Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

CHES > AOR 1 Assessment of Needs and Capacity > Flashcards

AOR 1 Assessment of Needs and Capacity Flashcards

1
Q

What does the health education specialist need to determine to assess capacity?

A

determine resources available in developing programs to meet the needs of priority populations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Advisory Committee

A
  • individuals who are in a position to periodically report on their actual experiences related to a common issue
  • offer their advice to key individual or group who will be making programmatic decisions
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Capacity Assessment

A

measure of actual and potential individual, group, and community resources that can be inherent, and/or brought, to bear for health maintenance and enhancement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

The process of ____________ is part of capacity assessment

A

mapping community assets

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Coalition

A

group of diverse organizations and constituencies working together toward a common goal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Needs Assessment

A

process of identifying, analyzing, and prioritizing the needs of a priority population

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Qualitative Data

A

data in narrative form, to better understand motivation, thoughts, feelings, & behaviors

  • usually descriptions of what is occurring and why
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Quantitative Data

A

data collected in numerical form or easily translated to numerical form

e.g. morbidity & mortality rates

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Planning Committee

A

advisory community members, experts, and agency staff

  • may be episodic (limited duration) or continuing (on-going)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Primary Data

A

data that a health education specialist collects directly which are used to answer unique questions related to a specific needs assessment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Secondary Data

A

data that already have been collected by others that may or may not be directly gathered from the individual or population being assessed

e.g. existing research (from peer-reviewed journals), databases

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Stakeholders

A

individuals or agencies with a vested interest in the health education program

  • involved in program operations, served/directly affected by the program, primary users/participants of the program
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Social Determinants of Health (SOH)

A
  • conditions in which people are born, live, work, play
  • age, that affects health risks, overall health, daily functioning, & quality of life (QOL)
  • shaped by distribution of money, power, & resources at global, national, and local levels
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Needs Assessment provides essential foundation that is used to _____________________

A

guid the direction in the development and support of an intervention

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

capacity (asset-based) assessment is directed toward _____________________

A

actual and potential influential resources in the community (i.e. stakeholders) and the support (i.e. individual protective factors, settings, etc) at an INDIVIDUAL level to address needs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

To conduct a thorough assessment, health education specialists must plan for the process which includes ____________________

A

defining the purpose and scope; identifying & engaging the community in all phases of the assessment process; assessing current resources, policies, programs, and interventions; identifying factors that may impact the assessment process

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Defining the ____________ of the assessment will provide direction to develop the ______________ of the assessment

A

PURPOSE; SCOPE

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What are questions the planning committee should ask when defining the purpose and scope of an assessment?

A
  1. what is goal of the needs assessment?
  2. what does the planning committee hope to gain from the needs assessment?
  3. how extensive will the assessment be?
  4. what types of resources will be available to conduct the assessment?
  5. what type if needs assessment is appropriate? (e.g. comprehensive, focused, etc.)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

A needs assessment plan establishes a roadmap that provides ___________________ that support the GOALS AND OBJECTIVES of the assessment

A
  • overview of the process
  • resources needed
  • activities
  • results
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Priority populations can be identified by:

A
  • Demographics (i.e. age, sex/gender, ethnicity, income)
  • geography (state, county, etc)
  • sector (school, worksite)
  • environmental conditions
  • culture & social aspects
  • size of population
  • shared characteristics within the community
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

What factors should health educator specialists consider and identify that may already exist for target/priority population?

A

Resources, Policies, Programs, Practices, Interventions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Types of Community Assets (Doyle et al.)

A
  1. individual
  2. institutional
  3. organizational
  4. governmental
  5. physical and land
  6. cultural
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

What are the 5 models for conducting a needs assessment? (Issel & Wells)

A
  1. EPIDEMIOLOGICAL - uses epidemiological data (i.e. mortality rates)
  2. PUBLIC HEALTH - utilizes limited resources by focusing on a specific population
  3. SOCIAL - investigates social or political issues that influence health
  4. ASSET - focuses on strength of community, organization, or population
  5. RAPID - time and money are lacking for assessment (provides basic info but lacks detail)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

What types of influences should health education specialists gather data on (to ensure to find out what & why it is happening) during assessment?

A
  • health equity
  • social-ecological
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

When gaining knowledge as to what and why a behavior/health problem is occurring, what types of models should be identified?

A

Planning Model & Implementation Model

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Expressed Needs

A

observed through individuals’ use of services

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Actual Needs

A

discrepancy of services provided to one community compared to another

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Perceived Need

A

what individuals in a community state that they want

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Relative Need

A

describe discrepancy between an individual/group’s current status compared to others

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

What types of needs should be included in a needs assessment?

A

Expressed, Actual, Perceived, & Relative Needs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Difference between Stakeholders and Partners

A

STAKEHOLDERS - those who affect and are affected by change and those who have an interest in the results/what will be done with the results

PARTNERS - individuals/organizations that bring knowledge, skills, or resources and are willing to share risks, responsibilities, & rewards

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Why is partnering beneficial when developing a planning team for assessment, planning, intervention, and evaluation of new programs?

A
  • meeting the needs of a priority population (cant be met by capacities of an individual partner)
  • sharing of financial resources
  • solving a problem or achieving a goal that is a priority to several partners
  • bringing more stakeholders to the “table”
  • seeing and solving a problem from multiple perspectives
  • creating a greater response to a need b/c there is strength in numbers
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Planning Committee should include:

A
  • members of priority population
  • doers & influencers
  • members of the agency
  • important stakeholders
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

When should coalitions (type of partnership) be considered in order to see positive health change within the priority population?

A

larger community-wide initiatives that require more intense, complex, and detailed efforts

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

What principles should coalitions use to be successful?

A
  1. common agenda
  2. shared measurement
  3. mutually reinforcing activities
  4. continuous communication
  5. backbone organization
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

What are the elements to ensure effective community based participation?

A
  • recognize partner community as a unit of identity
  • build on community strengths
  • facilitate collaborative, equitable decision making
  • foster co-learning among partners
  • balance knowledge generation with community benefit
  • Focus on ecological perspectives, local problems, & multiple determinants of health
  • develop systems using an iterative process
  • disseminate info, results, & benefits to all partners
  • develop a commitment and long-term process
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

When recruiting members for planning team, how they are chosen will depend on what?

A

size of the team, type (stakeholders, partners, priority population), skills, experience, & knowledge needed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

5 strategies to select team members for planning team

A
  1. asking for volunteers
  2. holding an election within the community
  3. inviting/recruiting people to serve
  4. having members formally appointed
  5. having an application process and then selecting specific to most desirable characteristics
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Examples of primary data

A

surveys, interviews, self-assessments (individual sources)

Delphi technique, community forums, focus groups, nominal group process, observations (group-level sources)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Examples of Secondary Sources

A

Government Agencies, state & local Agencies, Non-government Agencies & organizations, existing records (health data collected from other services), literature

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Literature Review (def’n)

A

highly systematic method of locating, synthesizing, and interpreting a collection of work by researchers and practitioners

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

How does conducting literature review help health education specialists in the assessment phase?

A

helps them to understand existing knowledge on the topic & population

identify information gaps that should be included in the needs assessment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Basic Components of lit review process

A
  1. what questions do you want to answer
  2. what evidence will address the question
  3. what are in inclusion/exclusion criteria
  4. how will you find the evidence you want? what is the search strategy?
  5. what evidence from search process meets your criteria
  6. how will you document answers to your question
  7. How will you measure strength of evidence (metric)? how will you summarize findings and draw conclusions?
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

What should literature strategy identify?

A
  1. key search items
  2. search sources (PubMED, MEDLINE, etc)
  3. period of time to conduct search
  4. characteristics of priority population or intervention
  5. health conditions of interest
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

What are some examples of credible (valid & reliable) databases that can be used when doing a literature search?

A

BIOETHICSLINE, ERIC, HAPI, MEDLINE, National Library of Medicine, TOXNET, PubMED

46
Q

Questions to ask when evaluating published research literature?

A
  1. Purpose of study?
  2. What was the research question/hypothesis?
  3. were the subjects in study described? Was participant recruitment included?
  4. What design/location of study described?
  5. Description of data collection instruments?
  6. Did results reflect research question/hypothesis?
  7. Were conclusions reflective of research design & data analysis?
  8. were implications meaningful to priority population?
47
Q

What qualities need to be considered when using secondary data?

A
  • Reliability
  • Accessibility
  • Timeline of data (is it too old or is it still relevant?)
  • Applicable to priority population (can data be broaden to include other populations not in the study)
48
Q

Validity vs Reliability

A

Valid = representative of what is intended to be measured

Reliable = data are consistent across multiple assessments of specific measure

49
Q

During needs assessment stage, health education specialists can apple explanatory ____________ and ______________ to identify __________________, to help understand why _________________ or to guide the search for _________________.

A

theories & models; gaps in data; health problem exists; modifiable factors

50
Q

Since collecting primary data can be costly, what should the health education specialist focus on when collecting data?

A

information where there were gaps in the literature from secondary sources

51
Q

Surveys are used to determine ________________

A

knowledge, attitudes, beliefs, behaviors, skills, & health status of a priority population

  • can be conducted via phone, face-to-face, electronically, or in groups *
52
Q

Surveys should be tested for _______________, have a _________________, and be administered to __________________.

A

validity & reliability; high response rate; a valid sample size

53
Q

Key Informant Interviews are conducted with _______________________

A

those who have knowledge of, and the ability to report on the needs of a corporation, hospital, or organization

54
Q

What is an advantage and disadvantage of telephone interviews?

A

Advantage: allows interviewer to clarify questions

Disadvantage: lack of visual cues

55
Q

What are 3 disadvantages to using electronic interviews?

A
  1. limited to those with internet access
  2. lack anonymity
  3. emails are easily ignored
56
Q

Self-Assessment instruments allow people to ___________________

A

answer questions about their health history, behavior, and screening results

57
Q

How are Self-Assessments used and analyzed?

A

compared against database of individuals with similar characteristics which provides a RISK ASSESSMENT for diseases and life expectancy

58
Q

What is a disadvantage of using community forums?

A

Silent majority are not being heard and the more vocal within the forum can be mistaken for the entire group’s views of the community’s health problems

59
Q

Focus groups utilize ________________ among participants based on a set of specific criteria

A

Communication

60
Q

Nominal Group Process

A
  • 5-7 REPRESENTATIVES FROM PRIORITY POPULATION respond to specific questions about a topic the health education specialist needs to know
  • each representative has equal voice and privately rank proposed ideas and sharing their rankings with the group
61
Q

Delphi Panel

A
  • generates consensus by using series of mailed/emailed questions (1-2 questions)
  • answers are analyzed and group receives another set of specific questions to answer (occurs 3-5 times)
62
Q

Community Capacity Inventory

A

written list of skills of individuals in the community, associations, & other resources available

63
Q

Community Asset Map

A

visual representation of physical assets important for achieving community goals

  • includes local resources, abilities, and other building blocks for community growth and change *
64
Q

PhotoVoice

A

photographic technique that allows people to record and reflect on personal and community strengths and concerns

  • provides knowledge about issues through group discussions
  • excellent way to reach policy-makers
65
Q

Method/Strategy for collecting primary data is based on ___________________

A

questions being asked, data needed, participants, resources needed

66
Q

Data Collection & Analysis Plan should consider _________________________

A

feasibility of collecting data among subpopulations to identify DISPARITIES and potential BIAS RESULTS

67
Q

What are advantages to surveys via mail?

A

eliminates interviewer bias, increases assurance of anonymity, completed at respondent’s convenience, increases accessibility and accuracy, promotes inter-relater reliability

68
Q

What are disadvantages of surveys via mail?

A

lack of flexibility, likelihood of unanswered questions, low response rate, inability to record reactions/non-verbal responses, expense

69
Q

Advantages of surveys via phone?

A

cost savings, accessible to wide geographic region, increased monitoring and quality control

70
Q

Disadvantages of surveys via phone?

A

call seen as disruption, loss of visual for respondents to read the survey, interviewer has little control of survey completion, low response rate

71
Q

advantages of interviews

A

personalizes survey to one participant, flexibility to receive details, higher response rate, control over order of questions, ability to use more complex questionares, spontaneity

72
Q

Disadvantages of Interviews

A

expensive and time consuming, increased change of interviewer bias, lack of anonymity, difficulty to summarize findings

73
Q

advantages of web surveys

A

quick response, low cost, automated gathering of data, high response rate, forced-choice format

74
Q

disadvantages of web surveys

A

limited ability to monitor, limited time frame, requires software/hardware

75
Q

advantages of focus groups

A

help people learn more about opinions and needs within the community, observations among group (verbal and nonverbal)

76
Q

Planning Steps for Collecting Primary Data

A
  1. Planning the Survey
  2. Overall Design
  3. Method of data collection
  4. Planning data analysis
  5. Drawing the Sample
  6. Questionare Construction
  7. Pretest questionare
  8. Questionare revision
  9. Administering the Survey
  10. Code Preparation
  11. Verification
  12. Data Entry
  13. Tabulation
  14. Analysis
  15. Recording & Reporting
77
Q

Components of Data Collection Process

A
  1. data collection and instrument development
  2. data analysis plan
  3. finding or results of assessment
  4. written reporting of data
78
Q

the __________________ is use to describe when and from whom data are collectedq

A

evaluation & research design

79
Q

To ensure quality, it is important to have reliable, trustworthy, and skilled people to _______________________-

A

reliable, trustworthy, and skilled people to collect, enter, analyze, and manage the data collected during the assessment

80
Q

Health Education Specialists need to identify and prioritize the ________________ risk factors associated with health.

A

behavioral, environmental, & social risk factors (SOH)

81
Q

SOH can affect people’s _________________

A

health risks, overall health, daily functioning & quality of life (QOL)

82
Q

What are the 5 categories for social determinants of health according to the CDC and Healthy People 2030?

A
  1. neighborhood & built environment
  2. health care access and quality
  3. social and community context
  4. education access and quality
  5. economic stability
83
Q

How do the 5 SOH categories affect health status?

A

The categories have overlap connection to HEALTH DISPARITIES & HEALTH EQUITY

84
Q

Factors that impact health and health literacy of priority population can be ________________ and ________________

A

Cognitive and Behavioral

85
Q

Behavioral (lifestyle) factors are behaviors/actions of individuals, groups, & communities. What are some of these behavioral indicators determine one’s behavior?

A

Compliance; cultural, social, & community norms

86
Q

What factors need to be assessed for what may be influencing behavior?

A
  • culture, education, social
  • knowledge, attitudes, beliefs, perceptions
  • skill set of specific behavior
87
Q

5 levels of influence for health behaviors based on ecological model

A
  1. INDIVIDUAL
  2. INTERPERSONAL
  3. INSTITUTIONAL
  4. COMMUNITY
  5. PUBLIC POLICY
88
Q

What can the Health Education Specialists utilize to identify which factors are MOST IMPORTANT & CHANGEABLE to determine goals and objectives for health program?

A
  • needs assessment
  • data from literature indicating factors and determinants of health
  • data collected from surveys
89
Q

Healthy People 2030 use SOH to try to ______________________.

A

Reduce health disparities to achieve health equity

90
Q

Health Disparities

A

differences among populations in health status, behavior, & outcomes due to influences such as SOH

  • differences in health that are unnecessary and avoidable; unfair and unjust
91
Q

Health Equity

A

Reducing & ultimately eliminating disparities in health & its determinants that adversely affect excluded or marginalized groups

92
Q

5 Major Factors that determine the health of a population and what do they influence the likelihood of?

A
  1. Education
  2. Economic Stability
  3. Neighborhood & Built Environment
  4. Health & Healthcare
  5. Social and Community Context
  • influences the likelihood of disease, functional capacity, health behavior, and well-being
93
Q

Systems Strategies

A

changes that impact all elements of an organization, institution, or system (collection of elements that work together to accomplish an overall goal)

94
Q

A systems change is a modification in how ________________________

A

a collective unit decides upon policies, program services, decision making, and allocation of resources

  • impact: maximizes the reach of its effects
95
Q

Levels of Systems Changee

A

PARADIGM - mindset or beliefs of how the systems work and refer to goals, policies, and structure (shift/reinforce paradigm)

GOALS - aims of system (focus/change aims of system)

SYSTEM STRUCTURE - parts of system, actors (leadership, staff, partners) & interconnects between parts (modifying linkages within system, adding new elements/parts)

FEEDBACK & DELAYS - providing info about results of different actions by system elements to. source/administration (create/change feedback loop, adding feedback loops, changing feedback delays)

SYSTEM ELEMENTS - actors and physical elements of system connection through activities and information flow (communication)

96
Q

Systems Thinking

A

looks at the system parts, including shifts in systems interdependence, communications, or interactions, and system choices

97
Q

Where can health educator specialists get recommendations from to ensure effectiveness of programs and interventions?

A

scientific literature, program staff, program stakeholders, program decision makers; systematic review & meta-analysis of evidence-based practices

98
Q

How can health education specialists identify gaps or overlaps in existing programs?

A
  • communicating with stakeholders in the community
  • looking at service use by clients
  • observing levels & patterns of provided services
99
Q

What questions should be asked as a guide for the development of programs/interventions (after needs and capacity assessment results)

A
  • what is the health problem, & what are its consequences for the state or community?
  • what is the size of the problem overall and in subpopulations of the community?
  • what are the DOH for the health problem?
  • who are the priority populations?
  • what changes or trends are occurring?
100
Q

What is the last step in the needs assessment?

A

Validating the needs identified

101
Q

Methods of determining the validity of assessment findings

A
  • rechecking the steps followed during assessment to eliminate bias
  • conducting focus group with community members (if not used during data collection)
  • getting a second opinion from other health professionals
102
Q

____________________ should be used to determine priorities for planned interventions

A

synthesized information

103
Q

factors to be identified when prioritizing interventions

A
  1. predisposing factors
  2. enabling factors
  3. reinforcing factors
104
Q

Predisposing Factors

A

Factors that either facilitate or hinder motivation toward change

  • e.g. knowledge, attitudes, beliefs, values, confidence; affective traits,
105
Q

Enabling Factors

A

allow people to translate their desire to perform a given health-protective behavior into actual behavior (make it possible to change behavior)

  • e.g. skill acquisition, changes to the environment like improving accessibility/ affordability of services
106
Q

Reinforcing Factors

A

rewards (social, personal, or financial) or cognitive rewards (anticipated rewards) for performing protective factor

  • e.g. Feedback & encouragement resulting from changed behavior
107
Q

Criteria for Prioritizing Health Needs

A

Assessing the size or scope of problem by determining:

  • percentage of population directly affected
  • effectiveness of possible interventions
  • appropriateness, economics, acceptability, resources, & legality of possible intervention
108
Q

Health problems can be rated based on _____________________. Which of these classifications should be addressed first?

A

importance and changeability;

High Changeability and High Importance need to be addressed first with interventions

109
Q

health education specialists should tailor programs to __________________ of the priority population.

A
  • Values
  • Wants
  • Needs
110
Q

For interventions, what enhances the capacity of the priority population to meet their needs?

A
  • PROGRAMS WITH MULTIPLICITY & SUPPORT
  • INCLUSION: right type & # of participants
  • RECRUITMENT, REACH, & RESPONSE: aware of program, opportunity to participate, & # of participants
  • DOSE: # of program components delivered
  • INTERACTION & SATISFACTION: degree of effectively working and communicating with participants
  • CONTEXT: assessing for any confounding factors
111
Q

Dissemination of findings should go to who?

A
  • priority population
  • researchers
  • funding agencies
  • other stakeholders
  • not necessarily sent to all - needs to be decided through program planning (as well as how the results will be presented)
112
Q

How can results/findings be presented?

A
  • preparing user-friendly, easy to read report (informal)
  • writing executive summary (formal)
  • Press Release
  • Creating newsletter or fact sheet
  • PowerPoint Presentation
  • Verbal Presentation to designated groups within the community (i.e. priority population)
  • Designing graphics, charts, etc
  • Using Social Media
  • Making short video/audio to present the results

CHES (9 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions