need assessment and precede modle Flashcards
serve as frames from which to build; Provide structure & organization for the planning process
Models
Common elements, but different labels
Models
No perfect model Can be used in entirety, parts, & combinations
ترجم
يقلك مافي نموذج كامل لكن انت خذ من النماذج الي تشوفها مناسبة وسوي تجميعه بينهم بحيث تطلع بنموذج مناسب لك
Three Fs of program planning help with selecting the appropriate model:
Fluidity - steps are sequential
Flexibility - adapt to needs of stakeholders
Functionality - useful in improving health conditions
Model’s Categories:
Practitioner driven
Consumer-based
is a community-oriented, participatory model for creating successful community health promotion interventions.
PRECEDE/PROCEED model
Predisposing, Reinforcing, and Enabling Constructs in Educational Diagnosis and Evaluation
PRECEDE
Policy, Regulatory, and Organizational Constructs in Educational and Environmental Development
PROCEED
Phase 1: Social diagnosis
Phase 2: Epidemiological diagnosis
Phase 3: Behavioral and environmental diagnosis
Phase 4: Educational and organizational diagnosis
Phase 5: Administrative and policy diagnosis
PRECEDE
Phase 6: Implementation
Phase 7: Process evaluation
Phase 8: Impact evaluation
Phase 9: Outcome evaluation
حسب سلايدات الاولاد ممكن تختلف سلايدات البنات
PROCEED
Since behavior change is by and large voluntary, health promotion is more likely to be effective if it’s:
participatory.
Health and other issues must be looked at in the context of:
the community.
Health and other issues are:
essentially quality-of-life issues
is itself a constellation of factors that add up to a healthy life for individuals and communities.
Health
Why use PRECEDE/PROCEED?
A logic model provides a…………………………. for constructing an intervention.
A logic model provides a framework for …………………..
procedural structure
critical analysis.
PRECEDE/PROCEED is participatory, thus assuring community involvement.
صح ولا خطا
صح
Community involvement leads to
community buy-in.
PRECEDE/PROCEED incorporates a multi-level evaluation, which means you have the chance to constantly monitor and adjust your evaluation.
صح
The model allows leeway to adapt the content and methods of the intervention to your particular needs and circumstances.
صح
social diagnosis, you ask the community what it wants and needs to improve its quality of life.
Phase 1
epidemiological diagnosis, you identify the health or other issues that most clearly influence the outcome the community seeks.
Phase 2
social diagnosis
Phase 1
epidemiological diagnosis
Phase 2
In these two phases, you create the objectives for your intervention.
Phase 1 and Phase 2
behavioral and environmental diagnosis, you identify the behaviors and lifestyles and/or environmental factors that must be changed to affect the health or other issues identified in Phase 2, and determine which of them are most likely to be changeable.
Phase 3,
educational and organizational diagnosis, you identify the predisposing, enabling, and reinforcing factors that act as supports for or barriers to changing the behaviors and environmental factors you identified in Phase 3.
Phase 4
educational and organizational diagnosis
Phase 4
behavioral and environmental diagnosis
Phase 3
In these two phases, you plan the intervention.
Phase 3 and Phase 4
administrative and policy diagnosis, you identify (and adjust where necessary) the internal administrative issues and internal and external policy issues that can affect the successful conduct of the intervention.
Phase 5
administrative and policy diagnosis
Phase 5
Those administrative and policy concerns include generating the funding and other resources for the intervention.
Phase 5
implementation, you carry out the intervention
Phase 6
process evaluation, you evaluate the process of the intervention – i.e., you determine whether the intervention is proceeding according to plan, and adjust accordingly.
Phase 7
impact evaluation, you evaluate whether the intervention is having the intended impact on the behavioral and environmental factors it’s aimed at, and adjust accordingly.
Phase 8
outcome evaluation, you evaluate whether the intervention’s effects are in turn producing the outcome(s) the community identified in Phase 1, and adjust accordingly.
Phase 9
impact evaluation
Phase 8
implementation
Phase 6
process evaluation
Phase 7
outcome evaluation
Phase 9
Assessment means…
Identify
Describe
Prioritize
Phase 1 - seeks to subjectively define the
QOL (problems & priorities) of priority population
seeks to subjectively define the QOL (problems & priorities) Of priority population
Phase 1
Self-assessment of needs & aspirations
Phase 1
study of the distribution & determinants of disease
Epidemiology
Epidemiology - study of the distribution & determinants of disease
Phase 2
What are the health problems associated with the desired QOL?
Phase 2 - Epidemiological Assessment
Not all problems health related; If Phase 2 not applicable, skip and
move on to Phase 3.
صح ولا خطا ؟
Mortality
Morbidity
Disability
Fertility
Incidence rates
Prevalence rates
Epidemiological Data:
Which problem has the greatest impact in terms of death, disease, days lost from work, rehabilitation costs, disability, family disorganization, and costs to communities and agencies for damage repair or loss and cost recovery?
Phase 2: Epidemiological Assessment
Creating Priorities
Which problems are most changeable?
Which problem has the greater potential for an attractive yield in improved health status, economic savings and other benefits?
Phase 2: Epidemiological Assessment
Creating Priorities
Are certain sub-populations such as teenagers, tourists, elderly, immigrants, at risk?
Which problem is not being addressed by other agencies in the community?
Is there a need being neglected?
Are any of the problems highly ranked as a regional or national priority?
Phase 2: Epidemiological Assessment
Creating Priorities
Focuses on behavioral and non-behavioral causes (personal and
environmental factors) which seem to be linked to health problems
defined in Phase 2
Phase 3: Behavioral Diagnosis
Behavior of those who control resources or rewards
المسؤولين عن صحة الافراد
Community Leaders
Legislators
Parents
Teachers
Health Professionals
Genetic Predisposition
Age
Gender
Existing Disease
Workplace
Adequacy of Health Care Facilities
Environmental or Non- Behavioral Factors
Determinants outside the person that can be modified to support
behavior, health, or quality of life.
Environmental Factors
Environmental Factors Include
Physical
Social
Economic
are the risk factors or risk conditions that the intervention will be tailored to affect.
Health and environmental factors identified
Each factor is rated in terms of its importance to the health problem And rated in terms of its changeability
Decision Matrix
If planners fail at this stage to become rigorous in identifying and
ranking these factors and how they influence the outcomes sought, the
whole planning process will collapse under its own weight.
Behavioral & Environmental Diagnosis
Writing a behavioral objective that is: ???
SMART
S stands for specific
M stands for measurable
A stands for attainable
R stands for realstic
T stands for time bound
Phase 3
How many will know, believe, or be able to do what by when?
How much of what resource will be available to whom by when?
behavioral objectives written
Determining & prioritizing behavioral & environmental risk factors or
conditions linked to the health problem
Once identified, must be prioritized
Phase 3 - Behavioral & Environmental Assessment
Identifies causal factors that must be changed to initiate and sustain
the process of behavioral and environmental change identified in
Phase 3
Phase 4: Educational & Organizational Diagnosis
Predisposing Factors
Reinforcing Factors
Enabling Factors
Phase 4 Educational & Ecological Assessment
Identifies & classifies factors that have potential to influence behavior or change the environment
ايش يقصدوا ؟
Predisposing Factors
Reinforcing Factors
Enabling Factors
antecedent; impact motivation; e.g., knowledge, attitudes , beliefs, values
Predisposing factors
antecedent; barriers & vehicles; e.g., access, availability
Enabling factors
subsequent; feedback & rewards; e.g., incentives, disincentives
Reinforcing factors
Knowledge
Attitudes
Values
Beliefs
Perceived Needs and Abilities
Predisposing Factors
Environmental and Personal
Resources that impact:
Accessibility, Availability and Affordability
Programs & Services
Skills
Money & Time
Facilities
Laws
Enabling Factors
Positive or Negative Feedback From:
Peers
Family
Health Care Workers
Law Enforcement
The Media
Others
Reinforcing
After identifying the three types of influencing factors, assess their
relative importance and changeability
Phase 4: Educational & Ecological Assessment
Then related learning and organizational objectives can be written, and state so that health promotion programs can focus where they will do the most good in facilitating development of or changes in behavior and environment
Phase 4: Educational & Ecological Assessment
Theory is applied in this Phase
Phase 4: Educational & Ecological Assessment
Predisposing Individual Factors - Individual Theories
Enabling Factors – Interpersonal Level Theories
Reinforcing Factors – Community Level and Systems Theories
حتى في المرحلة. الرابعة و السادسه نستخدم النظريات
Determine if capabilities & resources are available to develop & implement program
Phase 5 - Administrative & Policy Assessment
Close to the end of PRECEDE & moving toward PROCEED
Phase 5 - Administrative & Policy Assessment
Focuses on administrative and organizational concerns which must be
addressed prior to program implementation
Phase 5: Administrative and Policy Diagnosis
Includes assessment of resources, budget development and allocation,
development of implementation timetable, organization and coordination with others
Phase 5: Administrative and Policy Diagnosis
Analysis of policies, resources and circumstances prevailing
organizational situations that could hinder or facilitate the development of the health program Policy Diagnosis
Phase 5: Administrative and Policy Diagnosis
Assesses the compatibility of your program goals/objectives with those of the organization and its administration
Phase 5: Administrative and Policy Diagnosis
Work in this phase is specific to the context of the program and the
sponsoring organization(s) and requires political savvy as much as
theoretical or empirical knowledge
Informed by theories, particularly community-level theories
Phase 5: Administrative and Policy Diagnosis
Assess limitations and constraints
Select the best combination of methods and strategies
Development of organizational and resource objectives follows
Phase 5: Administrative and Policy Diagnosis
Implementation and Evaluation
PROCEED Model
The act of converting program objectives into actions through policy
changes, regulation and organization (Green & Kreuter, 1991, p.432).
Phase 6: Implementation
Beginning of PROCEED
Selection of methods and strategies of the intervention, for example, education &/or other resources
Program begins
Phase 6 - Implementation
Phases 7, 8, & 9 - Evaluation
صح ولا خطا
صح
measurements of implementation to control, assure, or improve the quality of the program
Process evaluation
immediate observable effects of program
Impact evaluation
long-term effects of the program
Outcome evaluation
Phase 4: Educational & Ecological Assessment
……………………………………. - Individual Theories
……………………………….. – Interpersonal Level Theories
………………………………… – Community Level and Systems Theories
حتى في المرحلة. الرابعة و السادسه نستخدم النظريات
Phase 4: Educational & Ecological Assessment
Predisposing Individual Factors - Individual Theories
Enabling Factors – Interpersonal Level Theories
Reinforcing Factors – Community Level and Systems Theories
حتى في المرحلة. الرابعة و السادسه نستخدم النظريات
