CHES Area VI: Serving as a Health Education Resource Person

Health educators are frequently the people others turn to when they need reliable health information, a referral to the right service, or expert guidance on a program decision. Area VI of the CHES and MCHES exam formalizes this role, testing your ability to serve as a resource person for individuals, organizations, and communities. It is about more than knowing facts. It is about knowing how to connect people with the right information at the right time.

This area recognizes that health educators operate at the intersection of evidence, practice, and community need. Whether you are responding to a colleague's question about a health topic or building a referral system for a community clinic, the competencies in Area VI define what it means to be a credible, accessible, and effective resource.

For context on how Area VI fits within the broader exam framework, see the overview of all eight Areas of Responsibility.

What Area VI Covers

Area VI focuses on the skills and knowledge required to act as a source of health education expertise. The competencies include providing consultation to stakeholders, maintaining referral networks, disseminating health information through appropriate channels, and responding to requests for guidance. Evaluating the quality and credibility of health information is also a central theme.

For MCHES candidates, this area extends into more advanced consultation roles, including advising organizations on program design and serving as a subject-matter expert in policy discussions. At both levels, the emphasis is on reliability, accuracy, and the ability to tailor information to the audience.

Key Concepts in Area VI

Providing Consultation to Stakeholders, Organizations, and Communities

Consultation is a structured process in which a health educator provides expert advice to help others make informed decisions. This might involve advising a school board on implementing a nutrition policy, helping a nonprofit select an evidence-based curriculum, or guiding a workplace wellness committee through program planning.

Effective consultation requires strong listening skills, the ability to assess the needs and capacity of the requesting party, and the judgment to recommend strategies that are realistic and evidence-informed. It also requires professional boundaries. A consultant offers guidance but recognizes that the decision-making authority belongs to the client or organization.

Establishing and Maintaining Referral Networks

Health educators often encounter individuals or communities whose needs extend beyond the scope of a single program. Referral networks connect people with appropriate services, whether that means clinical care, social services, mental health support, or legal assistance. Building these networks requires ongoing relationship management and a thorough understanding of available community resources.

Maintaining a referral network is not a one-time task. Services change, organizations close, and new resources emerge. Health educators must regularly update their knowledge of what is available and ensure that referral pathways remain functional and accessible for the populations they serve.

Pro Tip: Create a personal resource directory organized by category, such as clinical services, mental health, food assistance, and housing. Include contact information, eligibility requirements, and any notes about the referral process. This is a practical tool for your career and a useful exercise for exam preparation.

Disseminating Accurate Health Information

One of the most visible functions of a health education resource person is information dissemination. This involves selecting, adapting, and distributing health information through channels that reach the intended audience effectively. The format might be a fact sheet, a presentation, a social media post, or a one-on-one conversation, depending on the context.

Accuracy is non-negotiable. Health educators must verify that the information they share is current, evidence-based, and appropriate for the audience's literacy level and cultural context. Sharing outdated or misleading information undermines credibility and can cause real harm.

Responding to Requests for Health Education Expertise

Health educators are often asked to weigh in on topics ranging from disease prevention to program evaluation to community health assessment. Responding to requests requires the ability to quickly assess the question, identify relevant resources, and provide clear and actionable guidance.

This competency also involves knowing the limits of your own expertise. When a question falls outside your scope of knowledge, the appropriate response is to refer the inquirer to a more qualified source rather than speculating or providing incomplete information.

Evaluating the Credibility of Health Information Sources

In an environment saturated with health claims, the ability to evaluate credibility is essential. Health educators should be able to assess whether a source is peer-reviewed, whether the organization behind it has potential conflicts of interest, and whether the information is consistent with the broader evidence base.

This skill applies not only to academic literature but also to popular media, websites, social media content, and materials produced by advocacy organizations. Teaching others how to evaluate sources is itself a key function of the resource person role.

Building Professional Networks

Professional networking supports the resource person role by expanding the health educator's access to expertise, opportunities, and collaborative partnerships. Membership in professional organizations, attendance at conferences, and participation in online communities all contribute to a stronger professional network.

Networking is not purely transactional. It involves contributing to the field by sharing knowledge, mentoring colleagues, and engaging in collaborative projects. A well-maintained professional network enhances your ability to respond to complex requests and stay current with developments in health education.

Exam Application

Area VI questions on the CHES exam often present scenarios in which someone requests health information or guidance, and you must determine the most appropriate response. You might be asked what to do when a community organization requests help selecting a health education program, or how to respond when a colleague shares health information from a questionable source.

The exam tests your judgment as much as your knowledge. Can you distinguish between a situation that calls for direct consultation and one that requires a referral? Do you know how to verify the accuracy of health information before sharing it? Can you identify the most appropriate channel for disseminating a particular message?

MCHES candidates should expect scenarios that involve higher-level consultation, such as advising on organizational policy or serving as an expert witness. The principles are the same, but the stakes and complexity increase.

Study Strategies

Begin by reviewing the types of consultation and information requests you have encountered in your own work or training. For each situation, identify what competency was being applied and what the ideal response would have been. This reflective approach helps connect exam content to real-world practice.

Study the characteristics of credible health information sources. Be able to articulate why a peer-reviewed journal article is generally more reliable than a blog post, and understand the nuances, such as when a government report or professional guideline might be the most appropriate source for a given question.

Practice distinguishing between the resource person role described in Area VI and the related competencies in adjacent areas. For example, the management and partnership skills in Area V overlap with networking, while the communication competencies in Area VII overlap with information dissemination. Understanding these boundaries will help you select the best answer on exam day.

For a structured timeline that helps you organize your study sessions across all eight areas, consult the CHES study plan guide.

Pro Tip: When practicing scenario-based questions, pay close attention to the verb in each answer choice. Words like "refer," "consult," "advise," and "disseminate" signal different competencies within Area VI. Choosing the right action often depends on recognizing which verb best matches the situation described.

Becoming a Trusted Resource

The resource person role is built on trust. Colleagues, community members, and organizational leaders turn to health educators because they expect accurate information, thoughtful guidance, and appropriate referrals. Earning and maintaining that trust requires a commitment to ongoing learning, intellectual honesty about the limits of your knowledge, and a genuine investment in the well-being of those you serve.

Mastering Area VI prepares you for the CHES or MCHES exam, but it also prepares you for one of the most meaningful aspects of the profession. When people know they can count on you for reliable, well-considered health information, you become more than a specialist. You become an indispensable part of the health infrastructure in your community.

This content is not affiliated with or endorsed by NCHEC. CHES and MCHES are registered trademarks of NCHEC.