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FN 3361 > Lecture 4 > Flashcards

Lecture 4 Flashcards

1
Q

What factors trigger program development and planning?

A
  • Come out of incidences of what’s heppening
  • Personal relation
  • Government Mandate
  • Funders put out mandates
  • Event
  • If there’s direct need from the community
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2
Q

What are some factors that trigger a program?

A
  • Results of a community needs assessment
  • Mandate from an organizations national office or from a federal agency
  • Research findings
  • Community lead or coalition
  • Availability of funding for new programs
  • Government policy
  • Comes right from a person in the community
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3
Q

What happens when there is a perceived need/problem?

A

Since it hasn’t been addressed adequately a new program is developed or an existing program is revised

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4
Q

What is a mission statement?

A

A broad statement or declaration of an organizations purpose or reason for being
-what the organization is all about

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5
Q

What are the 7 steps in program planning?

A
  1. Review the results of the community situational assessment
  2. Define program goals and objectives
  3. Develop a program plan
  4. Develop a management system
  5. Identify funding sources
  6. Implement the program
  7. Evaluate program elements and effectiveness
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6
Q

In step one, what will a review of assessment tell you?

A
  • What problems need to be addressed
  • Whos affected
  • Gap that exists in programming
  • How to address the problem
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7
Q

What are ways to address the problem in step 1?

A

Motivation vs action
Awareness vs skill development
Components
Logistics

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8
Q

In step 2 how do you define program goals and objectives?

A

Goals

  • Broad statement of desired outcomes or changes
  • General direction of the program

Objectives
-Specific, measurable actions to be completed within a specific time frame

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9
Q

What are the 4 components of objectives?

A
  1. The action or activity to be undertaken
  2. The target population
  3. An indication of how success will be measured or evaluated
  4. The time foramen which the objective will be met
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10
Q

How do you develop objectives?

A

WHAT are we going to do
WHY is it important for us to accomplish this activity
WHO is going to be responsible for the activities
WHEN do we want this to be completed
HOW are we going to do these activities
SMART objectives

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11
Q

What are SMART objectives?

A

Action+Specific target population+ Measure of success achievable+ realistic time frame

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12
Q

What are the 2 types of objectives?

A
  1. Outcome objectives
    - what is going to happen indoor participants?
  2. Process objectives
    - what you hope to accomplish with your program
    - really about the implementation
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13
Q

What does step 3 require to develop a program plan?

A

Need a:

  • description of the proposed intervention
  • Nutrition education components
  • Marketing plan
  • Number of clients
  • Resources required
  • Facilities
  • Training needed
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14
Q

When do we develop a program plan?

A

Typically is developed after reviewing existing programs and talking with those who have run programs in similar populations

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15
Q

What are the 3 levels of intervention?

A

Level I: Build awareness
Level II: Change lifestyles
Level III: Create a supportive environment
-can use all for individuals, communities and systems

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16
Q

In step 3 how do you apply learning principles to program design?

A

Depends on your audience:
Children
Adolescent
Adult

17
Q

How do you adapt to children learners?

A 
Keep messaging short and sweet
Emphasize positive points
Relate messaging to Childs interests
Make practical concrete suggestions
Involve the child
How-to is important
18
Q

How do you adapt to adolescent learners?

A

Relate messaging to adolescents interests

Consider impact of peer pressure, rebelliousness, insecurities, impulsiveness, mood changes

Tie teaching concepts to adolescents concerns

19
Q

How do you adapt to adult learners?

A

Make learning problem entered and hands on
Make learning meaningful to learners life situations
Make information concrete
Make learning a collaboration between the educator and the learner
Encourage participatory approaches
Ask open ended questions
Validate experiences by providing positive feedback
Establish a positive learning environment
-adults like to be met on their level

20
Q

What are the different levels of participation?

A 
Participant engagement enhances motivation
10% of what we read
20% of what we hear
30% of what we see
50% of what we hear and see
70% of what we say and write
90% of what we both say and do
21
Q

In step 4 how do you develop a management system?

A

Personnel
-employees responsible for overseeing the program and its various components

Data systems

  • Data about clients and use of program
  • outcome measures

Also includes a budget
-how it will be feasible

22
Q

In step 5 how do you identify funding?

A

Requires grant writing skills

Often judged on:

  • Demonstrated need (priority status)
  • Clear, concise purpose and plan
  • Feasibility
  • Skilled team
  • Alignment with functors mission
23
Q

In step 6 how do you implement the program?

A

To want to deliver the program as it was “intended” as much as possible

Glitched are inevitable

They key is to observe (and record) all aspects of program delivery and consider potential improvement opportunities

24
Q

In step 6, what questions should we ask?

A

How can program participation be increased?

How can the program be improved?

25
Q

How do you enhance program participation?

A

Understand your target population
Evaluate your program
-people participate in programs for a variety of reasons
-determine if you are meeting their desires
Use incentives
Build ownership (program identity)
Promote promote promote

26
Q

In step 7 how do you evaluate program implementation and effectiveness?

A

Need to:

  • show that you are being effective
  • Very important, seeing the impact (one you want or don’t want)
  • Reinforcement of programs
  • Informs additional programs
  • Best practices
  • Get more money
27
Q

What are the 4 types of evaluations?

A

Formative evaluation
Process Evaluation (Focus on this)
Impact Evaluation
Outcome Evaluation (Focus on this)

28
Q

What is a formative evaluation?

A

Pilot testing

  • occurs often during the development phase, before full implementation
  • Helps eliminate kinds in program delivery
  • Assesses educational materials for appropriateness
29
Q

What are process evaluations?

A

Documents and monitors how well a program has been implemented

  • examinees the operations of a program
  • Identifies program strengths, weaknesses and areas that need improvement
  • Examines the target population
30
Q

What are impact evaluations?

A

Evaluates whether or not the program results in immediate changes

  • opportunities
  • awareness
  • Belief
  • Attitude
  • KNowledge
  • Self efficacy
  • Skills
31
Q

What are outcome evaluations?

A

Evaluates whether or not the program results in longer term changes

  • behaviour
  • BMI
  • Mortality
  • Risk Reduction
  • Specific markers: Cholesterol, BP, Bone density
32
Q

In designing a program evaluation, what are the steps involved?

A
  1. Clarify the program objectives
  2. Clarify the key evaluation questions
  3. Specify indicators and measures of program effectiveness
  4. Select, adapt, or design the instruments
  5. Design an evaluation plan
33
Q

What are key indicators?

A

ways to operationalize theory constructs, activities and behaviours in order to identify that change has occurred

34
Q

What are key measures?

A

Specific tools used to evaluate a change in an indicator

  • process/implementation: Documentation review, interviews with program delivery agents, interviews/surveys of clients, focus groups
  • outcome: population surveys, client surveys and measurements

FN 3361 (7 decks)

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