CHES Self-Assessment Template
PU4004
Areas of Responsibilties, Competencies, and Sub-competencies for Health Education Sp
The Seven Areas of Responsibility contain a comprehensive set of Competencies and Sub-competencies
education specialist. These Responsibilities were verified by the 2015 Health Education Specialist Practic
project and serve as the basis of the CHES exam beginning in October 2016 and the MCHES exam in Ap
Instructions: **Read all instructions carefully. You will use Appendix B (pp. 345 – 354) in Cottrel
have Appendix B available so you can respond to each Sub-competency using the table below. Each row
has a number that corresponds directly to each Area of Responsibility, Competency, and Sub-competenc
Note: You are only assessing Sub-competencies for this assessment.
Using the following scale, type the number for the corresponding statement below in the column next to th
Sub-competency number that best describes your skill level for a particular sub-competency only. Advanc
sub-competencies, which are shaded and underlined are optional.
0 = Disagree – I do not have the skill to meet this sub-competency.
1 = Uncertain – I am uncertain if I have the skill to meet this sub-competency.
2 = Agree – I currently have the skill to meet this sub-competency.
It is important to be realistic with your self-assessment: No one is judging your responses and your succes
not related to your scores. An accurate assessment of your skills will help you develop a professional deve
meets your needs, which can increase your credibility and marketability as public health professional.
After you have finished rating yourself on each of the sub-competencies, Excel will calculate an overall sc
You will use those value to help summarize your areas of strength and areas needing improvement. Refe
end of this Self-Assessment.
Health Education Specialist Practice Analysis (HESPA) 2015
Competencies and Sub-competencies
Area I: Assess Needs, Resources, and Capacity for Health Education/Promotion
1.1
1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
Total
Average
1.2
1.2.1
1.2.2
1.2.3
1.2.4
1.2.5
1.2.6
1.3
1.3.1
1.3.2
1.3.3
1.3.4
1.3.5
0
#DIV/0!
1.4
1.4.1
1.4.2
1.4.3
0
#DIV/0!
1.5
1.5.1
1.5.2
1.5.3
1.5.4
1.5.5
0
#DIV/0!
0
#DIV/0!
Area II: Plan Health Education/Promotion
2.1
2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
Total
Average
2.2
2.2.1
2.2.2
2.2.3
2.2.4
2.2.5
2.3
2.3.1
2.3.2
2.3.3
2.3.4
2.3.5
2.3.6
2.3.7
2.3.8
2.3.9
2.3.10
2.3.11
2.3.12
0
2.4
2.4.1
2.4.2
2.4.3
2.4.4
2.4.5
2.4.6
2.4.7
2.4.8
2.4.9
2.4.10
0
#DIV/0!
2.5
2.5.1
2.5.2
0
#DIV/0!
0
#DIV/0!
#DIV/0!
Area III: Implement Health Education/Promotion
3.1
3.1.1
3.1.2
3.1.3
3.1.4
3.1.5
3.1.6
Total
Average
3.2
3.2.1
3.2.2
3.2.3
3.2.4
3.2.5
3.2.6
3.2.7
3.2.8
3.3
3.3.1
3.3.2
3.3.3
3.3.4
3.3.5
3.3.6
3.3.7
0
3.4
3.4.1
3.4.2
3.4.3
3.4.4
3.4.5
3.4.6
3.4.7
3.4.8
0
#DIV/0!
0
#DIV/0!
0
#DIV/0!
#DIV/0!
Area IV: Conduct Evaluation and Research Related to Health Education/Promotion
4.1
4.1.1
4.1.2
4.1.3
4.1.4
4.1.5
4.1.6
4.1.7
4.1.8
4.1.9
4.1.10
4.2
4.2.1
4.2.2
4.2.3
4.2.4
4.2.5
4.2.6
4.2.7
4.2.8
4.2.9
4.2.10
4.2.11
4.2.12
4.2.13
4.3
4.3.1
4.3.2
4.3.3
4.3.4
4.3.5
4.2.6
4.3.7
4.3.8
4.3.9
4.3.10
4.4
4.4.1
4.4.2
4.4.3
4.4.4
4.4.5
4.5
4.5.1
4.5.2
4.5.3
4.5.4
4.5.5
4.2.14
Total
Average
0
0
#DIV/0!
0
#DIV/0!
0
#DIV/0!
#DIV/0!
Area V: Administer and Manage Health Education/Promotion
5.1
5.1.1
5.1.2
5.1.3
5.1.4
5.1.5
5.1.6
5.1.7
5.1.8
5.1.9
5.1.10
5.1.11
5.1.12
5.1.13
Total
Average
5.2
5.2.1
5.2.2
5.2.3
5.2.4
5.3
5.3.1
5.3.2
5.3.3
5.3.4
5.3.5
5.3.6
0
5.4
5.4.1
5.4.2
5.4.3
5.4.4
0
#DIV/0!
5.5
5.5.1
5.5.2
5.5.3
5.5.4
5.5.5
5.5.6
5.5.7
5.5.8
5.5.9
5.5.10
0
#DIV/0!
0
#DIV/0!
#DIV/0!
Area VI: Serve as a Health Education/Promotion Resource Person
6.1
6.1.1
6.1.2
6.1.3
6.1.4
6.1.5
Total
Average
6.2
6.2.1
6.2.2
6.2.3
6.2.4
6.2.5
6.2.6
6.3
6.3.1
6.3.2
6.3.3
6.6.4
6.6.5
0
0
#DIV/0!
0
#DIV/0!
#DIV/0!
Area Vii: Communicate, Promote, Advocate for Health, Health Education/Promotion, and the Profession
7.1
7.1.1
7.1.2
7.1.3
7.1.4
7.1.5
7.1.6
7.1.7
7.1.8
7.2
7.2.1
7.2.2
7.2.3
7.2.4
7.2.5
7.2.6
7.2.7
7.2.8
7.2.9
7.3
7.3.1
7.3.2
7.3.3
7.3.4
7.3.5
7.3.6
7.3.7
7.3.8
7.3.9
7.3.10
7.4
7.4.1
7.4.2
7.4.3
7.4.4
7.4.5
7.4.6
7.4.7
7.4.8
7.4.9
7.4.10
7.4.11
Total
Average
0
#DIV/0!
0
#DIV/0!
0
#DIV/0!
0
#DIV/0!
Summary
In this section, you will summarize your areas of strength and areas needing improvement based on your scores.
area of strength, be sure to examine each Competency within an Area of Responsibility for low scores as well. Rem
rated “2.” Areas needing improvement are skills that you rated “1” and “0.” (Recommended 1 – 2 paragraphs)
Note. Start typing below and the box will expand as you type information.
Based on your summary above, identify three (3) areas of strength and three (3) priority areas that you would lik
development plan should be based on your three priority areas.
Note. Start typing next to each strength and each priority area and the box will expand as you type information.
Areas of Strength:
Strength 1:
Strength 2:
Strength 3:
____________________________________________________________________________________________
Priority Areas (Areas Needing Improvement/Development):
Priority Area 1:
Priority Area 2:
Priority Area 3:
or Health Education Specialists - 2015
and Sub-competencies defining the role of the health
cation Specialist Practice Analysis (HESPA)
the MCHES exam in April 2016.
345 – 354) in Cottrell et al. (2018) to complete this self-assessment. Please
e table below. Each row in the table
cy, and Sub-competency in the Appendix.
in the column next to the
mpetency only. Advanced-level
ponses and your success in this Competency is
elop a professional development plan that
health professional.
l calculate an overall score and average score for each Area of Responsibility.
ding improvement. Refer to the specific “Summary” instructions at the
1.6
1.6.1
1.6.2
1.6.3
1.6.4
1.6.5
1.7
1.7.1
1.7.2
1.7.3
1.7.4
1.7.5
0
#DIV/0!
0
#DIV/0!
0
#DIV/0!
0
#DIV/0!
4.6
4.6.1
4.6.2
4.6.3
4.6.4
4.6.5
4.6.6
4.6.7
4.6.8
4.7
4.7.1
4.7.2
4.7.3
4.7.4
4.7.5
0
0
#DIV/0!
#DIV/0!
#DIV/0!
5.6
5.6.1
5.6.2
5.6.3
5.6.4
5.6.5
5.6.6
5.6.7
5.6.8
5.6.9
5.6.10
5.6.11
5.6.12
5.6.13
5.6.14
0
#DIV/0!
ion, and the Profession
0
#DIV/0!
0
ent based on your scores. Although a higher score indicates an overall
for low scores as well. Remember, areas of strength are skills that you
2 paragraphs)
ty areas that you would like to improve/develop. Your professional
d as you type information.
____________________________________________________________
Professional Development Plan Template
PU4004
Instructions:
Using information from the Summary section of your completed CHES Self-Assessment Template, complete each section of
this template fully. Consider the next 5 years as you create your Professional Development Plan, which should include
activities that you can do to enhance the skills identified as your three (3) priority areas (i.e., areas needing improvement) in
the CHES Self-Assessment Template.
Note: Type directly into the template. The boxes will expand as you type information.
Section 1: In the first column, below, type (or copy and paste) the three (3) priority areas needing improvement that you
identified in the CHES Self-Assessment Template.
In the second column, below, type the CHES Competency (not Sub-Competency) that best fits each priority area. Include the
Competency number and title.
Priority Area 1:
CHES Competency:
Priority Area 2:
CHES Competency:
Priority Area 3:
CHES Competency:
Section 2: In the first column, below, create three (3) professional development goals based on your three priority areas.
Before you create your goals, consider your personal and professional life over the next 5 years. Then, create a goal for the
following timeframes: 1–2 years, 2–3 years, and 3–5 years. Your goals should follow the SMART goal (specific, measurable,
achievable, relevant, and time-bound) framework as much as possible.
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In the second column, below, briefly explain the rationale behind each goal. (Note: Consider the CHES skills you identified as
needing improvement). Include the timeframe for development. For example, your 1- to 2-year goal might be related to a
promotion or raise at work.
Goal 1 (1–2 years):
Rationale:
Goal 2 (2–3 years):
Rationale:
Goal 3 (3–5 years):
Rationale:
Section 3: In the section below, you will identify professional development activities that may help you accomplish your goals
and improve your skills in each priority area. Follow the instructions, below, to complete the development grid. Brief
explanations for each category of development activities are also provided. If you need more information related to each type
of category, please review the Module 2: Professional Development in Public Health Education content.
Section Instructions:
For each goal, insert each goal statement under the first column, and then identify 2–3 specific activities from any of the three
categories of professional development activities (i.e., advanced study, continuing education, or mentoring, internships, and
fellowships), for a total of 6–9 activities. (Note: You should have at least one (1) activity from each category throughout the 5year plan.) Detail the action steps required to achieve each goal, and then provide a realistic timeline that includes a predicted
start date and/or projected date of completion for each activity. For example:
Goal (Timeframe)
Goal 1
(1–2 years)
Professional Development Activities
1. Attend at least two professional
workshops or webinars related to
data collection techniques.
Action Steps
Activity 1: Review the
NCHEC continuing education
credit activities and search
for webinars related to data
2
Timeline
Activity 1: Find each
workshop/webinar before
February 1st. Complete
workshop/webinar #1 by April
Develop data
collection skills to
strengthen my needs
assessment and
program evaluation
skills.
2. Apply for a summer internship
with APHA or SOPHE.
collection techniques. Also,
search online for possible
educational workshops in my
community (e.g., my area
AHEC office).
1st and #2 by November 1st.
(Note: Or you could use
monthly increments. For
example, In 6 months from
this date, I will…)
Activity 2: Review APHA and
SOPHE websites for
availability and eligibility
information for summer
internship opportunities.
Activities 2 and 3: Look up
information in the next 30
days from this date ____.
Submit internship application
no less than one week before
the deadline. (Note: Include
the specific dates/deadlines
of trainings, workshops,
internships, graduate school
application, etc. if you can
find that information.)
Activity 3: Complete the
narrative portions of the
internship application and
have it reviewed by at least
one public health
professional for feedback.
Advanced Study: This category of activity includes educational activities and opportunities that most often occur after receiving
a bachelor’s degree. Advanced study includes pursuing an advanced degree (e.g., master’s degree or doctorate in public
health, health education, or health promotion); taking additional coursework; and obtaining professional credentials (e.g.,
CHES, MCHES, CPH, or another professional credential).
Continuing Education: This category of activity is an “all-encompassing” category that includes educational activities, such as
joining one or more professional organizations; attending professional meetings and conferences; participating in professional
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development workshops, webinars, short classes, or trainings; and reading professional journal articles and submitting
responses to questions.
Mentoring, Internships, and Fellowships: This category of activity includes a variety of development opportunities, such as (but
not limited to) working with a more experienced and knowledgeable health professional in a unique learning and development
partnership; gaining work experience in a specific area of study; and engaging in research or developing a new communitybased organization or initiative.
Goal (Timeframe)
Professional Development Activities
Action Steps
Timeline
Goal 1
(1–2 years)
Goal 2
(2–3 years)
Goal 3
(3–5 years)
Section 4: After completing the CHES Self-Assessment and your Professional Development Plan, respond to the following
questions in the space below: (Recommended length: 1–2 paragraphs)
1. Explain the importance of goal setting in professional development planning.
2. Explain the benefits of developing action steps and a timeline for achieving professional goals.
Use at least one (1) scholarly source in your response that is in APA format.
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