CHES EXAM 8TH EDITION STUDY
GUIDE 100% ACCURATE
,Advisory Committee - ANSWERusually consists of individuals who are in a position to
periodically report on their actual experiences related to some common issue. In doing
so, members of this committee may offer their advice to a key individual who is bringing
them together or to another group of people who will be making programmatic decisions
Capacity assessment - ANSWERa measure of actual and potential individual, group,
and community resources that can be inherent, and/or brought, to bear for health
maintenance and enhancement. The process of mapping community assets is included
in the capacity assessment
Coalition - ANSWERa group of diverse organizations and constituencies working
together toward a common goal
Needs assessment - ANSWERthe process of identifying, analyzing, and prioritizing the
needs of a priority population
Qualitative data - ANSWERdata in narrative form, which is collected to better
understand motivation, thoughts, feelings, and behaviors
Quantitative data - ANSWERdata 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 - ANSWERadvisory committee members, experts, and agency
staff. The lifespan of this committee may be episodic (with limited duration) or
continuing (on-going)
Primary data - ANSWERdata 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 - ANSWERdata 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 research published in peer-reviewed journals and/or
datasets, such as the United States Census, Vital Records, and Disease Registries
Stakeholders - ANSWERindividuals or agencies with a vested interest in the health
education program
Social determinants of health - ANSWERconditions 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 - ANSWERthe process of identifying, analyzing, and prioritizing the
needs of a priority population
capacity (asset-based) assessment - ANSWERactual 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
Area of Responsibility 1 - ANSWERAssessment of Needs and Capacity
Competency 1.1 Plan Assessment - ANSWERSub-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 - ANSWERWhat 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)
1.1.2 Priority Population - ANSWERcan 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 - ANSWERallows 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 - ANSWERResources
Policies
Programs
Practices
Interventions
Resources - ANSWERhuman resources (e.g., staff, data collectors), supplies,
incentives for participation, and travel funds that are available to conduct assessment.
individuals, organizations and institutions, buildings, landscapes, equipment that may be
a potential asset for development of the program/intervention.
, assessments that have been conducted in the targeted community to avoid duplication
of efforts.
Policies - ANSWER(e.g., laws, regulations, both formal/informal) at the
sector/organizational, local, state and/or federal level that may influence the actions or
behaviors of the priority population
Programs area 1 - ANSWERavailable for the priority population to assess usage,
effectiveness, accessibility and if priority population needs are being met to avoid
duplication
Practices - ANSWERevidence-based, or best practices, that can have the potential to
impact assessment process/findings and program planning efforts in multiple settings
and populations
Interventions - ANSWERdesigned to change environmental or behavioral factors related
to health
6 types of community assets - ANSWERindividual
institutional
organizational
governmental
physical and land
cultural
1.1.4 Framing the Assessment Factors and Determinants - ANSWERidentify both a
planning model and implementation model in this stage, which will help to identify the
types of data that need to be collected to fully understand the complex influences on
health
Priority Population Perspective - ANSWERExpressed, actual, perceived, and relative
needs should all be addressed in the needs assessment, because community concerns
may not always reflect empirical evidence
Expressed needs - ANSWERobserved through individuals' use of services
Actual needs - ANSWERinferred through the discrepancy of services provided to one
community group as compared to another
Perceived needs - ANSWERwhat individuals in a community state that they want
Relative needs - ANSWERdescribe a discrepancy between an individual's or group's
current status and that of others, such as smoke free environment in restaurants among
different cities
GUIDE 100% ACCURATE
,Advisory Committee - ANSWERusually consists of individuals who are in a position to
periodically report on their actual experiences related to some common issue. In doing
so, members of this committee may offer their advice to a key individual who is bringing
them together or to another group of people who will be making programmatic decisions
Capacity assessment - ANSWERa measure of actual and potential individual, group,
and community resources that can be inherent, and/or brought, to bear for health
maintenance and enhancement. The process of mapping community assets is included
in the capacity assessment
Coalition - ANSWERa group of diverse organizations and constituencies working
together toward a common goal
Needs assessment - ANSWERthe process of identifying, analyzing, and prioritizing the
needs of a priority population
Qualitative data - ANSWERdata in narrative form, which is collected to better
understand motivation, thoughts, feelings, and behaviors
Quantitative data - ANSWERdata 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 - ANSWERadvisory committee members, experts, and agency
staff. The lifespan of this committee may be episodic (with limited duration) or
continuing (on-going)
Primary data - ANSWERdata 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 - ANSWERdata 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 research published in peer-reviewed journals and/or
datasets, such as the United States Census, Vital Records, and Disease Registries
Stakeholders - ANSWERindividuals or agencies with a vested interest in the health
education program
Social determinants of health - ANSWERconditions 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 - ANSWERthe process of identifying, analyzing, and prioritizing the
needs of a priority population
capacity (asset-based) assessment - ANSWERactual 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
Area of Responsibility 1 - ANSWERAssessment of Needs and Capacity
Competency 1.1 Plan Assessment - ANSWERSub-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 - ANSWERWhat 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)
1.1.2 Priority Population - ANSWERcan 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 - ANSWERallows 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 - ANSWERResources
Policies
Programs
Practices
Interventions
Resources - ANSWERhuman resources (e.g., staff, data collectors), supplies,
incentives for participation, and travel funds that are available to conduct assessment.
individuals, organizations and institutions, buildings, landscapes, equipment that may be
a potential asset for development of the program/intervention.
, assessments that have been conducted in the targeted community to avoid duplication
of efforts.
Policies - ANSWER(e.g., laws, regulations, both formal/informal) at the
sector/organizational, local, state and/or federal level that may influence the actions or
behaviors of the priority population
Programs area 1 - ANSWERavailable for the priority population to assess usage,
effectiveness, accessibility and if priority population needs are being met to avoid
duplication
Practices - ANSWERevidence-based, or best practices, that can have the potential to
impact assessment process/findings and program planning efforts in multiple settings
and populations
Interventions - ANSWERdesigned to change environmental or behavioral factors related
to health
6 types of community assets - ANSWERindividual
institutional
organizational
governmental
physical and land
cultural
1.1.4 Framing the Assessment Factors and Determinants - ANSWERidentify both a
planning model and implementation model in this stage, which will help to identify the
types of data that need to be collected to fully understand the complex influences on
health
Priority Population Perspective - ANSWERExpressed, actual, perceived, and relative
needs should all be addressed in the needs assessment, because community concerns
may not always reflect empirical evidence
Expressed needs - ANSWERobserved through individuals' use of services
Actual needs - ANSWERinferred through the discrepancy of services provided to one
community group as compared to another
Perceived needs - ANSWERwhat individuals in a community state that they want
Relative needs - ANSWERdescribe a discrepancy between an individual's or group's
current status and that of others, such as smoke free environment in restaurants among
different cities
