Term
|
Definition
process whereby an individual or a prefessional preperation program meets the specfied standards estalblished by a credentialing body and is thereby recognized for having done so |
|
|
Term
different types of credentialing |
|
Definition
accrediation, licensure, certification |
|
|
Term
|
Definition
proces by which a regoznied professional body evalueate an entire college/univerisyt program |
|
|
Term
some things that could be considered in terms of accreidation |
|
Definition
student-teacher ratio, curriculum, and faculty qualifications |
|
|
Term
|
Definition
process by which an agency or goverement grants permission to individuals to practice a given profession by certifying that those licensed have attained specific standard of competence |
|
|
Term
What type of goverement uses licenses? |
|
Definition
|
|
Term
What health educators have to be licensed |
|
Definition
|
|
Term
|
Definition
process by which a professional organization grants recognition to an indiviual who, upon the completion of a curriculm, can demostrate a predetermeind standard of performance |
|
|
Term
|
Definition
only given to indivduals, only given by professional body; avaliable for all health educators |
|
|
Term
what is the health educator certification? |
|
Definition
|
|
Term
|
Definition
allowed qualified individuals to to be certifice based on their academic training, work experience, and references w/o certification exam; "probationary period" when they are certified but had to take CHES once made |
|
|
Term
|
Definition
establishes national standard; attests to the individual's knowledge and skills; assists employers in identifying qualified health education practitioners; sense of pride and accomplishment; promotes continues professional development |
|
|
Term
qualifications to sit for CHES |
|
Definition
A) posses degree and have a transcript that shows you majored in health eduation -OR- B) a transcript that shows that you have taken 25 hours of health education course work (FRAMEWORK) |
|
|
Term
Competencies Update Project (CUP) |
|
Definition
made to determine how updated the role of a entry-level educator was and to ensure the development of advanced-level competencies |
|
|
Term
Some specific objectives of CUP |
|
Definition
1) determine which responislibies of entry-level where up2date 2) determine role/responsibilites of upper level educators 3) make sure roles of both entry and upper educators align with needs of community |
|
|
Term
Nonaccredited programs may ________________________________ |
|
Definition
have difficulty recruiting new students and be restricted in participating in the profession |
|
|
Term
Accreditation helps to ensure |
|
Definition
that all students are equally prepared for the profession |
|
|
Term
|
Definition
specifiy the overall scope of practice for health professionals; provide general idea |
|
|
Term
|
Definition
reflects the ability of the student to understand |
|
|
Term
|
Definition
reflects the ability of the student to list, describe, etc |
|
|
Term
what is the hierachy of responsibilites and competencies |
|
Definition
roles (overall) --> competencies 4-7 (shows you understand) --> sub-competencies 1-5 (what you do) |
|
|
Term
|
Definition
all health educators have same responsibilites/compentencies; differences @ sub-comps |
|
|
Term
|
Definition
I. Access Needs II. Plan Interventions III. Implement IV. Evaluate V. Administer VI. Be Resource VII. Advocate for Health |
|
|
Term
|
Definition
proces by which planners can determine what ehalth problems might exist in any given group of people |
|
|
Term
|
Definition
refers to both the individual and collective resources that be brought to bear for health enhancement (skills, resources, agencies groups, people, $) |
|
|
Term
|
Definition
helping people help themselves in a way that encourages them to take ownership of their health problems and use their abilities and resources to develop solutions |
|
|
Term
|
Definition
by reviewing needs, then recruit |
|
|
Term
|
Definition
states that those atrategies implemented must be suffienciently robuse, or effect enough, that the stated objectives will have a reasonable chance of being met |
|
|
Term
III. Health education research |
|
Definition
systematic investigation involving analysis of collected info or data that ultimately is used to enhance health education knwolege/practice and anwsers ?s about health theory/behavior/phenomenon |
|
|
Term
|
Definition
published studies or eyewitness accounts written by people who actually conducted the experiments or observed the events in question (by researchers, speeches, official records, annual reports) |
|
|
Term
|
Definition
peer-reviwed online/electronic |
|
|
Term
|
Definition
written by someone not there; provide summart of several sources or chronicle of events (joournal review articles, editorials) |
|
|
Term
|
Definition
come from primary and secondary; info accepted as "fact" (govt pamphlets, textbooks, encyclopedias, etc) |
|
|
Term
popular press publications |
|
Definition
sources that are laced with opinions/marketed, etc |
|
|
Term
components of retrieving health info |
|
Definition
1) Identify part of article 2) Critically Read 3) Determine legitatmet 4)Summary 5)Find best sources of info 6) use the internet |
|
|
Term
|
Definition
1) research question 2) related literature 3) why impt |
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
study of the nature of reality |
|
|
Term
|
Definition
|
|
Term
|
Definition
study of how choices are/should be made |
|
|
Term
|
Definition
the activity of making choices and deciding, judgyin, defending moral behaviors |
|
|
Term
four workds about ethical judgements |
|
Definition
good (moral) right (ethical) bad (immoral) wrong (unethical) |
|
|
Term
|
Definition
focuses on the actions that are right and wrong in the workplace; not of taste and preference but tell people what they should/shouldn't do |
|
|
Term
|
Definition
formaliase/nonconseuqentialism; claims that actions are inherently right or wrong/good or bad w/out regard for their consequences |
|
|
Term
|
Definition
consequlism; evaluate moral status of an act by the goodness of the consequences (end justifies means) |
|
|
Term
|
Definition
1. value of life 2. goodness/rightness 3. justice 4. honesty 5. individuall freedom |
|
|
Term
|
Definition
above else, do no harm; both intentional/unintentional; by omission and commission |
|
|
Term
|
Definition
doing good; removing evil/harm; preventing evil/harm |
|
|
Term
three types of nonmaleficence |
|
Definition
not causing harm, preventing harm, removing harm |
|
|
Term
|
Definition
human being shousl treat other human beings fairly and justly in distributing goodness and badness among them |
|
|
Term
|
Definition
people have the right to choose their own ways and means of being moral within the framework of the other 4 principles |
|
|
Term
|
Definition
people strive for all things to be goodness |
|
|
Term
|
Definition
1. service 2. professionals/clients 3. third parties 4. professional/employer 5. profession |
|
|