCHEC will respond in the following
ways:
• Provide detailed information about the Health Education Specialist
Seven Areas of Responsibility and subsequent Competencies and Subcompetencies
• Give the history and rationale for periodic role delineation projects as
the framework for NCHEC’s quality assurance process,
• Provide support only to entities including the CHES and MCHES
credential as one of the criteria for any government oversight
measure (administrative or by statute) toward eligibility, review, and
hire of health education specialists, and
• Provide support and any official testimony that the CHES and MCHES
credential be the standard for hiring and review of health education
specialists by government entities.
• NCHEC contact – Melissa Rehrig – mrehrig@nchec.org

57. WHAT CAN YOU DO AS A
CHES/MCHES?
• Policy development and advocacy are integral
part of professional certification requirements.
• Policy-related Competencies (NCHEC, 2010)
•
•
•
•
•
•
Inform policy development on health promotion
Develop support for programs and polices
Facilitate stakeholder collaboration
Train stakeholders
Serve as a technical expert on health promotion policy
Create action plans for educating policymakers that
adhere to all relevant laws, policies and regulations

58. WHAT CAN YOU DO AS A
CHES/MCHES?
• Identify the decision-makers/policymakers.
• Do your homework on the policymaker and your
issue.
• Prepare your brief story, with messages that are
grounded in evidence and framed for impact.
• Refer to SOPHE’s Guide to Effectively Educating
State and Local Policymakers
• http://www.sophe.org/CDP/Ed_Policymakers_Guide.cfm

59. WHAT CAN YOU DO AS A
CHES/MCHES?
• Market the CHES/MCHES credentials as you
advocate for the profession.
• Market the credentials to your employers and fellow
colleagues.
• NCHEC – CHES/MCHES Employer Video (YouTube)

60. TALKING POINTS
• What does being CHES/MCHES Say about YOU?
• CHES/MCHES have met specific academic qualifications in health
education
• CHES/MCHES show a commitment to the health education field by
becoming certified
• Credentialing distinguishes you as an expert
• CHES/MCHES is an accredited certification that validates
competency in the field
• Certified individuals have a requirement/commitment of
continuing education as maintenance of the certification
• National accredited certification gives a competitive advantage

61. TALKING POINTS
• Interacting with Potential Employers?
• Highlight Seven Areas of Responsibility, Competencies, and Subcompetencies and focus on strengths and skills sets such as
experience in assessment, program planning/development, health
behavior change, program implementation, research and evaluation
• Focus on your certification as a strength
• Discuss how the certification enhances and assures quality outcomes
for the employer (ensures quality assurance to consumers)
• Entry-level practitioners – needs assessment and program planning
• Advanced-level practitioners – management, supervision, and
implementation
• Highlight qualifications required to acquire and maintain the
certifications.

62. MORE INFORMATION
Education
National Commission for Health
Credentialing, Inc.
1541 Alta Drive, Suite 303
Whitehall, PA 18052
http://www.nchec.org
Email: mrehrig@nchec.org

63. QUESTIONS