AOR 2 Planning Flashcards
1
Q
Planning begins by reviewing the _____________________ of the priority population
A
health needs, problems, concerns, & capacity
2
Q
Early in the planning process it is important to __________________ to support and help develop the program
A
recruit interested partners and stakeholders
3
Q
The planning committee works to develop the __________________ as well as create/adapt intervention strategies.
A
mission, goals, & objectives
4
Q
Rule of Sufficiency
A
Intervention strategies are effective to ensure stated objectives can be met
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
6
Q
Programs
A
a set of planned activities over time designed to achieve specific objectives
7
Q
Program Planning
A
process of identifying needs, establishing priorities, diagnosing causes of problems, assessing & allocating resources, & determining barriers to achieving objectives
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
9
Q
Mission Statement
A
Short statement describing the focus or purpose of a program
- foundation for the development of program goals and objectives
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)
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
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
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
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)
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
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
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
18
Q
Steps when collaborating (with coalitions)
A
- PREPARE GROUNDWORK - identify problem, need for partnership, potential partners, draft goals & objectives
- CREATE ACTION PLAN & ORGANIZING THE PARTNERSHIP- solidify vision and goals, identify SMART action plan
- IMPLEMENT ACTION PLAN
- EVALUATE ACTION PLAN
- SUSTAIN COLLABORATION
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
20
Q
What is a drawback to working with a single organization partnership compared to working with a coalition?
A
limited resources
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
22
Q
Steps needed when writing a Rationale
A
- identify appropriate background info
- title the rationale
- write the content of the rationale
- list references used to create rationale
23
Q
Key components of a Rationale
A
- showing how the benefits of the program fit with decision makers’ values, demonstrating potential return on investment
- utilizes the best evidence available
24
Q
A good rationale ensures _________________________-.
A
- essential resources (i.e. personnel, financial) are obtained
- development & implementation of the program is smooth/seamless
25
What are the 3 Fs in program planning?
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)
26
Program planners use the ________________ to identify _________________ for the priority population and are based on _____________________
needs & capacity assessment; desired outcomes; program. objectives
27
Primary Prevention
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
Secondary Prevention
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
Tertiary Prevention
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
What must already be determined before data collection?
Desired outcomes to be achieved
31
Who may be interested in being members of a program planning committee?
* 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
What are some obstacles for gaining input from priority population, partners, and stakeholders regarding desired outcomes?
lack of time, awareness, transportation, communication capabilities, interest, & convenient locations/times
33
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.
mixed methods; communication
34
SMART
Specific, measurable, achievable, realistic, & time-bound
35
Process Objectives
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
Impact Objectives
immediate and observable effects of a program are described
* lay groundwork for impact evaluation
* 2nd level in hierarchy
* 3 types: learning, behavioral, environmental
37
Learning Objectives
short-term, specific descriptions of awareness, knowledge, attitudes, & skills in relation to what is being taught in the program
38
Behavioral Objectives
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
Environmental Objectives
environmental or non-behavioral influences on health problem
* factors: social, physical, psychological, service, and economic environments
40
Outcome Objectives
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
Hierarchy of Types of Objectives
1. Process Objectives
2. Impact Objectives
3. Outcome Objectives
42
What do health education specialists need to consider when planning a program?
* priority population's needs & interests
* evidence-based strategies
43
Common elements in generalized model of program planning
1. assessing needs
2. setting goals and objectives
3. developing interventions
4. implementing interventions
5. evaluating results
44
Planning MODELS help lay out ____________________ to ensure the health education specialist have anticipated potential problems in a program and developed solutions.
Program Planning Steps
45
Examples of Models
1. PRECEDE-PROCEED
2. MATCH
3. CDCynergy Lite
4. SMART
5. MAPP
6. MAP-IT
7. Healthy Communities
8. Intervention Mapping
46
What model is the most widely used in health education?
PRECEDE-PROCEED
47
What is PRECEDE an acronym for?
Predisposing, reinforcing, & enabling constructs in educational/ecological diagnosis & evaluation
48
What is PROCEED an acronym for?
Policy, Regulatory, & Organizational constructs in educational and environmental development
49
Precede-Proceed Model
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
MATCH
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
What are the 5 stages of MATCH model?
1. health goals selection
2. intervention planning
3. program development
4. implementation preparation
5. evaluation
52
What type of model is CDCynergy Lite and when is is used?
Health Communication Model
health communication & social marketing
53
6 Phases of CDCynergy Lite of program planning
1. Describe the problem
2. analyze the problem
3. Plan intervention
4. develop intervention
5. plan evaluation
6. implement the plan
54
How does the interrelated phases of CDCynergy Lite help health education specialists?
* helps HES to understand the priority population
* helps HES understand the communication strategies that will best help the priority population change their behaviors
55
CDCynergy Lite is in the ___________ domain and consists of _______________________ that facilitate creation of ________________ for addressing the needs of specific populations and specific diseases/topics.
Public Domain; step-by-step guide, reference library, & links to templates ; tailored plans
56
Principles to facilitate learning process (increasing participants' motivation to learn)
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
HES need to approach teaching through what type of techniques
Problem Solving Techniques
58
What should HES explain to the participants/priority population when teaching new concepts/skills?
why the participants are learning the topic & the immediate value of the new knowledge/skills
59
What are the categories for learning according to Gagne's Theory of Instruction?
1. Verbal information
2. Cognitive Strategies
3. Intellectual Skills
4. Motor Skills
5. Attitudes
60
Gagne's Theory of Instruction conditions
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
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.
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
HES need to consider the __________ & ______________ when developing an intervention.
Scope; Sequence
63
A _______________- or ____________ can be used to help identify existing protocols, plans, or other materials that are available.
Literature Review or Environmental Scan
64
WIthout creating new materials, what can a HES do if existing materials do not currently exist for the program?
Adapt or tailor materials appropriate for target population/intended audience that are CULTURALLY AND DEVELOPMENTALLY appropriate
65
All materials (new, adapted, tailored) need to be ________________ before implementation
Pilot Tested
* this helps determine if changes are needed to ensure successful implementation
66
When should barriers to a health program be considered?
EARLY in planning process
67
Microsystem (Model of Human Development)
Immediate environment
- person is affected & in turn affects environment
68
Mesosystem (Model of Human Development)
Interaction with 2 microsystems
69
Exosystem (Model of Human Development)
Aspects of environment external to individual's experience
- affects individual
70
Macrosystem (Model of Human Development)
Larger cultural context
- Cultural values & expectations
71
What are the 4 systems of Model of Human Development?
1. Microsystem
2. Mesosystem
3. Exosystem
4. Macrosystem
72
What does formative research entail?
1. Provides information on how problem is defined
2. Provides strategies to address health problem
3. Essential for understanding wants, needs, & desires of priority population
4. Aides in creating strategic plan
