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CHES > AOR 2 Planning > Flashcards

AOR 2 Planning Flashcards

1
Q

Planning begins by reviewing the _____________________ of the priority population

A

health needs, problems, concerns, & capacity

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2
Q

Early in the planning process it is important to __________________ to support and help develop the program

A

recruit interested partners and stakeholders

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3
Q

The planning committee works to develop the __________________ as well as create/adapt intervention strategies.

A

mission, goals, & objectives

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4
Q

Rule of Sufficiency

A

Intervention strategies are effective to ensure stated objectives can be met

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5
Q

Part of planning must include locating _______________, develop plan for _________________ the intervention, & address _________________ .

A

resources needed to implement & evaluate the program; delivering intervention; factors that influence the implementation of the intervention

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6
Q

Programs

A

a set of planned activities over time designed to achieve specific objectives

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7
Q

Program Planning

A

process of identifying needs, establishing priorities, diagnosing causes of problems, assessing & allocating resources, & determining barriers to achieving objectives

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8
Q

Vision Statement

A

Brief description of where the program will be in the future (3-5 years)

  • Elements considered: products, markets, customers, location, & staffing
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9
Q

Mission Statement

A

Short statement describing the focus or purpose of a program

  • foundation for the development of program goals and objectives
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10
Q

Goals (of program)

A

(General) long-term statements of the intent and direction (processes) of a program as well as the end results desired

  • identifies target population
    *provides direction for program objectives
  • uses action words (reduce, eliminate, increase)
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11
Q

Objectives (of program)

A

Precise (specific, measurable) statements of intended outcomes of the program used to guide program development & to assess program effectiveness

  • used to describe the changes in behavior, attitude, knowledge, skills, or health status as a result of the program
  • small, specific steps that enable the goal to be achieved
  • include what will change (outcome), when/under what conditions the change will occur, who & how much change
  • should include implied or stated evaluation standards
  • bridge between needs assessment and planned intervention
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12
Q

Where are Community-Based Programs deliered?

A

locations within community boundaries rather than a centralized location outside of the community

e.g library, local churches, schools, rec center, local clinics

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13
Q

Logic Model

A

tool for program planning & evaluation that shows the relationship of inputs/activities and outputs, immediate outcomes, and long-term outcomes

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14
Q

Models vs Theories

A

Model - mixture of ideas or concepts taken from # of theories used together

Theories - set of interrelated concepts, definitions, & propositions that presents a systematic view of events or situations by specifying relations among variables to explain & predict events of a situation (i.e. behavior)

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15
Q

Pilot Testing

A

set of procedures used by planners to try out a program on a small group of participants prior to implementation of the program

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16
Q

What should the program planners bee able to explain to the stakeholders about the program/intervention?

A

why the program is necessary and is being developed

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17
Q

Factors/Structures important when convening with priority populations, partners, & stakeholders

A
  • Formalized roles, rules, & procedures
  • volunteers & compensated leaders
  • transparent & frequent communication
  • mutual & formalized decision making processes
  • strategies to resolve conflicts
  • perceptions that the value of participation is positive
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18
Q

Steps when collaborating (with coalitions)

A
  1. PREPARE GROUNDWORK - identify problem, need for partnership, potential partners, draft goals & objectives
  2. CREATE ACTION PLAN & ORGANIZING THE PARTNERSHIP- solidify vision and goals, identify SMART action plan
  3. IMPLEMENT ACTION PLAN
  4. EVALUATE ACTION PLAN
  5. SUSTAIN COLLABORATION
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19
Q

When working with a single organization partnership, health education specialists need to _____________________________

A

research organization’s mission, establish clear goals tasks and communication methods, continually monitor effectiveness

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20
Q

What is a drawback to working with a single organization partnership compared to working with a coalition?

A

limited resources

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21
Q

How can a health education specialist gain and maintain program support?

A
  • identify partners that are knowledgeable and committed to the effort
  • forming viable partnerships/coalitions
  • working with the community to identify and/or validate issues that are important to them
  • establishing clear relationships between the goals of the program and the assets, capacities, & values of the community
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22
Q

Steps needed when writing a Rationale

A
  1. identify appropriate background info
  2. title the rationale
  3. write the content of the rationale
  4. list references used to create rationale
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23
Q

Key components of a Rationale

A
  1. showing how the benefits of the program fit with decision makers’ values, demonstrating potential return on investment
  2. utilizes the best evidence available
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24
Q

A good rationale ensures _________________________-.

A
  • essential resources (i.e. personnel, financial) are obtained
  • development & implementation of the program is smooth/seamless
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25
Q

What are the 3 Fs in program planning?

A

FLUIDITY: steps in the program planning process are sequential (build upon one another)

FLEXIBILITY: planning is adapted to the needs of the stakeholders & is responsive to current and emerging health problems

FUNCTIONALITY: outcome of planning is improved health conditions (not just the program plan itself)

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26
Q

Program planners use the ________________ to identify _________________ for the priority population and are based on _____________________

A

needs & capacity assessment; desired outcomes; program. objectives

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27
Q

Primary Prevention

A

efforts are made to intercept the onset or occurrence of disease, injury or behavior

  • intervening prior to disease onset
  • focused on protecting people from developing disease or injury
  • universal approach

e.g. vaccination programs, importance of healthy diet and exercise

28
Q

Secondary Prevention

A

occurs when a disease process is diagnosed in an early stage of progression, thereby enhancing the odds of treatment success

  • Focus is on early diagnosis and to minimize consequences through early detection and intervention
    *universal or selective approach

e.g. regular preventative exams (mammography), screenings for STDs

29
Q

Tertiary Prevention

A

occurs when a disease state is diagnosed in time to apply treatment that may preserve further organic damage or death (rehab after diagnosis of disease/injury)

  • goals include preventing further deterioration & maximizing quality of life (QOL)
  • Indicated approach - designed for individuals who have a risk factor that put them at very high risk
30
Q

What must already be determined before data collection?

A

Desired outcomes to be achieved

31
Q

Who may be interested in being members of a program planning committee?

A
  • individuals who represent various groups within the priority population
  • Representatives of other stakeholders not represented in priority population
  • Individuals who have key roles within the organization sponsoring the program
32
Q

What are some obstacles for gaining input from priority population, partners, and stakeholders regarding desired outcomes?

A

lack of time, awareness, transportation, communication capabilities, interest, & convenient locations/times

33
Q

Health education specialists should use ________________ for obtaining input with varying modes of ____________________ to ensure as many stakeholders and priority population can give their input about the plan for the program.

A

mixed methods; communication

34
Q

SMART

A

Specific, measurable, achievable, realistic, & time-bound

35
Q

Process Objectives

A

activities and tasks that lead to the accomplishment of all other levels of objective

e.g. # of participants, audience size, staff performance, resources

  • lay foundation for process evaluation
36
Q

Impact Objectives

A

immediate and observable effects of a program are described

  • lay groundwork for impact evaluation
  • 2nd level in hierarchy
  • 3 types: learning, behavioral, environmental
37
Q

Learning Objectives

A

short-term, specific descriptions of awareness, knowledge, attitudes, & skills in relation to what is being taught in the program

38
Q

Behavioral Objectives

A

Describe behaviors or actions that population will engaged in to resolve the problem and lead to achieving the program goal

  • desired outcomes that indicate who, how much of what action, and by when (time)
39
Q

Environmental Objectives

A

environmental or non-behavioral influences on health problem

  • factors: social, physical, psychological, service, and economic environments
40
Q

Outcome Objectives

A

Specific, measurable statements, related to ultimate goals, of what educator wants to accomplish at a given time

  • represent change in health status or QOL that is the desired result of the program or intervention
41
Q

Hierarchy of Types of Objectives

A
  1. Process Objectives
  2. Impact Objectives
  3. Outcome Objectives
42
Q

What do health education specialists need to consider when planning a program?

A
  • priority population’s needs & interests
  • evidence-based strategies
43
Q

Common elements in generalized model of program planning

A
  1. assessing needs
  2. setting goals and objectives
  3. developing interventions
  4. implementing interventions
  5. evaluating results
44
Q

Planning MODELS help lay out ____________________ to ensure the health education specialist have anticipated potential problems in a program and developed solutions.

A

Program Planning Steps

45
Q

Examples of Models

A
  1. PRECEDE-PROCEED
  2. MATCH
  3. CDCynergy Lite
  4. SMART
  5. MAPP
  6. MAP-IT
  7. Healthy Communities
  8. Intervention Mapping
46
Q

What model is the most widely used in health education?

A

PRECEDE-PROCEED

47
Q

What is PRECEDE an acronym for?

A

Predisposing, reinforcing, & enabling constructs in educational/ecological diagnosis & evaluation

48
Q

What is PROCEED an acronym for?

A

Policy, Regulatory, & Organizational constructs in educational and environmental development

49
Q

Precede-Proceed Model

A

Precede:

Phase I - SOCIAL ASSESSMENT defines quality of life of the priority population

Phase II - EPIDEMIOLOGICAL ASSESSMENT identifies health problems of the priority population; determines & prioritizes individual behavioral & external environmental risk factors associated with health problem

Phase III - EDUCATIONAL & ECOLOGICAL ASSESSMENT determines predisposing, enabling, & reinforcing factors

Proceed:

Phase IV - ADMINISTRATIVE & POLICY ASSESSMENT determines resources available for the program

Phase V - IMPLEMENTATION selects strategies & activities; begin program

Phase VI - PROCESS EVALUATION documents program implementation, feasibility, & gathers feedback

Phase VII - IMPACT EVALUATION assesses immediate effects of an intervention

Phase VIII - OUTCOME EVALUATION determines whether long-term program goals were met

50
Q

MATCH

A

socio-ecological planning approach where intervention planning should be aimed at multiple objectives & variety of individuals

multilevel community planning model with 5 phases that have several steps within each stage

51
Q

What are the 5 stages of MATCH model?

A
  1. health goals selection
  2. intervention planning
  3. program development
  4. implementation preparation
  5. evaluation
52
Q

What type of model is CDCynergy Lite and when is is used?

A

Health Communication Model

health communication & social marketing

53
Q

6 Phases of CDCynergy Lite of program planning

A
  1. Describe the problem
  2. analyze the problem
  3. Plan intervention
  4. develop intervention
  5. plan evaluation
  6. implement the plan
54
Q

How does the interrelated phases of CDCynergy Lite help health education specialists?

A
  • helps HES to understand the priority population
  • helps HES understand the communication strategies that will best help the priority population change their behaviors
55
Q

CDCynergy Lite is in the ___________ domain and consists of _______________________ that facilitate creation of ________________ for addressing the needs of specific populations and specific diseases/topics.

A

Public Domain; step-by-step guide, reference library, & links to templates ; tailored plans

56
Q

Principles to facilitate learning process (increasing participants’ motivation to learn)

A
  1. USE SEVERAL SENSES- information is retained differently depending on what is read, heard, and practiced
  2. ACTIVELY INVOLVE PARTICIPANTS
  3. PROVIDE APPROPRIATE LEARNING ENVIRONMENT
  4. ASSESS LEARNER READINESS
  5. ESTABLISH RELEVANCE OF INFORMATION - participants learn what they perceive as important
  6. USE REPETITION
  7. STRIVE FOR PLEASANT LEARNING EXPERIENCE - encourage feedback (frequent, positive feedback contributes to better learning)
  8. START WITH THE KNOWN & MORE TOWARD UNKNOWN - organize info from simple to complex
  9. GENERALIZE INFORMATION - learning more likely if info can be used in more than one setting/situation
  10. PACE DELIVERY OF INFORMATION - rate of information covered to meet needs of participants
57
Q

HES need to approach teaching through what type of techniques

A

Problem Solving Techniques

58
Q

What should HES explain to the participants/priority population when teaching new concepts/skills?

A

why the participants are learning the topic & the immediate value of the new knowledge/skills

59
Q

What are the categories for learning according to Gagne’s Theory of Instruction?

A
  1. Verbal information
  2. Cognitive Strategies
  3. Intellectual Skills
  4. Motor Skills
  5. Attitudes
60
Q

Gagne’s Theory of Instruction conditions

A
  1. GAIN ATTENTION - describe why topic is important, ask stimulating ?s, present problem to be solved
  2. INFORM LEARNERS OF OBJECTIVES
  3. BUILD ON PRIOR KNOWLEDGE
  4. PRESENT STIMULUS - provide content
  5. PROVIDE GUIDANCE - give illustrative examples, analogies, mnemonics, or basic steps in performance to help learner retain new knowledge/skill
  6. ELICIT PERFORMANCE - provide opportunities to practice new skill or behavior
  7. PROVIDE (immediate) FEEDBACK
  8. ASSESS PERFORMANCE (knowledge/skill gained)
  9. ENHANCE RETENTION & TRANSFER - provide supplemental materials to reinforce learning; discuss or ask how knowledge & skills can be applied
  • events of instruction are hierarchical
  • can help with developing sequencing of instruction
61
Q

HES need to utilize theories and models to guide __________, identify ___________, use logical sequence tools to ___________, create and adhere to a ________________, develop __________________, select the right _____________ to reach the ______________, consider __________________, evaluate _________________, and ________________ the program.

A

implementation; needed resources; organize program delivery; timeline; a sound marketing plan; methods; priority population(s); integration with other programs; sustainability of the plan; pilot test

62
Q

HES need to consider the __________ & ______________ when developing an intervention.

A

Scope; Sequence

63
Q

A _______________- or ____________ can be used to help identify existing protocols, plans, or other materials that are available.

A

Literature Review or Environmental Scan

64
Q

WIthout creating new materials, what can a HES do if existing materials do not currently exist for the program?

A

Adapt or tailor materials appropriate for target population/intended audience that are CULTURALLY AND DEVELOPMENTALLY appropriate

65
Q

All materials (new, adapted, tailored) need to be ________________ before implementation

A

Pilot Tested

  • this helps determine if changes are needed to ensure successful implementation
66
Q

When should barriers to a health program be considered?

A

EARLY in planning process

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