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CHES > AOR 6 Communication > Flashcards

AOR 6 Communication Flashcards

1
Q

HES use their professional training to _________________ communication messages.

A

create, tailor, pilot test, deliver, & evaluate

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2
Q

Communication Goal

A

Overall health improvement organization/agency strives to produce

  • communication program is designed to support & contribute to achieving specific desired improvement
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3
Q

Communication Objectives

A

Communication outcomes aimed to support overall communication goal

  • SMART descriptions of
    changes in health status, behavior, attitude, or knowledge as a result of the health communication campaign
  • Small, specific factors
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4
Q

Communication Strategies

A

Overall approaches taken in the program to achieve communication outcomes to impact health & contribute to achieving defined goals & objectives

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5
Q

Cultural Sensitivity

A

Understanding, valuing, & respecting similarities and differences between culturally-based attitudes, beliefs, & behaviors

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6
Q

eHealth Literacy

A

Ability to locate, understand, exchange, & evaluate online health information in the presence of dynamic contextual factors (online & offline) & apply knowledge gained to maintain or improve health

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7
Q

Health Communication

A

Exchange of info used to inform & influence practices, behaviors, or policies to improve individual or community health

  • uses communicative strategies to inform & influence decisions & behaviors to improve health
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8
Q

Health Literacy

A

Degree to which an individual has capacity to obtain, communicate, process, & understand basic health information & services to make appropriate health decisions

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9
Q

Health Marketing

A

Creation & delivery of health promotion programs using multidisciplinary, evidence-based strategies to motivate public toward positive health practices

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10
Q

Persuasive Communication

A

Targeted or tailored health-related messages to meet audience members needs and persuade them to adopt healthy attitudes and behaviors

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11
Q

Policies

A

Sets of rules & objectives to guide activities

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12
Q

Segmentation

A

Process of categorizing diverse populations into subgroups that have similar backgrounds, demographics, psychological characteristics, & experiences

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13
Q

Social Marketing

A

Method of using marketing principles in planning, implementation, & evaluation of health education programs designed to bring social change

  • Goal: Influence action
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14
Q

Social Media

A

Activities & behaviors among people who are online to share info, knowledge, & opinions using social media platforms

  • social media includes blogs, videos, image sharing, & social media networking sites
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15
Q

What factors can influence communication among intended audience?

A

Lifestyles, concerns, attitudes, beliefs, social norms, barriers to change, & sources for gaining health information

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16
Q

What communication approaches that can impact intended audience?

A

Cultural, Social, & Political environments

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17
Q

Identified Population vs Intended Audience

A

Identified Population - broad group of individuals within a community

Intended Audience - Segmented subgroup with identified population that is more narrowly defined (based on various characteristics), such as those who are high risk for specific health issue/concern

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18
Q

Communication objectives are impacted by ______________ & ____________ for making desired behavior change.

A

Motivation & Capacity of intended audience

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19
Q

Segmentation is used to ensure health education materials, communication strategies, activities, & best communication channels are relevant for intended audience’s specific _____________________________

A

preferences, needs, behaviors, beliefs, attitudes, & overall knowledge

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20
Q

Characteristics that population may be segmented

A
  1. Behavioral - level of readiness for change; information seeking, lifestyle choices
  2. Cultural - language preferences, spiritual beliefs, ethnicity, family structure
  3. Demographic - education, income, occupation, geographic location
  4. Physical - age, gender, sex, health risks, health status, family history
  5. Psychographic - values, beliefs, attitudes, personality, self-efficacy
  • segmentation should be based on health behavior being targeted for change
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21
Q

BEHAVE Framework

A

Description of audience, behavioral change, motivation (factors/benefit & barrier determinants), & mechanism of change (activities)

Used to plan communication project

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22
Q

Steps for identifying needed resource materials

A
  1. Identify need
  2. Match need to likely source(s)
  3. pursue lead
  4. Judge quality & quantity of information
  5. Organize available material in format most useful to the user(s)
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23
Q

What does limited literacy mean? How many adults have limited literacy?

A

struggle with basic reading and writing

1/2 of adults

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24
Q

What does limited health literacy mean? How many adults have limited health literacy?

A

struggle with complex health information (including healthcare system)

9 out of 10 adults

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25
Q

What factors contribute to a person’s literacy status?

A

age, education, income, health status, stress

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26
Q

What factors impact health literacy?

A
  • receipt for appropriate written health communication materials
  • ability to accurately interpret written health-related information
  • Communicate with health providers
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27
Q

Consequences of poor health literacy

A
  • inappropriate or no usage of health care services
  • improper use of medication
  • poor health outcomes
  • poor self-management of chronic conditions
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28
Q

People with low eHealth Literacy are less likely to _____________ & _____________

A

actively seek health information on the internet & engage in health promoting behaviors

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29
Q

Health Literacy _________________ are used to assist in reducing complexity of language so that people can understand verbal, non-verbal, & written recommendations and make informed decisions

A

universal precautions

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30
Q

What should HES do when using verbal communication to ensure higher health literacy?

A
  • Speak slowly
  • Focus on & repeat key messages
  • Explain things in plain language (avoid jargon)
  • Avoid using statistics
  • Allow time for questions
  • Use “teach back” technique - provides chance to show understanding of messages
  • Use other communication materials or strategies to compliment interaction
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31
Q

What should HES do when providing written communication to ensure higher health literacy?

A
  • use short sentences (no more than 25 words) using everyday language
  • Use paragraphs (if necessary) no more than 250 words and 8 sentences
  • Minimally use & define acronyms
  • Use active voice
  • Highlight, bold, or create text box to display important main points
  • Supplement text with image, video, or other multimedia
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32
Q

Numeracy

A

Ability to access, use, interpret, & communicate numeric information in wide range of situations in life

  • affects health care decisions & behaviors
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33
Q

Strategies to assist people with numeracy processing

A
  • Present fewer health statistics
  • Reduce need for inferences & calculations
  • Use visual or displays to show numbers
  • Focus on 1 numeric idea at a time
  • Use analogies, physical items to represent quantity
  • Teach with stories
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34
Q

Health Literacy is significantly correlated with ______________________ such as _____________________ to health concepts

A

Cognitive Abilities, specifically cognitive function;

ability to actively process, remember, & apply information learned

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35
Q

Prediction of mortality rates are based on both ______________ & ____________

A

Cognitive function & health literacy

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36
Q

Advantage & Disadvantage of readability formulas & what are examples of readability formulas?

A

SMOG, Fry Readability, Flesch-Kincaid

used to evaluate reading grade level of text, but cannot predict how well intended audience understands the material

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37
Q

Types of Communication Methods

A
  • Interpersonal - healthcare professionals, family, friends
  • Social Group - neighbors, work, church, social clubs
  • Communal Group - meetings, conferences, events
  • Mass Media - radio, TV, newspapers, magazines
  • Social Media
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38
Q

What are the 3 things that should align when communicating?

A

Intended audience, Message, & Channel

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39
Q

_______________ perspective & ____________ aspects are both important when communicating with intended population

A

PHYSICAL perspective & PSYCHOSOCIAL aspects (i.e. source of message or who is delivering the message)

  • Psychosocial aspects includes message’s reach & accessibility
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40
Q

HES must consider what factors that contribute or hinder success of communication goals related to health education and promotion?

A

Intrinsic & extrinsic factors including individual, social, cultural, & environmental contexts

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41
Q

How is communication determined at the individual level?

A
  • information needs
  • preferred channels & sources
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42
Q

How is communication motivated at the relational level?

A
  • Method the message is delivered (verbal, nonverbal, text, multimedia)
  • relationship among communicators who deliver and receive the message
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43
Q

How is communication affected at the environmental or system level?

A

Accessibility and ability to navigate information to effectively benefit from it

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44
Q

How are the communication objectives used for deciding on activities/message?

A
  • blueprint for what will be accomplished
  • Used to determine evaluation outcomes that will be measured
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45
Q

When developing communication objectives, they should be:

A
  • Supportive of program goals
  • Realistic & achievable
  • Specific to desired change, the intended audience, & timeframe for change to occur
  • Measurable to track progress
  • Prioritized for resource allocation
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46
Q

What is the intent of health communication?

A
  • Promote knowledge
  • Change attitudes, beliefs, & actions through use of social influence & behavior change theoretical approaches
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47
Q

What should the HES consider when identifying desired outcomes and creating communication objectives?

A
  • the health problem/issue
  • the intended audience
  • the ability of communication to have an impact on the health issue with the selected intended audience
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48
Q

Communication contributes to _________________ by enhancing social support systems & reinforcing socially normative behaviors

A

Community Activation

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49
Q

Communication that is effective and appropriate for given population can enhance _______________, promote ______________ & increase __________________. This will help to predict, motivate, support, and persuade intended behavior change related to a specific health issue.

A

Enhance MESSAGE RECALL, promote AWARENESS, increase KNOWLEDGE

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50
Q

Tips for establishing SMART communication objectives

A
  • be specific about priority population & behavior or health issue
  • Prioritize behaviors that will have greatest impact
  • Use only 1 action verb in each objective
  • Develop both short & long-term objectives
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51
Q

4 types of “noise” that can impede communication

A
  1. PHYSICAL FACTORS (setting, equipment, interactions among communicators)
  2. PHYSIOLOGICAL FACTORS (related to cognitive/emotional overload; speaking style; hearing capabilities)
  3. PSYCHOLOGICAL FACTORS (pre-conceived notions, beliefs)
  4. SEMANTIC FACTORS (use of jargon, interactions with members in priority population)
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52
Q

What are ways in which priority audience can respond to communication?

A

Feedback, information sharing, behavior change, avoidance

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53
Q

How can HES use communication to their advantage when working with diverse communities?

A

inform & adapt the content, delivery, & evaluation of health education programs

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54
Q

Crafting messages to influence behavior change based on consumer needs are what type of HES?

A

Consumer focused HES

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55
Q

Characteristics of public perceptions about health related messages

A
  • Ease of solution
  • Immediate results
  • Perceived susceptibility
  • Personal beliefs
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56
Q

Health communication campaign is used to support __________________ to solving public health problems

A

a multicomponent approach

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57
Q

Prior to material distribution of promotion, what does HES need to define about the market?

A
  1. Segmentation
  2. Analyze Segments
  3. Choose target market with shared consumer preferences
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58
Q

What perspective and levels should health communications represent?

A

Social Ecological Perspective with multi-level strategies

  • Individual - Tailored messages
  • Group - Targeted messages
  • Community - Social marketing
  • Policy - Media advocacy
  • Population - Mass media
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59
Q

How can communication processes & messages contribute to behavior change for intended population?

A
  • Increase awareness & knowledge
  • Influence perceptions & attitudes
  • Debunk misconceptions
  • Potentially prompt action
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60
Q

Finding out how much the audience cares about an issue can help HES craft effective messages is based on what model?

A

Elaboration Likelihood Model

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61
Q

Since everyone is limited in amount of info that can be retained, what should the HES do according to the Information Processing Theory?

A
  • Include no more than 2-3 main messages
  • Break information into small chunks that are simple & easy to understand
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62
Q

Social Marketing Theory

A

4 Ps:

PRODUCT - health behavior, program, or idea
PRICE - financial, physical, psychological, time
PLACE - how/where learning will take place
PROMOTION - approach used to reach audience

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63
Q

What is the 5th “P” added to the 4 Ps of Social Marketing Theory?

A

PARTNERS - importance of mobilizing resources by working with other organizations

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64
Q

What are other Ps that should be considered in addition to the 4 Ps when using Social Marketing Theory?

A

PUBLIC - primary & secondary audiences involved in program
POLICY - creating environmental supports to sustain behavior change
PURSE STRINGS - amount of money available for campaign

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65
Q

Steps to engage in desired behavior change based on Communications for Persuasion Theory

A
  1. Exposure to message
  2. Attention to massage
  3. Interest in or personal relevance of message
  4. Understanding the message
  5. Personalizing the behavior
  6. Accepting the change
  7. Remembering the message & continuing to agree with it
  8. Being able to think of the message
  9. Making decisions based on bringing message to mind
  10. Behaving as decided
  11. Receiving positive reinforcement for behavior
  12. Accepting behaviors into one’s life
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66
Q

5 communication components to communicate effectively to achieve desired outcomes

A
  1. Credibility of message source
  2. Overall message design
  3. Message delivery channel
  4. Intended audience
  5. Intended behavior
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67
Q

How does Consumer Information Processing Model (CIP) view the use of information?

A

as an intellectual process with individual motivation driving how much info is sought out & used

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68
Q

Central assumptions of CIP

A
  1. Individuals are limited by amount of info they can process
  2. Individuals divide info into usable “chunks” called HEURISTICS to use info in a faster/easier way
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69
Q

Health information will be used more effectively if it is….

A
  1. available
  2. viewed as new & useful
  3. user-friendly & processable
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70
Q

What theory provides understanding of how new ideas, products, behaviors, & social practices spread through communities?

A

Diffusion of Innovations Theory

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71
Q

Characteristics related to the likelihood of adoption based on appeal when using Diffusion of Innovations Theory

A
  • Relative Advantage
  • Compatibility
  • Complexity
  • Trialability
  • Observability
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72
Q

Diffusion of Innovations Theory Categories

A
  1. INNOVATORS - those who first adopt/try innovation
  2. EARLY ADOPTERS - opinion leaders who embrace change opportunities
  3. EARLY MAJORITY - those who adopt new ideas before general population
  4. LATE MAJORITY - those who are skeptical of change, but adopt after majority has tried innovation
  5. LAGGARDS - hardest group to engage in innovation (due to being very skeptical)
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73
Q

Social Norms Theory

A

behavior is influenced by incorrect perceptions of how others in their social group behave & if thoughts on beliefs is correct

  • misperceptions based on peers impacts individual behavior
  • focuses on peer influences & importance of norms
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74
Q

Health Communication campaign using Social Norms Theory is centered around __________________

A
  • Correcting misperceptions as proactive prevention approach
  • provides accurate info on attitudes & behaviors to increase healthy norms
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75
Q

What model describes how rational considerations (efficacy beliefs) & emotional (fear of health threat) combine to show how people determine behavioral decisions?

A

Extended Parallel Process Model (EPPM)

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76
Q

In EPPM, what determines a person’s motivation to act and what action they will take to address the threat?

A

Motivation to Act = Degree to which a person feels threatened

Perceived severity + perceived susceptibility

What action they will take = Confidence to effectively reduce/prevent threat

Response Efficacy + Self Efficacy

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77
Q

In EPPM, when does self-protective behavior occur? Maladaptive denial/rejection of protective behavior occur?

A

Self-protective behavior = perceived threat is HIGH and response efficacy is HIGH

Denial/Rejection = perceived threat is HIGH and perceived response efficacy is LOW

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78
Q

Prospect Theory

A

Message framing in which messages illustrate positive or negative consequences of adopting or failing to adopt a behavior

  • “gain-framed” messages show benefits of behavior & “loss-framed” messages reveal costs of not engaging in behavior
  • Promoting disease detection results from “loss- framed” messages
  • Promoting disease prevention results from “gain-framed” messages
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79
Q

_______________ is a key predictor of health behaviors

A

Risk Perception

80
Q

Protection Motivation Theory

A

decision to engage in protective behavior or not based on 2 cognitive processes - THREAT APPRAISAL & COPING APPRAISAL

81
Q

Threat Appraisal vs Coping Appraisal

A

THREAT APPRAISAL: Perceived vulnerability a person feels

COPING APPRAISAL: response efficacy, self efficacy, perceived response-cost of whether it will lead to greater benefits which predicts whether they take action

82
Q

Emotional Appeals

A

used to enhance persuasive capacity of health message

  • can be negative or positive
83
Q

Narrative

A

Cohesive & coherent story with identifiable beginning, middle, and end to provides info about scene, characters, & conflict

  • raises unanswered questions or unresolved conflict
  • provides resolution
84
Q

When are narratives effective in health communication?

A
  1. Promoting prosocial behavior change
  2. Policy change through advocacy & lobbying
85
Q

HES must consider ______________ when designing, implementing, & evaluating programs that use persuasive techniques

A

Ethical Implications

86
Q

Fear appeals can sometimes be effective however _________ can affect message negatively if not careful

A

Dose

87
Q

What should HES do to ensure effective and appropriate use of persuasive communication techniques?

A
  • Rely on theory
  • peruse existing literature to assess their use in a given context
  • engage multidisciplinary experts and members of priority population
88
Q

Reasons for adapting messages

A
  • Differences b/w intended population & audience for which messages are designed
  • Limited resources
  • Resistance of implementers or priority population
  • Competing demands
89
Q

What should be considered before adapting health messages

A
  • Which elements to adapt
  • Reason for change
  • Extent of modification changes from original message/product
90
Q

When adapting messages that are integrated into programs, what should HES be cautious about?

A

Changing core elements or key components that make the program effective

Other cautions: change of content, participants to be reached, cultural relevance, dosage, & logistics/procedures

91
Q

What should HES not change when adapting messages?

A
  • Social influence or behavior change model theory used to inform health communication
  • Channel or source used to deliver message (without advice from priority population & content experts)
92
Q

Steps when making adaptations to message/materials

A
  1. GATHER INFORMATION - review literature and/or community assessment data to understand risk factors & health issue for that population
  2. SELECT HEALTH COMMUNICATION MATERIALS - select health communication tools & techniques based on your goals/objectives & needs of intended population
  3. MAKE CHANGES - modify health communication content, logistics, or delivery based on info found in needs assessment
  4. PRELIMINARY TEST/REVIEW - have experts or small group of similar final intended audience review materials & make any necessary changes
  5. PILOT TESTING - pilot test adapted message or campaign; make refinements before launching with intended audience
93
Q

Message tailoring involves _________, ___________, & ____________

A

risk estimation (epidemiology), audience segmentation, & behavior change theory

94
Q

Message tailoring prepares an individual to _____________ which increases likelihood of ____________.

A

attend to & process a message; message acceptance & desired behavior change

95
Q

What is the intention of tailored messages?

A

to be used to address mediating determinants of desired behavior change

  • attitude, norm beliefs, & self efficacy to perform behavior
96
Q

What is included in the design of tailored messages?

A

Personalization, feedback, & content matching

97
Q

Personalization Strategy of Message Tailoring

A

Enhancement of relevance of message by explicitly stating that the message was designed specifically for the consumer

98
Q

Identification Strategy for Tailoring Messages

A

Personal identifier is used to refer to consumers & gain their attention (gathered from assessment profiles)

99
Q

Customization Strategy for Tailoring Messages

A

used by consumer & allows them to determine what info can be used in the tailored intervention (in survey assessment)

100
Q

Contextualization Strategy for Tailoring Messages

A

Provision of context to the message that is relevant, salient, & meaningful to consumer

101
Q

Feedback Strategy for Tailoring Messages

A

Psychosocial determinants of health used to re-state information to the consumer

102
Q

Descriptive Strategy for Tailoring Messages

A

Info about psychosocial determinants that the consumer reported in initial assessment is used

103
Q

Comparative Strategy for Tailoring Messages

A

Psychosocial determinants of consumers are compared to others in their demographic or other group with whom they most identify

104
Q

Evaluative Strategy for Tailoring Messages

A

Provision of value or judgement to a psychosocial determinant identified by consumer

105
Q

Content Matching Strategy for Tailoring Messages

A

Identify theoretical behavior change approach in which key determinants of the behavior goal & characteristics of priority audience are addressed

106
Q

Where can reliable information be found?

A
  • US gov’t websites (CDC, NIH)
  • large health professional organizations (AMA)
  • Academic institutions
107
Q

Why should HES employ media literacy skills?

A

to ensure reliable media are delivered to audience

108
Q

What test can be used to test credibility of media sources?

A

CRAAP test:

Currency - timeliness of health info

Relevance - importance of health information for your needs

Authority - Source of health information

Accuracy - Reliability, truthfulness, & correctness of health-related content

Purpose - reason health information exists

109
Q

What should HES consider when choosing delivery method?

A
  • Is it sensitive or embarrassing topic
  • Is message complex
  • Is it time sensitive
110
Q

What should HES consider about intended audience?

A
  • are they online? if so, on smartphone or computer
  • Where do they go for health information
111
Q

Pros & Cons of Individual/Intrapersonal communication channels

A

Pros: can be credible, supply messages in culturally sensitive format

Cons: can have limited intended audience reach, difficult to link into interpersonal channels

112
Q

Pros & Cons of Interpersonal Channels

A

Pros: permit 2-way discussion; can be motivational, influential, & supportive; most effective for teaching & helping/caring

Cons: can be expensive & time consuming

113
Q

Pros & Cons of Organizational Channels

A

Pros: familiar, trusted, & influential; may provide more motivation/support than media alone; can offer shared experiences; can reach larger intended audience in one place

Cons: can be time consuming to establish; may not provide personalized attention; organizational constraints may require message approval; may lose control of message if adapted to fit organizational needs

114
Q

Pros & Cons of Community Channels

A

Pros: may be familiar, trusts, influential; can reach larger intended audience in one place; requires collaborative approach; can evaluate knowledge change in some cases

Cons: time consuming to establish; difficulties with establishing lead agency in collaborations; evaluating behavior change is difficult; no or limited one-on-one time with intended audience

115
Q

Pros & Cons with Mass Media (NEWSPAPERS) Channels

A

Pros: can reach broad intended audiences rapidly; can convey health news more thoroughly than TV or radio & faster than magazines; intended audience has opportunity to clip, reread, contemplate, pass along material; small circulation papers may take Public Service Announcements (PSAs)

Cons: coverage demands a newsworthy item; larger circulation papers may take only paid ads & inserts; exposure usually limited one day; article placement requires contacts and may be time consuming; stories can be difficult to “pitch”

116
Q

Pros & Cons of Mass Media (RADIO) Channels

A

Pros: range of formats available to intended audiences with known listening preferences; opportunity for direct intended audience involvement; can distribute ad scripts that are flexible & inexpensive; ads or programming can reach intended audience when they are most receptive; paid ads can be relatively inexpensive

Cons: reaches smaller audiences than TV; public service ads run infrequently & at low listening times; many stations have limited formats that may not be conducive to health messages; difficult for intended audience to retain or pass on material

117
Q

Pros & Cons of Mass Media (TV) Channels

A

Pros: largest audience reach; visual combined with audio good for emotional appeals & demonstrating behaviors; can reach low income intended audiences; ads or programming can reach intended audience when most receptive; ads allow message & its execution to be controlled

Cons: ads can be expensive; PSAs run infrequently & at low viewing times; message might be difficult for audience to retain; promotion can result in overwhelming demand

118
Q

Pros & Cons with Mass Media (INTERNET) Channels

A

Pros: large reach; can instantaneously update & disseminate info; can control & tailor info; can be interactive & visually appealing; can use banner ads to direct intended audience to program’s website

Cons: can be expensive to design and maintain; intended audiences may not have access to internet; newsgroups & chat rooms may require monitoring; can require maintenance over time

119
Q

Pros & Cons Mass Media (SOCIAL MEDIA) Channels

A

Pros: can have large reach; can be interactive & visually appealing; takes advantage of those comfortable with technology

Cons: requires training on how to use these tools; can require large commitment with timing to implement & evaluate

120
Q

A health communication campaign can be used to support _________________ to solving public health problems.

A

a multicomponent approach

121
Q

What does HES need to define prior to campaign material distribution & promotion?

A
  • the market
  • segment market
  • analyze segments
  • choose target market with shared consumer preferences
122
Q

Message delivery needs constant ________________ to ensure message and channels for communication remain appropriate for intended audience.

A

Evaluation and Monitoring

123
Q

HES should fine tune _________ to ensure they are reaching the intended audience & use ____________ to keep track of message and material delivery

A

delivery; process evaluation

124
Q

How do communication aids, materials, and tools help with the delivery and future of programs?

A
  • ensures delivery team understands the program
    *can be used to create standards in order to replicate the program
125
Q

What can be used to identify existing protocols, plans, and other available materials?

A

Literature Review & Environmental Scan

126
Q

What should be considered when determining whether a source is credible & reliable?

A
  1. Purpose
  2. Scientific Methodology
  3. Author qualifications
  4. Publication/Organization standing
  5. Quality of references & sources
127
Q

How can HES ensure data they are using is not inaccurate, untrustworthy, or outdated?

A
  1. Use websites from reputable sources (gov’t, organizations, etc)
  2. Consider biases reflected in the information
  3. Determine if information is outdated or misleading
128
Q

It is important to evaluate the ________, ________, & _________ of the information in relation to the needs of the priority population/audience.

A

Accuracy, Quality, & Significance

129
Q

_____________ & _____________ can enhance resource sharing as long as HES can clarify how the information complements evidence-based, accurate sources.

A

Interactive information sharing & Personal experiences

130
Q

HES must evaluate for _____________ of materials prior to disseminating them to the priority population.

A

Relevance, appropriateness, & effectiveness

131
Q

How should resources & materials be selected?

A
  • Needs of the Community
  • Program Objectives
132
Q

Educational Materials Review Form helps HES determine ________________

A

which materials are most relevant and appropriate for intended audience/priority population (the community you are working with)

133
Q

What aspects of materials does the Educational Materials Review Form identify?

A
  1. Form
    2 Length
  2. Topic
  3. Mode of Delivery
    5 Setting
  4. Intended Audience
  5. Language
  6. Readability
  7. Scope
  8. Pretest or Evaluate
  9. Availability
134
Q

CDC Clear Communication Index

A

Research-based tool to help HES develop and assess public communication products and materials for diverse audiences

  • Used to assess & improve clarity/understanding & comprehension of health education materials
135
Q

CDC Clear Communication Index Scoring Rubric

A
  • 4 open-ended questions & 20 scored items

*represents most important characteristics that enhance and aid people’s understanding of information

136
Q

Suitability Assessment of Materials (SAM)

A

Systematic method to quickly & objectively assess suitability of health information materials for a particular audience

137
Q

What is SAM used for by HES?

A

Rate health information materials on factors that affect readability & comprehension

138
Q

What factors are HES looking for when using SAM?

A
  1. Content
  2. Literacy Demand
  3. Graphics
  4. Layout & type
    5 Learning Stimulation
  5. Motivation
  6. Cultural Appropriateness
139
Q

What are the results from SAM used for?

A
  1. Determine how well health education materials “fit” target audience
  2. Compare different health education materials & select those most suitable for the audience
  3. Guide development of more culturally, linguistically appropriate health education materials
140
Q

Recommendations can change overtime, therefore, HES need to evaluate research and information for __________________________

A

Accuracy, that its current & updated, timely

141
Q

Healthy People 2030 is currently the health objectives for the next decade. This is updated every 10 years for emerging health issues. What organization is in charge of updating Healthy People 2030?

A

Office of Disease Prevention & Health Promotion

142
Q

Evidence based research is always evolving on the effectiveness of ___________________. Research & evaluation are used to fill in ____________________.

A

behavioral, policy, and environmental changes: evidence gaps

143
Q

CDC office of Public Health Preparedness and Response (OPHPR) hosts a website with ____________________________

A

tools for Crisis & Emergency Risk Communication (CERC)

144
Q

CERC manual offers tools to help ____________________

A

develop communication messages that are timely, correct, & credible

145
Q

Communication messages need to focus on _______________, however secondary health issues may be addressed.

A

most urgent health issue

146
Q

What elements should HES focus on when assessing health related materials from the internet?

A
  1. Website Purpose
  2. Domain Name
  3. Appropriateness
  4. Readability
  5. Affiliations
147
Q

Application of Website Purpose Element (when evaluating resources/materials on Internet)

A

Intention of site consistent with institutional affiliation & author credentials

148
Q

Application of Domain Name Element (when evaluating resources/materials on internet)

A

URL ends in .gov .org .edu more credible and unbiased information than .com

149
Q

Application of Priority Population Element (when evaluating resources/materials on internet)

A

website content appropriate for audience

150
Q

Application of Website Appropriateness Element (when evaluating resources/materials on internet)

A

Review of sources & timeliness of information

151
Q

Application of Website Accuracy Element (when evaluating resources/materials on internet)

A
  • Website content is backed up by evidence & facts verified by expert opinion
  • References available for statistics & information
152
Q

Application of Website Adequacy (when evaluating resources/materials on internet)

A

Determine if websites research was conducted independently

153
Q

Application of Website Currency (when evaluating research/materials on internet)

A

Data updated regularly

154
Q

Application of Readability (when evaluating research/materials on internet)

A

Reading level of content is acceptable for targeted audience

155
Q

Application of Reputable Affiliations (when evaluating research/materials on internet)

A
  • Type of organizations sponsoring website
  • Materials being published are consistent with organization’s mission
156
Q

Application of Author/Administrator Names (when evaluating research/materials on internet)

A

Qualified people writing information posted

157
Q

Application of Author Contact Information (when evaluating research/materials on internet)

A

Mailing address, telephone, fax, or email information available

158
Q

What should be part of conducting a pilot test?

A
  • Use of focus groups, interviews, questionaires, & readability test of materials to ensure readability & relevancy
  • Testing methods should fit program’s budget and timeline
  • Use of individuals similar to priority audience - gatekeepers, stakeholders, opinion leaders & community influencers

** Allow time for revising communication message based on finding of pilot test **

159
Q

What does pilot test assess for?

A
  • Comprehension & Recall
  • Determine personal relevance
  • Evaluate controversial elements
160
Q

Steps for piloting & revising materials according to CDCynergy Lite Social Marketing

A
  1. Test creative concepts with intended population to see if ideas resonate
  2. Pretest specific messages with intended population to ensure they hear what you want them to hear
  3. Pretest products & materials with intended population to ensure they elicit intended response & produce desired actions
  4. Choose pretest setting - place where you will provide services or expose audience to message
  5. Pretest product distribution plans
161
Q

What type of evaluation occurs during pilot testing for the purpose of program improvement?

A

Formative

162
Q

Participatory process of pilot testing can enhance _____________________ of health education messages.

A

effectiveness & reach

163
Q

Timeline for preparing messages to ensure it is ready for implementation should include time for ______________________

A

Pilot testing & modification

164
Q

What should be considered when revising health education communication materials?

A
  • Nature of message
  • Function of message
  • Goals & Objectives of message
  • Activities & channels to reach
  • Additional effort & implications of modifying the message
  • Costs & accountability
  • Budget and/or in-kind resources from other sources
165
Q

What needs to be considered by HES when revising messages based on the priority population?

A
  • Scientifically accurate, consistent, clear, credible, & relevant
    *Norms, perceptions, & views
  • Cultural factors to ensure appropriateness
  • Primary: race, ethnicity, language, nationality, religion
  • Secondary: age, gender, education, occupation, income
166
Q

Effective delivery of communication messages requires identified media outlets to provide messages that are ___________________________

A
  • Clear and timely
  • Maintain visibility
  • Target segmented population
167
Q

Characteristics of effective communication message delivery

A
  • Availability
  • Reach
  • Repetition
168
Q

Audience preference dictates whether HES uses _____________ or _______________ approach (to be most effective)

A

emotional or rational approach

169
Q

HES should incorporate audience’s _________________ . Why?

A

experiences

allows inclusion of new information with familiar context in order to increase audience participation/engagement

170
Q

Where should HES begin when presenting health related information? What helps to tell HES where this may be?

A

Audience’s level of readiness - presentation should begin where audience is within process of change

171
Q

Health communication should use ____________________ to increase understanding.

A

Simplicity of health messages

172
Q

Ways to communicate presentations of health messages to ensure greater understanding of the health information

A
  • Presentations
  • Discussions
  • Lectures
  • Demonstrations
  • Printed educational materials
  • Posters
  • Graphs (for statistical data)
173
Q

How can utilization of presented health information increase?

A

communicating regularly with stakeholders

174
Q

Steps for conducting effective presentations

A
  1. Prepare
  2. Understand presentation setting
  3. Open presentation
  4. Use effective skills for delivery of presentation
  5. End presentation
  6. Answer audience’s questions
175
Q

3 Key areas to ensure effective presentation of health-related information

A
  1. DELIVERY - fluency, flow, correct pronunciation, pace, power, pitch, emphasize points, engage audience, & allow time to digest important information
  2. STRUCTURE - use logical sequence with brief intro, content of presentation, & conclusion with key points; ensure audience understands the information
  3. STYLE - incorporate enthusiasm, audience engagement, & purpose; use good posture or poise; make eye contact; project confidence; avoid reading presentation slides and notes
176
Q

What does facilitation allow HES to do?

A

Help manage the work that needs to be done among the group by minimizing any problems that arise

177
Q

Tasks of facilitators according to International Association of Facilitators

A
  1. Developing group meeting agenda(s)
  2. Preparing tools & methods/techniques before meeting
  3. Supporting process of group collaboration throughout entire process
  4. Encouraging participation
  5. Facilitating group interaction
  6. Evaluating overall process
178
Q

Basic Principles of Facilitation

A
  1. Facilitator is present to guide the process, not give opinions, but garner opinions of group
  2. Should be about how people participate
  3. Remain neutral in the discussions
179
Q

How should HES plan facilitation process?

A

focus on climate/environment of the meeting, logistics, room arrangements, & setting ground rules

180
Q

Steps to ensure meetings are organized

A
  1. Start meeting on time
  2. Welcome participants
  3. Make introductions to increase comfort level of participants
  4. Review agenda & make ground rules
  5. Encourage participation
  6. Stick to agenda
  7. Avoid detailed decision making
  8. Seek commitments
  9. Bring closure to every agenda item
  10. Respond to each participant
  11. Be flexible
  12. Summarize meeting “take home points” and next steps to follow up
  13. Thank all participants & close meeting
181
Q

How can facilitators maximize their role?

A
  1. Be aware of participants’ body language
  2. Always check back with group to answer questions before proceeding
  3. Summarize and pause throughout to ensure participation
  4. Be aware of own behavior
  5. Use appropriate words/speech to prevent offending or alienating participants
182
Q

What is a positive reason for using social media to deliver health messages?

A

Ability of health organizations to create ongoing conversations with intended audience

183
Q

What organization has developed social media tools, guidelines, and best practices to determine how to maximize social media for reaching intended audience(s)?

A

CDC

184
Q

Digital Media Proficient

A

Being able to meet priority populations & impact change within virtual environments which they live, work, & play

185
Q

6 Types of Social Media Platforms used in health education/promotion

A
  1. Social Networking
  2. Blog Comments & Forums
  3. Microblogging
  4. Media Sharing
  5. Book Marketing
  6. Social News
186
Q

Audience engagement on social media can be maximized (regardless of challenges) through ___________________________

A

Managing misinformation, reducing agency barriers to use, measuring actual reach and impact, keeping up with new trends

187
Q

Steps to follow to help develop a strategic approach to using social media for health messages

A
  1. Understand how priority population uses social media
  2. Identify evidence-based social media strategies
  3. Select appropriate communication times & channels
  4. Determine which particular types of social media apps will engage the audience
188
Q

Why is it important for communication to be used to meet objectives?

A
  1. Justifying the need for communication messaging/program to stakeholders
  2. Providing evidence of communication success
  3. Increasing organizational understanding & support of communication efforts
  4. Encouraging collaborations & partnerships with other organizations
189
Q

Overall monitoring of communication approaches includes _________________-

A
  1. Evaluating all activities, staff, & budgets
  2. problem solving
  3. measuring intended audience changes & satisfaction
  4. revising plans & operations as needed
190
Q

What does OTIS evaluation guide, created by California Dept of Health Services Tobacco Control Section (TCS), provide?

A

“how-to” information for developing, implementing, & monitoring evaluation plans

  • also includes sample plans useful for surveillance & evaluation efforts
191
Q

Why should HES conduct process evaluation periodically?

A
  • Activities are being implemented as planned
  • If certain materials are more effective than others
  • If certain components or aspects of program need to be improved or altered
  • If your expenditure are within budget
192
Q

What does process evaluation assess?

A
  • Program quality & overall functioning
  • Partner involvement
  • Outreach & promotion effectiveness
  • Media response
  • Participation of intended audience
  • Schedule adherence
  • Expenditures & adherence to budget
  • Contractor activities
193
Q

Process evaluation allows HES to know whether messages are being __________________

A

delivered appropriately, effectively, & efficiently

194
Q

How can HES gather vital information for process evaluation?

A
  • use tracking forms for all activities
  • monitor all requests for info from intended audience
  • gather regular status reports from partners, contractors, & any staff working on communication project
  • meet with partners regularly
  • track media impressions
  • track traffic to project social media sites & websites
195
Q

Common measures for health communication

A

Change in awareness, knowledge, comprehension, attitude, & behavior

196
Q

Evaluation steps in order (after determining evaluation questions)

A
  1. define data they want to collect data (e.g. surveys, media tracking, social media engagement, etc.)
  2. collect & analyze data
  3. disseminate evaluation report to others in field/those who can learn from the findings

CHES (9 decks)

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