Date: Tue, 22 Aug 2006 07:53:55 -0500

From: Jody Ruth Steinhardt <jody.steinhardt@VERIZON.NET>

Subject: <No subject given>

** Become Part of the Solution-AAHE

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Health Promotion Practice, a professional journal of the Society for Public Health Education, Inc., is soliciting manuscripts for a three part series on the unique range of opportunities for the professional health educator to strengthen patient safety in the clinical practice setting. Manuscripts that address the following content areas are sought:

- Roles for the Health Educator to strengthen safety practices in the clinical environment.

- Highlights of health education best practices that strengthen partnerships between patients, their families, and health care providers in creating a safe care experience in clinical settings.

- Examples of and recommended strategies for patient and family involvement in the planning and delivery of educational programs and the development of informational patient safety resources.

The first article in the series will appear in the January 2007 issue of HPP, and manuscripts (no more than 8 double-spaced pages) are due by September 30, 2006.

The second article will appear in the July 2007 issue of HPP and manuscripts will be due in mid-January 2007.

The third article will appear in January 2008 and the manuscripts will be due in October 2007.

If you are in interested in submitting a manuscript or speaking with us about the proposed articles, please contact either of the Associate Editors for the Health Education in the Healthcare Settings section of HPP by August 23rd:

Cezanne Garcia, MPH, CHES

Associate Director, Patient and Family-Centered Care and Education Services University of Washington Medical Center

1959 Pacific St. NE, Box 358126

Seattle, Washington 98195

(206) - 598-8424

Email: ccgarcia@u.washington.edu

Fed Ex Address:

1910 Fairview Ave. East

Suite 302

Seattle, WA 98102-3620

Katherine Crosson, MPH, CHES

Associate Director,

Center for Quality Improvement and Patient Safety Agency for Healthcare Research and Quality 540 Gaither Road Rockville, MD 20850

(301)- 427-1328

Email: Katherine.Crosson@ahrq.hhs.gov

(Vacation - August 14 - 18, 2006)

We look forward to speaking with you and welcome your manuscripts.

Thank you.

"Change is inevitable, growth is optional."

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#587

Date: Tue, 22 Aug 2006 09:43:32 -0400

From: KDG Consulting <kdgconsulting@VERIZON.NET>

Subject: Re: Commonalities and distinctions between certification and accreditation

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This is the obvious way and rationale to proceed with the dialogue, Bill.

Thanks! Will keep plugging away and hope others will join in!

kdg

-----Original Message-----

Sent: Monday, August 21, 2006 4:10 PM

To: KDG Consulting

Cc: HEDIR-L@siu.edu

Subject: RE: Commonalities and distinctions between certification and accreditation

Karen,

I have trouble counting and keystroking the letters and numbers I have in mind on many occasions.

It may be a couple of years before AAHE, SOPHE, NCHEC and NCHEO are willing to coordinate and finance another meeting as large as the one in Dallas.

Those who want a conference on quality assurance issues need to continually bring up this desire with members of CNHEO and in the professional organization meetings of those organizations in which they are active.

There are lots of people interested in quality assurance, including the executive directors of AAHE and SOPHE, the commissioners of NCHEC, members of NCHEO and many others. They have a desire to hear more dialog among members of our profession on topics related to quality assurance, particualrly as it advances the profession. Advancing the profession is the 10th area of responsibility of the professional health educator.

Bill Cissell

-----Original Message-----

Sent: Mon 8/21/2006 1:40 PM

To: Cissell, William

Cc:

Subject: RE: Commonalities and distinctions between certification and accreditation

Well, it wasn't in the framework, and neither is my personal counting system

- damn...think it'll start a thread of discussion about rules for counting

accurately? :-)

And yes, having a panel with read debating would be a wonderful event at a

convention such as I envision.

Have brought it up and up and up over and over and over, and would welcome

any thoughts you might have on making it a reality, my friend!

kdg

-----Original Message-----

Sent: Monday, August 21, 2006 2:33 PM

To: KDG Consulting

Subject: RE: Commonalities and distinctions between certification and

accreditation

Karen,

Do health educators need to be able to count? You said you had three ideas

and you listed four.

I like the idea of a conference of the kind you describe.

There are administrators at several levels, department chairs/program

directors, deans and at least on president (Jim rosser, Cal State U-Los

Angeles) who are health educators. There are vast differences in viewpoints

among them about the value of quality assurance of preparation programs.

People like Jeff Brandon, Dean, College of Health and Social Services, New

Mexico State University, value it very much. Jeff served for a number of

years on SABPAC. Others, as Steve Dorman did in Dallas believe that many

university administrators are hesitant to pay the expenses associated with

outside reviwers and agency fees charged by quality assurance agencies. It

would be good to hear both sides of this argument.

Bill

-----Original Message-----

Sent: Mon 8/21/2006 7:55 AM

To: Cissell, William; HEDIR-L@listserv.siu.edu

Cc:

Subject: RE: Commonalities and distinctions between certification

and accreditation

Three quick ideas:

1. Maybe Michaela from the health promotion career net service that

advertises programs so often on HEDIR can tell us about the demand

for CHES,

too. I have had the same experience and have the same sense as

Bill, having

seen - albeit slowly...but surely!...increased requests for CHES

eligible if

not CHES preferred or required on job descriptions. This is

heartening.

2. I believe that anything that can be done to improve the "power"

to use

Mark's word of the profession is important - but it seems that each

has its

limitations...which is probably why a combination of possible

strategies is

helpful.

3. It seems that institutional resistance is a major concern that

could be

better addressed by our learning more about academic administrators'

politics, priorities, and practicalities. As I discovered at the

Dallas

congress on professional preparation, too many of us in academia do

know

about higher ed administration and what its concerns are, and

therefore have

trouble diffusing our academic innovations because we don't

understand the

system into which we wish to introduce it. I'd be interested in

learning

more about how the people who administratively run the organization

are

trained, what their values, goals, visions, priorities, etc.

are so

that

when interacting with them on topics such as accreditation pros and

cons, I

could learn to see if from their perspective, and then make a more

informed

decision.

4. Another idea or the same idea again: a huge CNHEO "sponsored"

meeting

attended by representatives - anyone who wants to go but the

leadership of

all at that time for sure - to discuss these common issues.

I think

a

variety of sessions at a working conference in which all of us with

all of

our specializations could talk openly about this might be a way to

go. We

wouldn't h ave to dedicate an entire convention to it, but it might

be a

core area of concern that could be on the agenda plus other generic

health

education concerns that would promote our unity as a profession. To

see us

all come together - if we can get past the logistical nightmare I'm

sure is

involved in a collaborative project like this with each organization

needing

the funds raised, to do business - would be wonderful.

kdg

-----Original Message-----

Cissell,

William

Sent: Saturday, August 19, 2006 5:01 PM

To: HEDIR-L@listserv.siu.edu

Subject: Commonalities and distinctions between certification and

accreditation

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Mark Fulop and Interested Others.

Credentialing is a broad general term for describing what

professions,

government agencies, and professional entities do to assure quality

in the

services provided by professional experts. One category of

credentialing

applies to assuring quality of the skills and knowledge of the

individuals

performing the work of the professional experts. Individual

credentialing

commonly takes one of three forms: licensure, registration or

certification.

Licensure is a legal form of quality assurance established through

grovernment legislation and managed through a government agency.

Registration is commonly a process in which a government agency or

employment entity maintains a list of individuals determined to hold

the

desired expertise to maintain a pool of prospective employees.

Certification is typically a process established by a profession or

agency

through which individuals can voluntarily establish evidence of

their

competence. CHES is the third form.

The other category of credentialing includes processes to verify the

quality

of professional preparation programs. The terms commonly used for

assurance

of the quality of programs are accreditation and approval.

In many

cases,

eligibility for individuals to become licensed, registered or

certified is

based on successful completion of accredited or approved

professional

preparation programs. Therefore, credentialing of

individual

practitioners

and professional preparation programs is frequently related.

As to the evidence that CHES is becoming incresingly accepted and

valued, I

have observed increasingly frequent announcements of vacant

positions for

which CHES or CHES qualified applicants are preferred are required.

In the

mid-1990's, Dr. Judy Baker and I did an content analysis of position

vacancy

announcements in the Chronical of Higher Education. We found a

small number

of announcements that expressed preference or reguirement for CHES

or CHES

qualified applicants. While I have not done a formal study of this

kind

since, I have observed much more frequent announcements stating this

preference in the past ten years. Probably, one of the NCHEC staff

members

or commissioners has gathered some data on this kind. If not, this

would be

a good master paper study.

Bill Cissell

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#588

Date: Tue, 22 Aug 2006 12:26:52 -0400

From: AAHE Gateway <AGateway@AAHPERD.ORG>

Subject: Survey of faculty

** Become Part of the Solution-AAHE

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AAHE has been requested to post this survey, so we are passing it along for your consideration.

=20

Calling all faculty:

What gets in the way of effective online learning? If you currently teach online, please help us explore this question. This is an official invitation to participate in a studying investigating the barriers to effective E-instruction . If you have taught partial or fully online courses for at least one semester, you are eligible to complete the online survey and enter to win a $100.00 gift certificate from Best Buy or Barnes and Noble. Just click on the link below to participate in this open-ended survey which will take approximately 15-20 minutes to complete. The host site allows you to remain anonymous and you need not include any identifying information. To enter your name for the raffle, you may choose to include your email in the separate web page directly following your survey. This allows you to enter an email address but does not link you to your survey responses. Your email will only be used for raffle purposes and will be kept confidential. The raffle drawing will take place on September 8th, and the winner will be notified via email.

=20

The results of this study may be used to improve instructional and administrative support, training, and policy for high school and university faculty nation-wide as they are faced with teaching within the "virtual classroom."

=20

Click on the following link to participate in this survey: =20

=20

We thank you for your support!

Jody S. Oomen

William B. Cissell

Lynda Murphy

=20

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