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CHES Exam > Chapter 2 > Flashcards

Chapter 2 Flashcards

1
Q

PRECEDE-PROCEED

A

Predisposing, Reinforcing, Enabling & Policy, Regulatory, Organizational

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2
Q

Impact Objectives

A

LEARNING (short-term, knowledge, attitudes, skills), BEHAVIORAL (actions that engage population), and ENVIRONMENTAL (social - peer pressure, physical- clean air or water, psychological - emotional learning climate, service - access to health care, economic - incentives)

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3
Q

Outcome Objective

A

looks at ultimate goals but are SMART; include changes in risk reduction, morbidity, disability, mortality, or quality of life

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4
Q

Process Objectives

A

activities and tasks that are completed to reach the desired outcome i.e. # of presentations made, audience size, staff performance, and resources - funding, materials, and space

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5
Q

PRECEDE-PROCEED: Phase 1 - Social Assessment

A

Defines the quality of life of the population

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6
Q

PRECEDE-PROCEED: Phase 2 - Epidemiological Assessment

A

Identify the health problems of the priority population and determine and prioritize behavioral (individual) and environmental (external) risk factors associated with the health problem

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7
Q

PRECEDE-PROCEED: Phase 3 - Educational and Ecological Assessment

A

Determine predisposing (individual knowledge and affective traits), enabling (those that make possible a change in behavior, such as skills), and reinforcing (feedback and encouragement for a changed behavior, perhaps from significant or important others) factors

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8
Q

PRECEDE-PROCEED: Phase 4 - Administrative and Policy Assessment

A

Determine the resources (funding, staff, other) available for the program

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9
Q

PRECEDE-PROCEED: Phase 5 - Implementation

A

Select strategies and activities; begin program

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10
Q

PRECEDE-PROCEED: Phase 6 - Process Evaluation

A

Document program implementation, feasibility, and gather feedback

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11
Q

PRECEDE-PROCEED: Phase 7 - Impact Evaluation

A

Assess the immediate effect of an intervention

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12
Q

PRECEDE-PROCEED: Phase 8 - Outcome Evaluation

A

Determines whether long-term program goals were met

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13
Q

MATCH (Multilevel Approach to Community Health)

A

multi-level socio-ecological planning model with five phases
1. health goals selection
2. intervention planning
3. program development
4. Implementation preparation
5. Evaluation

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14
Q

CDCynergy Lite

A

health communication and social marketing model
1. Describe the Problem
2. Analyze the problem
3. Plan the intervention
4. Develop the intervention
5. Plan the evaluation
6. Implement the plan

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15
Q

Adult Learning Principles

A
  1. Help set the curriculum: choose training ethods, or identify training goals
  2. Review past experiences and knowledge: this avoids redudant information within training
  3. Problem-Solving skills: hands on content
  4. Conduct assessments to engage and learn goals for the training
  5. Offer diverse needs and learning style: a variety of methods, perspectives, and content
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16
Q

Maslow’s hierarchy of needs

A
  1. physiological needs (food, water, warmth)
  2. safety needs (security and safety)
  3. social belongingness (sense of belonging)
  4. esteem (status, achievement)
  5. self-actualization (personal fulfillment)
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17
Q

Traditional principles of marketing

A

product, place, price and promotion

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18
Q

Gantt Chart

A

visual representation of all the tasks that need to be completed before, during, and after the program

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19
Q

Program evaluation and review technique (PERT)

A

track progress and allows for visualization of relationships between tasks

20
Q

critical path method (CPM)

A

graphically shows timelines and relationship to tasks - adds the ability to show those components that are most important to sticking to the planned schedule/timeline

21
Q

program adaptation

A
  1. assess community
  2. understand the possible interventions
  3. select the intervention
  4. consult with experts
  5. consult with stakeholders
  6. decide on needed adaptations
  7. adapt the original program
  8. train staff
  9. test the adapted materials
  10. implement the adapted program
  11. evaluate the adapted program
22
Q

measure of fidelity

A

identifying and documenting that the program is being implemented as planned in the designated order - use activity logs, document reviews, observations, reports, surveys, Gantt charts, logic models, or interviews

23
Q

dose

A

program units delivered via program activities

24
Q

multiplicity

A

number of activities

25
Q

Human resources management - four core functions

A

planning, acquisition, development, and sanction (PADS)

26
Q

importance of sustainability in program implementation

A

-should be considered from the start; gather input from partners and key stakeholders to generate ideas through ongoing data collection. This allows for development and refinability to lead to a successful program

27
Q

process evaluation measurements

A

fidelity, completeness, and exposure (advocacy evaluation –> looking at the message reach as well as activities and tactics used)

28
Q

memorandum of understanding

A

MOA, a document in which the agreement and principles of that agreement between two parties is captured and outlined and is often less formal than a legal contract

29
Q

political capital charting

A

understanding what the ability of a legislative is using tracker systems or state or local newspapers; this helps the educator understand if the decision-makers are supportive of the policy or not

30
Q

communications capacity analysis

A

understanding what the ability of a legislative is using tracker systems or state or local newspapers; this helps the educator understand if the decision-makers are supportive of the policy or not

30
Q

community leader surveys

A

look at asset inventory’s to identify skill gaps in membership colaitions and potential memebrs

30
Q

voting record examination

A

this allows the health educator to gauge is the decision-maker if in favor or against the policy

30
Q

policy brief

A

provided to a decision-maker when attmepting to convince that person to take a specific action on an issue; and covers not only policy options but also recommendations

30
Q

Grassroots Lobbying

A

example is hosting a town-hall meeting and door to door petitions; an attempt to change the public’s mind on legislation

31
Q

Media advocacy

A

responding to members of the media for health-related information

32
Q

Capwiz

A

a site where elected officials by location are listed, can be used to connect constituents with the appropriate elected official based on zip code

33
Q

Ballotpedia

A

an online encyclopedia of American politics and elections, has lifetime voting records for US Senators and Representatives

34
Q

SOPHE Action Center

A

society of health educators and members of the public health field that provides constituents with access to health education materials

35
Q

APHA Legislative Action

A

has legislation updates that contain information about health-related legislation, a media guide that allows members to send electronic letters to local media, and the legislative action center that has regular updates posted on legislation and allows members to email local political representatives

36
Q

task force

A

an action-oriented, time-limited alliance for health issue advocacy

37
Q

Phases of an effective advocacy plan

A
  1. political/organizational analysis
  2. issue identification and framing
  3. goal creation
  4. information gathering
  5. actions
  6. evaluation
38
Q

Five elements of an advocacy plan

A
  1. Goals
  2. Organizational considerations
  3. Constituents, allies, and opponents
  4. Targets
  5. Tactics
39
Q

Implementation stage influence on policymaking

A

draft rules: Draft rules in the implementation of policymaking are essential guidelines that help ensure policies are effectively put into practice. Define goals, evaluate/find resources, assign roles, educate stakeholders, monitor, plan, and evaluate

40
Q

campaign reach

A

relies to the use of lobbying, via direct communications with a member of the employee of the legislature

41
Q

policy awareness

A

health educators should be aware of the policies that govern them in their workplace to avoid any potential violations

42
Q

asset inventory

A

can be used to identify skill gap sin coalition membership, and potential members with expertise related to the health issues and/or advocacy skills

43
Q

four types of briefs

A
  1. information briefs (research on policy approaches is summarized)
  2. Issue briefs (all available evidence is summarized
  3. Policy impact briefs (have most information on an issue, having large amounts of existing evidence as well as potential impact of policy implementation
  4. policy briefs (summarize best practices and policy options–> used for implementation and development)

CHES Exam (1 decks)

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