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Responsibilities and Competencies for Health Education Specialists: Implications for Research and Practice in the American Journal of Health Education

Elise Eifert, Beth Chaney, Kerry Redican and Jim Eddy

ajhe cover January February 2021

The American Journal of Health Education (AJHE) accepts research studies, feature articles, and commentaries from health education professionals working in the community, clinical, school, worksite, university, and governmental settings. All research articles include a Translation to Health Education Practice section, where authors are asked to describe how the methods and results of their research can inform other health education and health promotion professionals seeking to design, implement, and evaluate similar interventions in respective populations of interests. Health education practice is standardized and exemplified by a comprehensive framework developed through a job analysis conducted by the National Commission for Health Education Credentialing (NCHEC) and the Society for Public Health Education (SOPHE). The framework includes Areas, Competencies, and Sub Competencies that define the entry-level and advanced level of practice for health education specialists.

To that end, the AJHE Translation to Health Education Practice section is informed by the Areas of Responsibilities and Competencies that serve as the basis for credentialing as a Certified Health Education Specialist (CHES®) or a Master Certified Health Education Specialist (MCHES®). As stated by NCHEC, “The core responsibilities, competencies, and sub-competencies provide a comprehensive description of the profession, illustrating the skills necessary to perform daily tasks as a health education specialist.” (www.nchec.org accessed Feb. 20, 2020). The Responsibilities and Competencies are delineated in eight Areas of Responsibility.

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