CHES Exam 8th Edition Study Guide
Questions And Answers
Qualitative data data in narrative form, which is collected to better understand motivation,
thoughts, feelings, and behaviors
Quantitative data data collected in numerical form (e.g., mortality rates or number of
cigarettes smoked) or easily translated to numerical form (e.g., patient satisfaction using a 5
point scale from dissatisfied to satisfied)
Planning Committee advisory committee members, experts, and agency staff. The lifespan
of this committee may be episodic (with limited duration) or continuing (on-going)
Primary data data that a health education specialist collects directly (via a survey, a focus
group, in-depth interview, etc.), which are used to answer unique questions related to the specific
needs assessment
Secondary data data that already have been collected by others that may or may not be
directly gathered from the individual or population being assessed. Examples include existing
, CHES Exam 8th Edition Study Guide
Questions And Answers
research published in peer-reviewed journals and/or datasets, such as the United States Census,
Vital Records, and Disease Registries
Stakeholders individuals or agencies with a vested interest in the health education
program
Social determinants of health conditions in which people are born, live, work, play, as
well as age, that affect their health risks, health, daily functioning, and quality of life (Centers for
Disease Control and Prevention [CDC], 2018a)
needs assessment the process of identifying, analyzing, and prioritizing the needs of a
priority population
capacity (asset-based) assessment actual and potential influential resources in the
community (e.g., stakeholders) and the support (e.g., individual protective factors, significant
others, settings) at an individual level to address needs
, CHES Exam 8th Edition Study Guide
Questions And Answers
Area of Responsibility 1 Assessment of Needs and Capacity
Competency 1.1 Plan Assessment Sub-competencies:
1.1.1 Define the purpose and scope of the assessment.
1.1.2 Identify priority population(s).
1.1.3 Identify existing and available resources, policies, programs, practices, and interventions.
1.1.4 Examine the factors and determinants that influence the assessment process.
1.1.5 Recruit and/or engage priority population(s), partners, and stakeholders to participate
throughout all steps in the assessment, planning, implementation, and evaluation processes.
1.1.1 Planning committee should ask and address at this stage of the assessment process
What is the goal of the needs assessment?
What does the planning committee hope to gain from the needs assessment?
How extensive will the needs assessment be?
What types of resources will be available to conduct the needs assessment?
What type of needs assessment is appropriate? (e.g., comprehensive, focused)
, CHES Exam 8th Edition Study Guide
Questions And Answers
1.1.2 Priority Population can be identified by the demographic qualities of the population
such as age, sex, ethnicity, and income that will impact the information gathered for the needs
assessment.
Community perspective allows health education specialists to use specific criteria
including geography (i.e., state, county, zip code), sector (i.e., school, worksite, faith-based),
environmental conditions, culture and social aspects, size of population, and shared
characteristics within the community to further define the priority population
1.1.3 Existing Five factors Resources
Policies
Programs
Practices
Interventions
Questions And Answers
Qualitative data data in narrative form, which is collected to better understand motivation,
thoughts, feelings, and behaviors
Quantitative data data collected in numerical form (e.g., mortality rates or number of
cigarettes smoked) or easily translated to numerical form (e.g., patient satisfaction using a 5
point scale from dissatisfied to satisfied)
Planning Committee advisory committee members, experts, and agency staff. The lifespan
of this committee may be episodic (with limited duration) or continuing (on-going)
Primary data data that a health education specialist collects directly (via a survey, a focus
group, in-depth interview, etc.), which are used to answer unique questions related to the specific
needs assessment
Secondary data data that already have been collected by others that may or may not be
directly gathered from the individual or population being assessed. Examples include existing
, CHES Exam 8th Edition Study Guide
Questions And Answers
research published in peer-reviewed journals and/or datasets, such as the United States Census,
Vital Records, and Disease Registries
Stakeholders individuals or agencies with a vested interest in the health education
program
Social determinants of health conditions in which people are born, live, work, play, as
well as age, that affect their health risks, health, daily functioning, and quality of life (Centers for
Disease Control and Prevention [CDC], 2018a)
needs assessment the process of identifying, analyzing, and prioritizing the needs of a
priority population
capacity (asset-based) assessment actual and potential influential resources in the
community (e.g., stakeholders) and the support (e.g., individual protective factors, significant
others, settings) at an individual level to address needs
, CHES Exam 8th Edition Study Guide
Questions And Answers
Area of Responsibility 1 Assessment of Needs and Capacity
Competency 1.1 Plan Assessment Sub-competencies:
1.1.1 Define the purpose and scope of the assessment.
1.1.2 Identify priority population(s).
1.1.3 Identify existing and available resources, policies, programs, practices, and interventions.
1.1.4 Examine the factors and determinants that influence the assessment process.
1.1.5 Recruit and/or engage priority population(s), partners, and stakeholders to participate
throughout all steps in the assessment, planning, implementation, and evaluation processes.
1.1.1 Planning committee should ask and address at this stage of the assessment process
What is the goal of the needs assessment?
What does the planning committee hope to gain from the needs assessment?
How extensive will the needs assessment be?
What types of resources will be available to conduct the needs assessment?
What type of needs assessment is appropriate? (e.g., comprehensive, focused)
, CHES Exam 8th Edition Study Guide
Questions And Answers
1.1.2 Priority Population can be identified by the demographic qualities of the population
such as age, sex, ethnicity, and income that will impact the information gathered for the needs
assessment.
Community perspective allows health education specialists to use specific criteria
including geography (i.e., state, county, zip code), sector (i.e., school, worksite, faith-based),
environmental conditions, culture and social aspects, size of population, and shared
characteristics within the community to further define the priority population
1.1.3 Existing Five factors Resources
Policies
Programs
Practices
Interventions
