CHES- Area of Responsibility 1 ACTUAL UPDATED QUESTIONS AND CORRECT
ANSWERS
Area of Responsibility 1 Assess needs, resources, and capacity for health education/promotion
Competency 1.1: Plan Assessment Process for Health Sub competencies:
Education/Promotion 1.1.1- Define the priority population to be assessed
1.1.2- Identify existing and necessary resources to conduct assessments
1.1.3- Engage priority populations, partners, and stakeholders to participate in the
assessment process
1.1.5 Apply ethical principles to the assessment process
Competency 1.2: Access existing information and data Sub competencies:
related to health 1.2.1- Identify sources of secondary data related to health
1.2.3- Review related literature
1.2.4- Identify gaps in the secondary data
1.2.5- Extract data from existing databases
1.2.6- Determine the validity of the existing data
Competency 1.3: Collect primary data to determine 1.3.1 identify data collection instruments
needs 1.3.2 Select data collection methods for use in an assessment
1.3.3 Develop data collection procedures
1.3.4 Train personnel assisting data collection
1.3.5 Implement quantatitive and/or qualitative data collection
Competency 1.4 Analyze relationships among behavioral, 1.4.1 identify and analyze factors that influence health behaviors
environmental, and other factors that influence health 1.4.2 Identify and analyze factors that impact health
1.4.3 Identify the impact of emerging social, economic and other trends on health
, Competency 1.5: Examine factors that influence the 1.5.1 Identify and analyze factors that foster or hinder the learning process
process by which people learn 1.5.2 Identify and analyze factors that foster or hinder knowledge acquisition
1.5.3 Identify and analyze factors that influence attitudes and beliefs
1.5.4 Identify and analyze factors that foster or hinder acquisition of skills
Competency 1.6: Examine factors that enhance or impede 1.6.1 Determine the extent of available health education/promotion programs and
the process of health education/promotion interventions
1.6.2 Identify policies related to health education/ promotion
1.6.3 Assess the effectiveness of existing health education/promotion
1.6.4 Assess social, environmental, political, and other factors that may impact
health education/promotion
1.6.5 Analyze the capacity for providing necessary health education/promotion
Competency 1.7: Determine needs for health 1.7.2 Identify current news, resources, and capacity
education/promotion based on assessment findings 1.7.3 Prioritize health education/promotion needs
1.7.4 Develop recommendations for health education/promotion based on
assessment findings
1.7.5 Report assessment findings
Role of needs, resources and capacity assessments to gather data and information to determine what interventions would be
appropriate in a given setting
In order to conduct a successful needs assessment, a 1- determine the purpose and scope of the assessment
health education specialist must... 2- collect appropriate data (e.g. primary and secondary)
3- analyze the data
4- prioritize the needs
5- identify the program focus
In order to assess the capacity of the priority population, 1- identify the available resources to address the needs
a health education specialist must... 2- determine the extent of existing services to address the needs
3-identify gaps in the provision of services
Assessments in a community setting -Can use primary and secondary data to determine needs in priority population.
E.g. health planning agencies, public health departments, census reports, data
sets such as BRFSS & Youth Risk Behavioral Surveillance Systems, and interviews.
- Data provide real and perceived health needs
Assessments in a school (K-12) setting - Local, state and national data are used to determine the scope and sequence of
curricula in a school setting
- Same data used to identify strengths and weaknesses that aid in the
development of Whole School, Whole Community, Whole Child (WSCC) model
-Local data is essential to good curriculum planning (better than local or national)
-Data from students about health knowledge, attitudes, skills, and practices can
be used to improve instruction, policies and school environment.
-Data from parents, teachers, and administrators can be used to identify and fill
the gaps.
ANSWERS
Area of Responsibility 1 Assess needs, resources, and capacity for health education/promotion
Competency 1.1: Plan Assessment Process for Health Sub competencies:
Education/Promotion 1.1.1- Define the priority population to be assessed
1.1.2- Identify existing and necessary resources to conduct assessments
1.1.3- Engage priority populations, partners, and stakeholders to participate in the
assessment process
1.1.5 Apply ethical principles to the assessment process
Competency 1.2: Access existing information and data Sub competencies:
related to health 1.2.1- Identify sources of secondary data related to health
1.2.3- Review related literature
1.2.4- Identify gaps in the secondary data
1.2.5- Extract data from existing databases
1.2.6- Determine the validity of the existing data
Competency 1.3: Collect primary data to determine 1.3.1 identify data collection instruments
needs 1.3.2 Select data collection methods for use in an assessment
1.3.3 Develop data collection procedures
1.3.4 Train personnel assisting data collection
1.3.5 Implement quantatitive and/or qualitative data collection
Competency 1.4 Analyze relationships among behavioral, 1.4.1 identify and analyze factors that influence health behaviors
environmental, and other factors that influence health 1.4.2 Identify and analyze factors that impact health
1.4.3 Identify the impact of emerging social, economic and other trends on health
, Competency 1.5: Examine factors that influence the 1.5.1 Identify and analyze factors that foster or hinder the learning process
process by which people learn 1.5.2 Identify and analyze factors that foster or hinder knowledge acquisition
1.5.3 Identify and analyze factors that influence attitudes and beliefs
1.5.4 Identify and analyze factors that foster or hinder acquisition of skills
Competency 1.6: Examine factors that enhance or impede 1.6.1 Determine the extent of available health education/promotion programs and
the process of health education/promotion interventions
1.6.2 Identify policies related to health education/ promotion
1.6.3 Assess the effectiveness of existing health education/promotion
1.6.4 Assess social, environmental, political, and other factors that may impact
health education/promotion
1.6.5 Analyze the capacity for providing necessary health education/promotion
Competency 1.7: Determine needs for health 1.7.2 Identify current news, resources, and capacity
education/promotion based on assessment findings 1.7.3 Prioritize health education/promotion needs
1.7.4 Develop recommendations for health education/promotion based on
assessment findings
1.7.5 Report assessment findings
Role of needs, resources and capacity assessments to gather data and information to determine what interventions would be
appropriate in a given setting
In order to conduct a successful needs assessment, a 1- determine the purpose and scope of the assessment
health education specialist must... 2- collect appropriate data (e.g. primary and secondary)
3- analyze the data
4- prioritize the needs
5- identify the program focus
In order to assess the capacity of the priority population, 1- identify the available resources to address the needs
a health education specialist must... 2- determine the extent of existing services to address the needs
3-identify gaps in the provision of services
Assessments in a community setting -Can use primary and secondary data to determine needs in priority population.
E.g. health planning agencies, public health departments, census reports, data
sets such as BRFSS & Youth Risk Behavioral Surveillance Systems, and interviews.
- Data provide real and perceived health needs
Assessments in a school (K-12) setting - Local, state and national data are used to determine the scope and sequence of
curricula in a school setting
- Same data used to identify strengths and weaknesses that aid in the
development of Whole School, Whole Community, Whole Child (WSCC) model
-Local data is essential to good curriculum planning (better than local or national)
-Data from students about health knowledge, attitudes, skills, and practices can
be used to improve instruction, policies and school environment.
-Data from parents, teachers, and administrators can be used to identify and fill
the gaps.
