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. 1 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 3 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. 4 5
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