CHES and MCHES quarterly news bulletin
Spring 2026 Edition
Inside this issue I nsi de t h is issu e Leadership Award PAGES 1-2 Leadership Corner PAGES 3-4 Provider Spotlight PAGES 5 - 6
2025 Outstanding Service and Leadership Award Recipients for Excellence in Health Education and Promotion NCHEC is proud to announce the recipients of the 2025 Outstanding Service and Leadership Award, which recognizes individuals and organizations demonstrating an exceptional commitment to advancing the health education profession and elevating the value of the CHES® and MCHES® credentials. Established in 2016, this award honors meaningful career achievements in the development of programs, initiatives, and policies that strengthen the role of Certified Health Education Specialists within communities, populations, and organizations. Recipient: Established Professional Category. Rosa C. Lira, MCHES® Recipient: Emerging Professional Category. Alexandra Lopez Vera, PhD, MPH, CHES® Rosa C. Lira, MCHES®, is a respected public health leader whose career has advanced emergency preparedness, workforce development, and health education practice at the local, state, national, and international levels. As an MCHES® credential holder since 2018 and CHES® since 2011, she currently serves as a Supervisory Public Health Advisor at the Centers for Disease Control and Prevention, where she oversees Preparedness Field Assignees embedded across state, local, tribal, territorial, and Pacific jurisdictions. In this role, she provides strategic leadership, mentorship, and technical guidance that strengthen public health readiness while supporting the continued growth and success of the preparedness workforce.
Conferences PAGE 6
Employer Recognition PAGES 7- 8
CHES® Spotlight PAGES 9 - 10
HESPA III PAGE 11
Throughout her career, Ms. Lira has led and supported a wide range of high-impact public health efforts in response to some of the most urgent health threats of recent years. Her work has included developing isolation and quarantine protocols during Operation Allies Welcome, coordinating key compon- ents of the CDC’s Zika response in Puerto Rico, supporting Ebola res- ponse efforts in Liberia and Dallas, and leading binational outbreak investigations along the Arizona- Sonora border. Alongside this emergency response work, she has helped build lasting public health infrastructure through preparedness tools, operational plans, and innovative systems that
Election News PAGE 12
NCHEC Boards & Staff PAGE 13
improve coordination and response capacity. Among her many accomplishments, she established Arizona’s Public Health Intergovernmental Relations Program from the ground up, creating a strong model for collaboration across agencies and jurisdictions.
Leadership Award cont. Ms. Lira has also been a consistent champion for the CHES® and MCHES® credentials, weaving health education competencies into mentorship, workforce development, and program operations throughout her leadership roles. By encouraging professional growth, modeling excellence in practice, and reinforcing the value of credentialed health education specialists, she has helped elevate the visibility and impact of certification within the CDC and beyond. Her contributions have been recognized with multiple CDC Honor Awards, reflecting a career grounded in service, innovation, and a deep commitment to protecting and improving public health. “Rosa Lira actively promotes the CHES® and MCHES® credentials, integrating competency-based practice into mentorship, recruitment, and workforce development,” said Walter R. Daley, DVM, MPH, Dipl. ADVPM, of the Centers for Disease Control and Prevention. “Her mentorship and continual development of junior staff have been instrumental in advancing CDC’s mission to build state and local capacity and protect communities from public health threats. Her leadership, vision, and advocacy have strengthened public health systems, advanced the field of health education, and positively impacted communities nationwide.”
Dr. Alexandra Lopez Vera, PhD, MPH, CHES® , is a health educator and academic leader whose work has strengthened the connection between language access, health equity, and medical education. At the California University of Science and Medicine, she created and directs the Vida Medical Spanish Program, a required longitudinal curriculum embedded within the core pre-clerkship medical education experience. Through this work, she has helped make culturally responsive communication, ethical language access, and patient-centered care a more central part of physician training, preparing future clinicians to better serve Spanish-speaking communities and address communication barriers that contribute to health disparities. Beyond her institutional leadership, Dr. Lopez Vera has advanced the profession of health education through mentorship, scholarship, and national service. She actively promotes the value of the CHES® credential in academic and professional spaces, mentors students and early-career professionals across disciplines, and contributes to national
conversations on language access in healthcare through her service on the Board of Directors of the National Association of Medical Spanish. Her peer-reviewed publications, conference involvement, and ongoing leadership continue to expand recognition of health education’s vital role in equitable healthcare delivery and workforce development. “What distinguishes Dr. Lopez Vera is that her leadership is sustained and values-driven,” said Brenda Benites, MBS, of the California University of Science and Medicine. “She embodies the competencies and ethical standards associated with the CHES® credential in every aspect of her work. She leads with integrity, academic rigor, and a deep sense of responsibility to the communities she serves. Her contributions align directly with the mission of NCHEC and the purpose of recognizing outstanding service and leadership in the health education profession.” This year’s recipients reflect the strength, compassion, and leadership that continue to move the health education profession forward. Through their service, innovation, and commitment to excellence, these Certified Health Education Specialists embody the lasting value that dedicated health education specialists bring to institutions, communities, and public health systems.
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Leadership Corner
Board of Commissioners Chair Report Kathy Jinkins, BSN, M.Ed, MCHES®
I am delighted to be serving as Chair of the Board of Commissioners for 2026. As your elected at-large Board Member, I find this volunteer service both professionally and personally meaningful. It is important to me to lend my time and talents to promote the health education profession. As a health education specialist, I have seen many ways to demonstrate the value of our credentials. The Areas of Responsibility provide a strong foundation for practice across diverse settings and help define the knowledge and skills that CHES® and MCHES® profess- ionals bring to their work. One of the most meaningful ways we elevate the CHES® and MCHES® credentials is by parti- cipating in the work that supports them. Volunteer leadership is essential to NCHEC’s mission
Kathy Janes Jinkins 2024 NCHEC BOC Chair
and to the continued growth of the profession. By serving on a Division Board or committee, credential holders help shape the programs, policies, and standards that strengthen certification and the field. NCHEC is currently seeking CHES® and MCHES® in good standing to apply for open volunteer board positions. Nominations are due June 1, 2026, with elections in August 2026 for terms beginning in 2027. This year, NCHEC’s initiatives have offered many reminders that the value of certification is not abstract. It is reflected in the stories, workplaces, classrooms, communities, and professional networks where certified health education specialists make an impact every day. Campaigns such as “Wear Your Health Ed Heart on Your Sleeve” bring that impact forward by giving CHES® and MCHES® professionals space to share why this work matters to them and to the people they serve. NCHEC’s recognition programs help elevate the CHES® and MCHES® credentials by highlighting both the organizations that value certification and the professionals who demonstrate its impact. Through the Employer Recognition Program and the Outstanding Service and Leadership Awards, NCHEC strengthens the connection between certification, workforce quality, leadership, service, and community impact. The release of the Competency-Based Framework for Health Education Specialists – 2025 is another important milestone for the profession. This framework reflects the contemporary practice of health education and provides a shared foundation for practitioners, administrators, employers, educators, and students. It strengthens the credibility of the credential by clearly defining the knowledge and skills health education specialists bring to their work. As the field evolves, this framework helps ensure that certification remains relevant, rigorous, and aligned with the needs of communities. The Board of Commissioners is also continuing to advance the goals and objectives of the NCHEC Strategic Plan for 2025– 2029. At the recent annual in-person board meeting, Commissioners reviewed the plan and recommitted to its alignment with NCHEC’s mission and vision. This strategic work is essential because it keeps the organization focused on the future: supporting credential holders, strengthening partnerships, increasing recognition of the credential, and ensuring that NCHEC continues to meet the needs of the profession. As you read about NCHEC’s recent initiatives in this issue, I encourage you to think beyond each individual event or announcement. Together, these efforts represent a larger movement to elevate the CHES® and MCHES® credentials, strengthen professional identity, and ensure that the work of health education specialists is seen, valued, and understood. Whether you serve on a volunteer board, encourage your employer to seek recognition, participate in NCHEC Online, share your professional story, or mentor someone entering the field, you are helping advance the profession. Above all, take pride in your achievement as a CHES® or MCHES® credential holder. Your work matters, and your credential helps demonstrate the preparation, commitment, and professional standards that make health education essential to healthier communities.
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SOPHE Highlights
Executive Director’s Report Melissa Opp, MPH, MCHES®, ICE-CCP A Recap of SOPHE 2026: Stronger Together
As I reflect on NCHEC’s time at the SOPHE 2026 Annual Conference in Portland, I am filled with gratitude, pride, and renewed energy for the work we do together as a profession. Conferences like SOPHE offer much more than a place to present informa- tion or staff an exhibit booth. They give us the chance to reconnect with colleagues, share ideas, celebrate progress, and strengthen the professional community that supports health education specialists across the country. Throughout the conference, NCHEC was proud to have a strong and visible presence. At our exhibitor booth, NCHEC staff members Jess Wessner and Alyssa Dzurkovich welcomed attendees, answered questions, and connected with credential holders, future candidates, academic partners, and other professionals who care deeply about the future of health education and promotion.
NCHEC also had the opportunity to participate in several important conference sessions.
We shared detailed information about the HESPA III job analysis study during the plenary, helping attendees better understand the significance of this work and its role in defining the current and future practice of health education specialists. We also hosted a preconference workshop session on curricular mapping to the new Nine Areas of Responsibility, with valuable support from NCHEC board leadership, contributing their expertise and perspective. In addition, NCHEC took part in the Deep Dive session, Strengthening Professional Identity and Building a Collective Research Agenda for Health Education Specialists, which centered on a topic that could not be more timely for our field. One of the highlights of the conference was NCHEC’s annual CHES ® and MCHES ® Appreciation Breakfast. More than 100 CHES ® and MCHES ® credential holders gathered to enjoy food, conversation, networking, and a few fun moments at NCHEC’s selfie booth. The breakfast has become a meaningful tradition, and this year was no exception. It was a joy to see so many certified health education specialists come together not only to reconnect with longtime colleagues but also to make new professional connections and celebrate the shared commitment that our credentials represent.
Melissa Opp NCHEC Interim Execu Director Lastly, NCHEC had the opportunity to sponsor Eta Sigma Gamma’s Outstanding Undergraduate and Graduate Major of the Year Award Ceremony. The purpose of the award is to recognize outstanding students majoring in health education from colleges or universities that have professional preparation programs. The award highlights the dedication and accomplishments of future health education specialists. We also had the opportunity to celebrate the inaugural Heart on Your Sleeve campaign, where NCHEC partnered with over 500 ESG students to celebrate pride in the health education profession. As you view the conference photos, I hope you feel the energy of that community. Whether you were in Portland or cheering from afar, you are part of a certified network that continues to lead, grow, and make an impact. Opportunities to gather, learn, and build relationships are essential to the continued strength of our field. We are stronger when we come together.
Play SOPHE Slideshow
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Provider Spotlight
OneOp: Free CE, No Catch. Supporting military families requires a workforce that is knowledgeable, adaptable, and prepared for high-stakes situations — and the professionals doing that work need training that holds up in practice. MCHES® credential holders. OneOp delivers exactly that: no-cost, evidence-informed CE aligned with NCHEC competencies, covering topics like trauma-informed care, care navigation, and community capacity-building that
translate well beyond any single population or setting.
Based at Auburn University and funded through a partnership between the U.S. Department of Agriculture, National Institute of Food and Agriculture and the Department of War, OneOp delivers no-cost, evidence-informed professional development.
For CHES® and MCHES® credential holders, that means access to a growing library of CE opportunities aligned with NCHEC competencies that are transferable across sectors and specialties, with live webinars, on-demand recordings, self-paced courses, and an annual virtual conference, all without a registration fee.
"At its core, OneOp exists to equip the professionals who serve military families with the knowledge, skills, and resources they need to do that work well," says Jason Jowers, MS, MFT, Continuing Education Manager and Military Community Advocacy Co-Principal Investigator at OneOp.
Built Around What CHES® and MCHES® Professionals Actually Do OneOp's programming maps directly to several NCHEC Areas of Responsibility, including health promotion, needs assessment, community capacity building, and serving as a health education resource. Topics span trauma-informed care, nutri- tion and food security, caregiver support, substance misuse prevention, financial well-being, and care navigation: areas where military community providers routinely need current, applicable training. The content draws participants across practice settings, and for good reason: the skills transfer. A trauma-informed framework for youth behavior or a care navigation model developed for military families applies in community health centers, schools, and clinical settings just as readily. Courtney Paolicelli, DrPH, RDN, CHES®, a contributor to OneOp's programming, sees that relevance firsthand. "OneOp empowers health education specialists working with military families to navigate complex, high-stakes situations with confidence," she says. "No-cost, evidence-based CE tailored to their specific challenges — that's an initiative worth supporting."
Measuring Impact to Inform Content OneOp doesn't develop content in a vacuum. Subject matter experts and practitioners contribute throughout the process, and participant feedback, which is gathered through evaluations, webinar discussions, and direct input, shapes what comes next. That cycle keeps the programming grounded in what providers are actually encountering in their work, not what looked relevant two grant cycles ago. The result shows in the outcome data. In 2025, 95% of participants reported a know- ledge gain following webinars, and 74% identified specific changes they planned to make in their practice as a result. Formats That Fit a Packed Schedule Live webinars are recorded and made available on demand. Asynchronous courses let you work at your own pace. The Practicing Connection podcast offers a lower-lift option for learning during a commute or between sessions. And the annual Military Family Readiness Academy brings a multi-session, conference-style experience into a fully virtual format with no travel budget required.
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Provider Spotlight cont.
OneOp cont.
What's Ahead Upcoming programming includes nutrition support, grief and loss in clinical settings, and community engagement, along with new self-paced courses currently in development. For CHES® and MCHES® professionals looking to meet CE requirements with content that holds up in practice, OneOp is a resource worth bookmarking.
LEARN MORE AT ONEOP.ORG.
NCHEC Welcomes A New Credentialing Project Specialist
Alyssa Dzurkovich, CHES®, is a Certified Health Education Specialist and a recent graduate of Temple University, where she earned a Bachelor of Science in Public Health. Prior to joining NCHEC, she served as a Health Educator and earned the CHES® credential to deepen her professional knowledge and strengthen her practice. Alyssa now serves as the Credentialing Project Specialist at NCHEC, supporting initiatives that promote the CHES® certification and advance the health education profession.
Conferences 2026 - 2027 | CE credits available | NCHEC exhibiting
Organization
Website
Date
Location
SOPHE Advocacy Summit
www.sophe.org
Washington, D.C.
October 17 - 19, 2026
American Public Health Association
www.apha.org
San Antonio, TX
November 1 - 4, 2026
SOPHE Annual Meeting
www.sophe.org
Cincinnati, OH
March 17 - 19, 2027
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NCHEC Employer Recognition Program
The NCHEC Employer Recognition Program spotlights organizations that actively encourage and support CHES® and MCHES® certification by affirming a workforce grounded in nationally validated competencies, a shared code of ethics, and ongoing professional development. Let’s welcome our newest organizations to this program. Hamilton County Health Department Hamilton County Health Department is committed to preventing communicable disease, promoting the health of residents of all ages, and protecting the local environment through education, regulatory enforcement, and health services that support a safe and healthy community. The department views CHES® certification as an essential professional foundation that strengthens the credibility and effectiveness of its health education team. To support this commitment, Hamilton County Health
Department requires all health education staff to obtain the CHES® credential and provides financial assistance for exam fees, certification renewal, and continuing education costs. The department also encourages health education interns to pursue certification, reinforcing a culture that values professional growth, nationally validated competencies, and evidence-based health education practice.
Hackensack Meridian Health Hackensack Meridian Health invests in the future of its workforce by actively encouraging and supporting CHES® and MCHES® certification. CHES® is required for Health Educator roles, while MCHES® is encouraged for eligible staff. The organization
supports certification expenses, continuing education, and professional development opportunities through conferences and workshops—helping team members grow their skills, advance their careers, and maintain nationally recognized credentials. As New Jersey’s largest and most integrated health network, Hackensack Meridian Health combines leading-edge care, research, and medical education to improve health outcomes for the communities it serves. With 18 hospitals, 500+ care loca-
tions, and more than 40,000 team members, the organization views CHES® and MCHES® certification as a marker of high-level expertise and a commitment to rigorous standards in health education. This investment reflects Hackensack Meridian Health’s mission to transform healthcare and lead positive change through innovation, excellence, and human-centered care. GatorCare Health Management GatorCare demonstrates a strong commitment to CHES® and MCHES® certification by embedding credentialing into workforce expectations, leadership standards, and professional development support. CHES® and MCHES® are listed as preferred
qualifications for Wellbeing Program Coordinator, Supervisor, and Manager roles, reinforcing the organization’s focus on evidence-based practice and professional excellence. To encourage certification advancement, Gator- Care fully covers exam fees, continuing education costs, and certification renewal expenses. Today, nearly all members of the wellbeing program
team hold CHES® certification, while the program manager maintains the advanced MCHES® credential. Focused on improving the lives of UF and UF Health employees and their families, GatorCare offers comprehensive wellness initiatives designed to support healthier, more balanced lives. Programs include walking challenges, educational workshops, fitness classes, health screenings, and wellness incentive initiatives that promote employee well-being regardless of insurance coverage. By investing in nationally certified health education specialists, GatorCare strengthens program quality, credibility, and impact while fostering a culture of wellness across its workforce. Weber State University—Student Health and Wellness Weber State University promotes student health and well-being through healthcare resources, one-on-one consultations, substance abuse prevention, and comprehensive wellness programming. As part of this commitment, newly hired health educators are required to hold CHES® certification or ob- tain it within six months of hire. Weber State supports this process by covering first-time CHES® exam application fees, funding continuing education opportunities throughout the year, and covering certification renewal costs. Employees who earn the CHES® or MCHES® credential also receive an increase in base pay, reinforcing the university’s investment in professional excellence. A regional public institution offering accessible, high-quality degrees from associate through doctoral programs, Weber State University values nationally certified health education specialists as essential contributors to student success and campus well-being. By supporting credentialing and ongoing professional development, the university strengthens evidence-based practice and fosters a culture of continuous learning and leadership. NCHEC NEWS PAGE 07
Employer Recognition cont. Midha Medical Clinic
Nominate Your Employer
Midha Medical Clinic demonstrates a longstanding commitment to evidence-based health education and chronic disease prevention through its nationally certified staff and community-focused programming. The clinic’s Diabetes Educator has maintained the ad- vanced MCHES® credential since 2012, bringing nationally recognized expertise in health promotion, behavior change, and patient education to the organization’s diabetes prevention efforts. Midha Medical’s Lifestyle Coach and Diabetes Educator lead a high-quality Diabetes Preven- tion Program that has achieved CDC Full Plus recognition for meeting rigor- ous national standards. Through participation in the National Diabetes Pre- vention Program and the American Diabetes Association’s Project Power initiative, the clinic works to improve health outcomes in both underserved populations and the broader community by strengthening prevention efforts and advancing long-term wellness through evidence-based education and support. Minnesota State University, Mankato Minnesota State University supports professional development and recognizes the value of nationally certified health education specialists across academic and student health settings. CHES® certification is preferred for Health Science Professor positions and for health educators within Student Health Services, reflecting the university’s commitment to evi- dence-based health education and professional excellence. Employees rep- resented through bargaining units have access to professional development funding that may be used toward continuing education and certification renewal. By supporting ongoing learning and credential maintenance, Minnesota State helps strengthen workforce expertise and advance quality health education for its campus community.
Indiana University, South Bend Indiana University South Bend — School of Health Sciences supports professional development and recog- nizes the value of nationally certified health education specialists by providing financial assistance for con- tinuing education and certification renewal. The campus and School of Health Sciences also offer profess- ional opportunities that help faculty and staff strengthen their skills, maintain credentials, and stay current with best practices in health education and promotion.
Celebrating National Public Health Week 2026
NCHEC was pleased to present The Value of Health Education Specialists: Exploring Career Options within the Profession, Part 4 on April 4, 2026. This moti-vational webinar built on the success of the series and offered participants a dynamic look at the expanding opportunities within the health education and promotion field. Panelists represented a diverse range of sectors, including mental health and wellness, academia and school health, healthcare and health communications, epidemiology, and community health. Each speaker shared a "day-in-the-life" perspective from their sector, discussed the essential skills needed for success, and provided practical advice for individuals entering or advancing within the profession.
The webinar concluded with an engaging live Q&A session, where panelists responded to thoughtful questions from attendees. The event offered a positive and encouraging outlook on the future of the health education workforce, underscoring the critical role both CHES® and MCHES® will continue to play across evolving public health landscapes.
For those who were unable to attend the live event, the full recording is available on NCHEC’s YouTube page!
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CHES® Spotlight
Lily Benig, MPH, CHES® : Connecting Science, Policy, and People Through Health Education
For Lily Benig, health education was not a straight-line career decision. It was something she kept finding her way back to. Benig’s early interests did not fit neatly into one lane. “I was always drawn to both science and writing,” she re- calls. “At the same time, I've always loved hearing, reading, and telling stories about the human side of life and technology.” Looking back, Benig noted that she kept finding her way into projects that involved explaining complicated ideas and helping people understand how health systems and science actually worked. Today, Benig’s work melds together biomedical science, public health, communica- tion, policy, and advocacy into an exciting role. Across those areas, her focus remains consistent: helping people make sense of complex health and science information in ways they can understand and use.
A “two-step stumble” into health education and liver health While earning her master’s degree at Tulane University, Benig was also working in COVID testing in rural schools. When that role left her with room to take on more, she started looking for opportunities that would bring her closer to health communication work. That search led her to a remote communications internship with Global Liver Institute. “It was a communications role, but within a health-focused organization, so it brought together several of the things I was most interested in,” she says. At the time, she had been applying to more traditional public health roles without much traction. Her resume, she admits, may have looked odd for some of those positions. But the communications role made sense to her. It drew on her science background and health communication skillsets. She started as an intern at the Institute, where she stayed for two
terms, and was eventually hired full-time. Her role grew wider into policy, public health, and advocacy work. But even as the projects changed, the need to communicate clearly remained at the center of it all. “I didn’t set out specifically to work in liver health,” Benig says, “but once I entered the field, I realized how many public health issues connect back to it.” Once she settled in, she found a field that provided her with all the things she truly cared about. “To me, the liver is deeply connected to public health because it touches so many areas of daily life, from what we consume to what we are exposed to in our envi-ronments,” she says. That connection helped her see liver health not as a narrow specialty, but as a topic linked to environmental health, food and nutrition, move-ment, chronic disease, infectious disease, stigma, and access to care.
Translating science for the people who need it Much of Benig’s work has focused on helping different audiences understand liver health and why it matters. The audience can shift from one project to the next: a patient trying to understand a diagnosis, a provider looking for clear educational tools, a policymaker reviewing a public health issue, or an advocate preparing to speak up in a regulatory or legislative setting. “I often hear the public health world saying we need to communicate better,” she says. “But the question is, what do we actually need to do? Health education specialists already have a framework for doing that well.” The Areas of Responsibility show up across much of her work. It has helped her create educational resources, reports, blogs, campaigns, videos, and web content, while also supporting policy and advocacy efforts such as public comments, data synthesis, advocate trainings, and science-based priorities. Seeing liver health through a global lens One project Benig is especially proud of is the Global State of Liver Health report, developed as part of the Global Liver Institute’s international work and its ‘Liver Health is Public Health’ initiative. The project involved research into the epidemiology and unique liver health risk factors of different countries. Each chapter included available data, country-specific context, and interviews with global experts working directly with live patients in that county. For Benig, the project was meaningful because it revealed both the shared and highly local nature of liver health. “It was fascinating to see both the common threads and the country-specific differ- Continued on page 10
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CHES® Spotlight
Lily Benig, MPH, CHES® : Continued
ences in liver health around the world,” she says. The work also came with real challenges, as data quality varies widely bycountry. Some topics had limited information available in English. Some chapters required using related data, such as information on obesity or diabetes, to better understand the context for fatty liver disease. “We were always thinking carefully about the audience and how the informa-tion would actually be used, especially when individual chapters might reach policymakers or ministries of health,” she says.
Advocacy, language, and the real-world impact of words Benig’s advocacy work has also reinforced a lesson she has seen many times: words matter, especially when they become part of public health systems. When terminology around fatty liver disease began changing, she reviewed proposed ICD-10 coding language and noticed wording that raised concerns among liver health professionals and advocates because it could carry stigma forward instead of helping the field move away from it. During the public comment period, Benig reached out to physicians, patients, advocates, and partner organizations to gather feedback and understand whether others shared her concerns. The organization submitted comments, and the proposed language did not move forward in that round. The issue later reentered the comment process, leaving the final outcome uncertain. “It was concerning to see how consequential language could move through a process without enough attention to stigma or real-world impact,” she says. “It was encouraging to see that we could bring people together around a shared concern and provide input that was taken seriously.”
Carrying the CHES® credential into broader health education spaces Benig learned about CHES® certification during her graduate studies and went on to earn the credential after completing coursework that aligned closely with health education methods and competencies. She was later recognized as a CHES® high scorer, a distinction she remembers sharing with her family after seeing the announcement. For Benig, CHES® certification also helps name the skills professionals may already be using in roles that do not always carry a traditional health educator title. She has seen that firsthand in her own career and in conversations with peers. After attending APHA, she heard from former classmates who were interested in the way her CHES® credential connected to her work. “I’m happy to report that my former classmates were super jealous of me at APHA,” she says, “and that conversation in our group chat ended with one deciding to sign up for the CHES exam next April and the other next fall.” For Benig, those conversations point to a larger opportunity for the profession. In fields like medical writing, health advocacy, policy communication, and patient education, professionals are often already using health education competencies, even if they do not always describe the work that way. Skills worth building When asked what skills newer professionals should focus on, Benig comes back to something that sounds simple but is easy to overlook: know your audience. “People often want to jump right into the work,” she says, “but I think it is important to pause and ask: Who is the audience?” That question shapes the message, tone, level of detail, and call to action. Benig also encourages professionals to ask what that audience actually has the power to do. “You can make a strong argument, but if you are not speaking to the right decision-maker, it may not lead to the action you are hoping for,” she says. For early-career professionals, Benig also recommends learning from strong examples. Whether writing a report, preparing a public comment, building a resource, or creating a presentation, she says there is usually existing work that can help guide the structure, organization, or approach. From there, professionals can adapt what works to fit a new purpose, audience, and message. “I rarely feel like I am starting completely from scratch,” she says. “There is usually a strong example, structure, or model that can help guide the work while still allowing you to make it your own.” A broad path with a clear purpose Benig’s career does not fit neatly into one category, and that is precisely why it may resonate with other health education specialists. Her path shows how the competencies of the profession can apply in technical, policy, advocacy, communications, and global health spaces. For fellow credential-holders, her work is also a reminder that health education specialists have a place in rooms where science, policy, and communication meet. Her work shows that “better communication” is not just a talking point in public health. It requires professionals who can understand the audience, clarify the message, and make health information usable. That is where health education specialists are especially well prepared to lead.
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HESPA III
What are the HESPA III (2025) Takeaways? The health education profession is entering an important transition period with several key updates related to the Health Education Specialist Practice Analysis 2025 (HESPA III 2025) certification exams, and contin- uing education. Most notably, the profession now recognizes Nine Areas of Responsibility, reflecting the updated competency framework established through HESPA III. These revisions are designed to better align professional practice, academic preparation, and continuing education with the evolving needs of the field.
I. ASSESSMENT II. PLANNING III. IMPLEMENTATION IV. EVALUATION
V. RESEARCH VI. ADVOCACY VII. COMMUNICATIONS VIII. ADMINISTRATION AND MANAGEMENT IX. ETHICS, LEADERSHIP, AND PROFESSIONALISM To support professionals, educators, and academic programs in understanding the updated framework, the HESPA III publication is available for purchase in both hard copy and eBook formats. The framework serves as an important resource for curriculum planning, exam preparation, and professional development.
THE NINE AREAS OF RESPONSIBILITY
Changes to the CHES® and MCHES® Examinations Candidates preparing for certification should also note that Fall 2026 will be thefinal testing administration based on HESPA II competencies. Beginning in Spring 2027, both the CHES® and MCHES® examinations will transition to the HESPA III framework. In addition to the updated content outline, both examinations will move to a 175-question format. To assist candidates during this transition, a new companion guide and test preparation app are currently in development and are anticipated for release in November 2026. These resources are intended to provide updated study support aligned with the revised Areas of Responsibility and Competencies. Changes to Continuing Education HESPA III isn’t only an exam content update, but it also influences continuing education (CE). NCHEC’s CE providers are already beginning to shift offerings to align with the updated Areas of Responsibility, and this will happen in phases, so the field has time to adjust. By 2027, CE is expected to be fully aligned under HESPA III, helping create consistency across professional preparation, CE, and the CHES® and MCHES® exams. NCHEC’s CE providers are also preparing for implementation. Beginning in 2027, providers will begin aligning CE activities and offerings with the HESPA III framework to ensure consistency across professional development opportunities and certification maintenance requirements.
These updates represent an important step forward in strengthening the profession’s competency-based foundation and ensuring that credentialed health education specialists remain prepared to address current and emerging public health challenges.
A Competency-Based Framework for Health Education Specialists - 2025 is available for purchase in the NCHEC bookstore in book print and ebook formats.
Scan for Bookstore Link:
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Election News
Call for Candidates 2026: Future NCHEC Leaders Wanted
NCHEC is searching for individuals to fill volunteer positions on our Division Boards, beginning in 2027. All positions adhere to the Code of Ethics of the Health Education Profession. NCHEC welcomes all CHES® and MCHES® in good standing to apply for open positions on our volunteer boards. As we strive to have our board directors reflective of the individuals we serve, we encourage individuals from all back- grounds of race, ethnicity, religion, sex, gender identity, age, disability, and sexual orientation to submit a nomination form. NCHEC seeks individuals from a variety of practice settings including: schools, healthcare, business/industry, academia, and community. Elections will be held in August 2026. The terms of these positions will begin on January 1, 2027. Consider nominating yourself or encouraging a peer to take this opportunity. The deadline to submit a nomination form is June 1, 2026.
Division Board for Professional Preparation and Practice (DBPPP): One Director: Five-year term. The DBPPP is comprised of seven individuals responsible for promoting professional preparation. More specifically, the DBPPP works with colleges, universities, and accrediting agencies to improve professional preparation programs and promote best practices in health education settings. It also monitors and updates the certification application and eligibility review process. Interest or experience with the credentialing process and with professional preparation is preferred. Division Board for Professional Development (DBPD): One Director: Five-year term. The DBPD is comprised of seven individuals responsible for overseeing the recertification and annual renewal procedures. More specifically, the DBPD recommends policies and procedures related to the designation of continuing education providers, recertification, and the annual renewal of CHES®/MCHES®; recommends fees for recertification, annual renewal, and provider designation; and assures that the processes are monitored and periodically evaluated. Interest or experience in developing or delivering continuing education programs for health educators is preferred. Division Board for Certification of Health Education Specialists (DBCHES): Two Directors - Five-year term. The DBCHES is comprised of 11-12 individuals responsible for the credentialing examination. More specifically, the DBCHES assures a periodic review and evaluation of certification and examination processes; recommends policies and procedures for administering the CHES® and the MCHES® examinations; participates in item-writing workshops and ongoing online item-writing assignments; and ensures that NCHEC’s testing meets acceptable standards. This is a working board that requires a commitment to independent work outside of regularly scheduled meetings. Interest or experience in item writing and exam construction is preferred. The MCHES® credential is required to serve on this Board.
Requirements for all board positions include:
Supporting the work and mission of NCHEC by protecting confidentiality and avoiding conflict of interest Maintaining CHES®/MCHES® certification; cannot be in extension or lapsed status (Note: DBCHES Directors must be MCHES®) Participation and engagement in monthly conference calls and in any board-specific projects and/or committee assignments Attending one face-to-face meeting (all expenses paid by NCHEC) annually. Typically, this meeting spans a weekend (Thursday night–Sunday noon). DBCHES may require two face-to-face meetings per year. Reading agendas, minutes, and other documents and information to stay informed Exercising independent judgment on decisions presented and maintaining confidentiality Advocating for CHES® and MCHES® credentials
If you are interested in becoming a candidate, please contact Alyssa Dzurkovich at 888-624-3248 ext. 16 or adzurkovich@nchec.org or
visit the website at www.nchec.org. The nomination deadline is June 1, 2026.
NCHEC NEWS
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NCHEC Boards and Staff
NCHEC Staff Members Executive Director Melissa Opp, MPH, MCHES®, ICE-CCP mopp@nchec.org | ext. 11 Exam and Operations Manager Tanya Cole tcole@nchec.org | ext. 12 Continuing Education Coordinator Pamela Poulter ppoulter@nchec.org | ext. 14 Financial Manager Lisa Petrone lpetrone@nchec.org | ext. 15 Communication Manager Jessica Wessner jwessner@nchec.org | ext. 10 Credentialing Project Specialist A l yssa Dzurkovich, BS, CHES® mhouston@nchec.org | ext. 16 Administrative Coordinato r Shekinah Kee admin@nchec.org | ext. 18
NCHEC is governed by a 12-person Board of Commissioners and two 7- person and one 11-person Division Boards. Each division board addresses one of the three activities noted in NCHEC’s mission: certification, professional development and professional preparation. All directors and commissioners are elected volunteers and are active credential-holders, with the exception of the public member who is appointed by the Board of Commissioners.
2026 Division Board for Professional Preparation and Practice Holly T. Moses, PhD, MCHES® (Coordinator) Leigh Lane, DHA, MCHES® (Vice-coordinator) Melvina Wilson, DrPH, MPH, MCHES® Tilicia Mayo-Gamble, PhD, MPH, CHES® Derek Cegelka, PhD, MPH, CHES® Tina Marie Devlin, MPH, MCHES® Brittny Bratcher-Rasmus, Ph.D., MS, CHES®
2026 Executive Officers
Kathy Janes Jinkins, BSN, M.Ed, MCHES® (Chair, At-large Commissioner) Leigh Lane, DHA, MCHES® (Vice-chair, DBPPP Vice-coordinator) Corry Smith, MS, MA (Secretary, Public Member)
Julia Varnes, PhD, MPH, MCHES® (Treasurer, DBCHES Coordinator)
Anna Torrens Armstrong, PhD, MPH, MCHES® (Immediate Past Chair, At-large Commissioner)
2026 Division Board for Certification of Health Education Specialists
2026 Commissioners
2026 Division Board for Professional Development Hannah Ostheimer, MPH, MCHES® Leigh Lane, DHA, MCHES® Ed Jones, MS, BS, CHES® Heidi Austin, EdD, EdS, MS, BS, MCHES®, CFLE Holly Moses, PhD, MCHES® Carla Valdez, Ed.D, MPH, MCHES® Stephanie Atella, MPH, CHES® Hannah Ostheimer, MPH, MCHES® (Coordinator) Ed Jones, MS, BS, CHES® (Vice-coordinator) Ty Oehrtman, MS, MCHES® Ashley Tharpe, EdD, MPH, MSHS, CHES® Leah Roman, MPH, MCHES® LaShantynia Clayton, MPH, CHES® Kimberley Freeman, DrPH, MPH, MCHES®
Julia Varnes, PhD, MPH, MCHES® (Coordinator) Carla Valdez, Ed.D, MPH, MCHES® (Vice-coordinator) Marietta Orlowski, PhD, MCHES®, CPH Alexis Blavos, PhD,MCHES® Krista Mincey, MPH, DrPH, MCHES® Anthony Santella, DrPH, MPH, MCHES®, CPH Gayle Walter, PhD, MPH, MCHES® J. Michael Wilkerson, Ph.D., MPH, MSEd, MCHES® Sarah Jacob, MBA, MPH, MD, MCHES® Emily Tuschhoff, MS, MCHES® Melissa Palmer, MAdm, BS, MCHES®
Editor: Jessica Wessner, NCHEC Communication Manager Copy-editors: Matthew McVey, CHES®, Kadi Bliss, MCHES®, Lynn Willis, CHES®, LaShantynia Clayton, CHES®
NCHEC | 95 HIGHLAND AVE | SUITE 150A | BETHLEHEM, PA | 18017 | 888.624.3248 | WWW.NCHEC.ORG
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