PRECEDE-PROCEED Model Flashcards
1
Q
What is the PRECEDE-PROCEED Model in community diagnosis?
A
A community oriented, participatory model for creating successful community health promotion interventions
2
Q
What are the 5 phases of PRECEDE?
A
- Phase 1: Social diagnosis
- what community wants and needs to improve its quality life - Phase 2: Epidemiological diagnosis
- health or other issues that clearly influence the outcome the community seeks (phase 1 & 2 identifies objectives of the intervention) - Phase 3: Behavioural and Environmental diagnosis
- what behaviours and lifestyles or environmental factors need to change - Phase 4: Ecological diagnosis or Educational and organizational diagnosis
- predisposing, enabling and reinforcing factors that act as support or barriers to changing the behaviours and environmental factors identified in phase 3 – Plan the Intervention - Phase 5: Administrative and Policy diagnosis
- generate funding and resources for the intervention to succeed
3
Q
What are the 4 phases in PROCEED?
A
- Phase 6: Implementation
- The design and conduction of the intervention - Phase 7: Process evaluation
- Ensuring you are doing the things you planned to do - Phase 8: Impact evaluation
- Evaluating if the intervention is having the desired impact on the target population - Phase 9: Outcome evaluation
- Assessing if the intervention is leading to the desired result
4
Q
Why use the PRECEDE-PROCEED Model?
A
- A logic model provides a procedural structure for constructing an intervention
- A logic model provides a framework for critical analysis
- Is participatory thus assuring community involvement and community buy-in
- Provides chance to constantly monitor and adjust the evaluation
- Allows leeway to adapt the content and methods of intervention to your particular needs and circumstances
5
Q
What does PRECEDE stand for?
A
Predisposing factors
Reinforcing factors and
Enabling factors Constructs in
Educational/Environmental,
Diagnosis and
Evaluation
6
Q
What does PROCEED stand for?
A
Policy
Regulatory and
Organisational Constructs in
Educational and
Environmental
Development