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53 Cards in this Set
- Front
- Back
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Steps in the Community Organizing process
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1. Recognize the issue
2. Gain entry into the community 3. Organize the people 4. Assess the community 5. Determine the priorities and select intervention strategies 6. Arrive at a solution and select intervention strategies 7. Implement the plan 8. Evaluate the outcomes of the action plan 9. Maintain the outcomes in the community 10. Loop back to 4-9 |
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Community Organizing
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Process where communities help identify common problems and develop strategies to reach desired goals
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Health Education Strategies
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Educational, Health engineering, Community mobilization, Health Communication, Health policy/enforcement, Health-related community service
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Marketing Mix
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Price
Place Product Promotion |
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MATCH
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Multi-level Approach to Community Health
1. Goals Selection 2. Intervention Planning 3. Program Development 4. Implementation Preparations 5. Evaluation |
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PRECEDE PROCEED
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Phase 1: Social assessment - quality of life
Phase 2: Epidemiological assessment - identify health problems Phase 3: Behavioral and Environmental - determine risk factors Phase 4: Educational and Ecological Assessment - determine predisposing, enabling and reinforcing factors Phase 5: Administrative and Policy assessment - determine resources available for program Phase 6: Implementation - select strategies and activities; begin program Phase 7: Process evaluation - document program feasibility Phase 8: Impact evaluation - assess the immediate effect of an intervention Phase 9: Outcome evaluation - determines if long term goals were met |
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Learning or instructional objectives
AKA: impact objectives |
short term specific (cognitive, affective and skills demonstration)
Ex: The participants will be able to correctly identify three forms of weight bearing activity when asked to do so. |
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Behavioral Objectives
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describes behaviors that the population will engage in to reach the program goal
Ex: Among those attending the program, weight-bearing activity will increase by 50% over the following 6 months. |
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Program or outcome objectives
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specific, measurable statements of what the educator wants to accomplish at a given time (usually 3-5 years)
Ex: Within 3 years, osteoporosis related fractures will decrease by 25% in the residents of Delaware county |
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Objectives
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statements that describe in measurable terms changes in behavior, attitude or knowledge
Who will do how much of what by when? |
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Goals
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general long term statement of desired program outcome
Ex: Reduce the number of obesity related type II diabetes cases in Caucasian men |
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6 steps for conducting a needs assessment
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1. Determine the scope of work and purpose for needs assessment
2. Gather the data 3. Analyze the data 4. Identify any factors linked to the health problem 5. Identify the focus for the program 6. Validate the need before continuing with the planning process |
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Primary Data
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information that comes directly from the individual or population of interest
Ex: interviews, surveys, focus groups, nominal group process, dephi panel |
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Secondary Data
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Existing data
Ex: government agency websites, journals, census etc |
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AAHB
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American Academy of Health Behavior
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AAHE
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American Assoc for Health Education
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ACHA-HPS
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American College Health Assoc - Health Promotion Section
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APHA-PHEHP
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American Public Health Assoc - Public Health Education and Health Promotion Section
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APHA-SHES
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American Public Health Assoc - School Health Education Section
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ASHA
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American School Health Assoc
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DHPE
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Directors of Health Promotion and Education
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SSDHPER
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Society of State Directors of Health Physical Education and Recreation
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SOPHE
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Society of Public Health Educators
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CDCynergy
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multi-media CDROM from the CDC to plan, administer and evaluate health communication campaigns
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Internal consultant
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informally advising colleagues within an agency
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external consultant
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outside of the agency, more formal
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Steps in formal consulting
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1. Assessment of clients needs
2. Reports or suggestions for action 3. Implementation of agreed upon actions 4. Evaluation of suggested actions 5. Final reporting of results |
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Electronic mailing lists
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HEDIR, HEALTHPROM
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Databases
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MEDLINE: journals
ERIC: Education Resource Info Ctr CHID: Combined Health Info Database HaPl: Health and Psychosocial instruments CINAHL: Cumulative index for Nursing and Allied Health Literature |
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Sources for Educational materials
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GEM: Gateway to Educational materials
HRSA: Health Resources and Services Administration |
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Steps for Strategic planning
1-6 |
1. Initiate and agree on a strategic planning process
2. Clarify organizational mandates 3a. Identify and understand stakeholders 3b. Develop/refine mission statement and values 4. Assess the environment 5. Identify/frame strategic issues 6. Formulate to manage issues 7. Review and adopt the strategic plan 8. Establish an effective organizational vision for the future 9. Develop an effective implementation process 10. Reassess the strategic planning process |
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Strategic planning
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The process of developing strategies to reach a defined objective. Managing constant change
Answers these three questions: Where are we now? Where do we want to be? How do we get there? |
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Inferential analysis
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gains knowledge about the sample that can be generalized to a similar population
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Descriptive analysis
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describes the group being studied
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External validity
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Allows health educators to apply the concept of generalizability
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Internal validity
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Refers to identifying the effects as being attributable to the program and not to the other factors related to the evaluation design
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IRB
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Institutional Review Board
(Protects human research subjects) |
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Qualitative
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Observation
Participant observation Document study interviews focus groups |
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Reliability
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Consistency, dependability and stability of the measurement process.
Assesses if the instrument is measuring concepts consistently |
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Construct validity
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ensures that the concepts of an instrument relate to the concepts of a particular theory
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criterion validity
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refers to one measures correlation to another measure of a particular situation
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content (or face) validity
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considers the instruments items of measurement for the relevant areas of interest
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summative evaluation
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often associated with quantitative processes; also commonly associated with impact and outcome evaluation
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formative evaluation
AKA process evaluation |
looks at an on-going process of evaluation while the program is being developed and implemented
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validity
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the degree to which a test measures what it is intended to measure
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PATCH
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Planned Approach to Community Health
1. Mobilizing the Community 2. Collecting and Organizing data 3. Choosing health priorities 4. Developing a comprehensive intervention plan 5. Evaluation |
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SMART
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Selected Metro/Micropolitan Area Risk Trends
A part of the BRFSS |
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MAPP
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Mobilizing for Action through Planning and Partnerships
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insolence
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noun: rudeness
Frechheit, Unverschämtheit |
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Theory of Planned Behavior
AKA Theory of Reasoned Action |
Behavior change is influenced by:
attitude towards outcome; social/subjective norms; level of self confidence and behavior control When used by a health educator: examine individuals motivation to perform the behavior; determine what peers think of behavior; assess difficulty individual will have performing behavior |
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Health Belief Model
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6 major constructs that affect behavior change
1. Perceived susceptibility 2. Perceived seriousness 3. Perceived benefits 4. Perceived barriers 5. Motivation 6. Self-efficacy |
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Transtheoretical Model
AKA Stages of Change |
Precontemplation: not going to take action; in denial
Contemplation: aware and intends to take action within 6 months Preparation: preparing to take action within 1 month Action: has taken action Maintenance: has changed behavior and maintained for at least 6 months Termination: has zero temptation to return to old behavior |
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5 generic phases of implementation
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1. Gain acceptance for the program
2. Specify tasks and estimate resources 3. Establish a system for program management 4. Put the plans into action: piloting, phasing-in, total implementation 5. Ending or sustaining a program |
