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CHES > Study Group - Planning > Flashcards

Study Group - Planning Flashcards

1
Q

3 Dimensions of health behavior

A

Complexity, Frequency, Volitionality

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2
Q

Complexity

A

higher levels of knowledge, skill, or resources to perform simple behaviors

  • more complicated behavior less likely to be performed correctly
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3
Q

Volitionality

A

Degree of personal control over behavior

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4
Q

High Volitionality

A

person has complete control performing behavior & does not require external resources/support

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5
Q

Low Volitionality

A

requires external resources

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6
Q

What are the 6 types/approaches to planning?

A
  1. Incremental
  2. Apolitical
  3. Advocacy
  4. Communicative Action
  5. Comprehensive Rational
  6. Strategic Planning
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7
Q

Public Health Pyramid (from bottom to top)

A

Infrastructure - designed to enhance personal, resources, capacity, technology, & information

Population Services - Designed to be received by entire population to address health concern

Enabling Services - Designed to provide services to subpopulation with specific needs

Direct Services - Designed to provide care to individuals

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8
Q

Target Audience

A

Entire population in need of program

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9
Q

Intended Audience

A

Segment of population who program is intended to reach

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10
Q

Recipients

A

Individuals who receive or participate in program

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11
Q

Who are stakeholders?

A
  1. Those involved in program operations
  2. People in community being served
  3. People affected by program
  4. Participants (primary users) of program
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12
Q

What should HES be able to tell stakeholders?

A
  1. Explain why program is necessary
  2. Explain philosophy behind program being developed
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13
Q

How can HES ensure program is effectively implemented & maintained (sustainability)?

A
  1. Have formalized roles, rules, & procedures
  2. Include volunteers & compensated leaders
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14
Q

What are important factors during planning process?

A
  1. Transparent & frequent communication
  2. Mutual & formalized decision-making processes
  3. Strategies to resolve conflicts
  4. Positive perception that value participation
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15
Q

Why is it important to engage populations, partners, & stakeholders throughout the planning process?

A
  1. Strong member engagement
  2. Sharing of resources
  3. Effective assessment & planning
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16
Q

Coalitions

A

Diverse group from organizations & the community that work together toward a common goal

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17
Q

What are the general steps in building coalitions?

A
  1. Prepare groundwork
  2. Create action plan & organize partnership(s)
  3. Implement action plan
  4. Evaluate action plan
  5. Sustain collaboration
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18
Q

What is included in ‘preparing the groundwork’ when building coalitions?

A
  1. Identify problem, need for partnership(s), potential partners
  2. Draft goals & objectives
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19
Q

What is included in ‘creating action plan’ when building coalitions?

A
  1. Set & solidify vision & goals
  2. Identify SMART action plan
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20
Q

What are critical components when considering who to partner with when program planning?

A
  1. Research potential partners/organizations
  2. Ensure they are knowledgeable & committed to the effort
  3. Establish clear goals, tasks, & communication methods
  4. Continually monitor effectiveness
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21
Q

How can HES increase likelihood of gaining & maintaining program support?

A
  1. Working with community to identify and/or validate issues that are important to them
  2. Establish clear relationships between program goals & assets, capacities, & values of community
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22
Q

Who may want to serve on program planning committee?

A
  • Individuals who represent various groups within priority population
  • Representatives of stakeholders not represented by priority population
  • Individuals who have key roles within organization sponsoring program
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23
Q

How can HES ensure widespread input about program plan?

A
  • Use mixed methods for obtaining input (global & specific)
  • Use various modes of communication (email, face-to-face, newsletter, etc)
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24
Q

What are some obstacles to obtaining input from priority population, partners, & stakeholders?

A
  • Lack of time
  • Lack of awareness
  • Communication barriers
  • Interest/apathy
  • Convenient locations/times
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25
Q

Why is rationale important?

A
  • Helps HES gain support by stakeholders & agencies
  • Helps to ensure essential resources are obtained
  • Helps with development & implementation of program run smoothly
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26
Q

What are the key components of a good rationale?

A
  • Shows how benefits of program goes with decision makers’ values (demonstrates potential return of investment)
  • Showcases best evidence available
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27
Q

What are the 4 important (basic) steps when writing program rationale?

A
  1. Identify appropriate background information
  2. Title
  3. Write content
  4. List references used
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28
Q

What should HES include in program plan?

A
  1. Summary of program goals & objectives
  2. Specific tasks required to meet each objective
  3. Summary of required resources & funding
  4. Summary of data to be used to measure progress toward objectives
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29
Q

3 Fs of Program Planning

A

Fluidity, Flexibility, Functionality

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30
Q

Fluidity of Program Planning

A

Steps in program planning process are sequential

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31
Q

Flexibility of Program Planning

A
  • Planning is adapted to needs of stakeholders
  • Responsive to current & emerging health problems
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32
Q

Functionality of Program Planning

A

Outcome of planning is improved health conditions (not just planning the program)

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33
Q

Vision Statement

A

Brief description of where program will be in approx. 3-5 years

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34
Q

Mission Statement

A

Program purpose & unique ‘reason for being’

  • Used to reveal purpose/focus of organization or program
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35
Q

Why are vision & mission statements (as well as goals & objectives) important during program planning?

A
  • Provides program direction
  • Lays foundation for program evaluation
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36
Q

Program Goals

A

general, long-term statements of intent & direction of program & desired results

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37
Q

Program Objectives

A

Precise, measurable statements of intended program outcomes

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38
Q

How are goals & objectives used in program planning?

A

GOALS used to measure program’s processes & outcomes

OBJECTIVES guide program development & assesses program effectiveness

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39
Q

Indicators of Objectives

A
  1. “What” portion of objective
  2. Variables used to measure “what” of objective
  3. Performance benchmarks used to determine failure/success of program
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40
Q

Performance Measures

A

Indicators of process, output, or outcomes that have been developed for use as standardized indicators by health programs, initiatives, practitioners, or organizations

  • Should align objectives with performance measures that need to be reported
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41
Q

What types of changes should be included when writing objectives?

A
  • Changes in health status, behavior, attitude, or knowledge
  • When/under what circumstances or conditions change will occur’
  • What will change (outcome)
  • Who will change
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42
Q

What are the different types of program objectives?

A
  1. Process
  2. Impact (learning, behavioral, environmental)
  3. Outcome
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43
Q

What are process objectives?

A
  • Activities & tasks that lead to accomplishing all other levels of objective
  • Assessments that lay foundation for process evaluation
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44
Q

What are Impact Objectives?

A
  • Immediate & observable effects of program
  • Lay groundwork for impact evaluation
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45
Q

What are Learning Objectives?

A

Short-term, specific descriptions of awareness, knowledge, attitudes, & skills

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46
Q

What are behavioral objectives?

A

Describe behaviors or actions that population will engage in to resolve problem

  • Leads to attainment of program goal
  • Statements of desired outcomes
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47
Q

What do behavioral objectives indicate?

A

Who will change, how much change by when, & what action will take place

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48
Q

What are environmental objectives?

A

Environmental or non-behavioral influences on health problem

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49
Q

What do environmental objectives include?

A

Social, physical, psychological, service, & economic environments

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50
Q

What are outcome objectives?

A

Specific, measurable statements that are related to ultimate goal(s)

Change in health status = desired result of program/intervention

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51
Q

Strategies for Meeting Objectives

A

1.Health-related community service
2. Health Communication
3. Community Mobilization
4. Health Engineering
5. Educational
Health Policy or enforcement

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52
Q

What is required in planning timeline during program planning process?

A
  • Make list of all tasks & steps involved in sequential order
  • Estimate time needed & necessary resources
  • Should be monitored throughout planning & implementation and adjusted as necessary
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53
Q

What is health-related community service strategy for meeting objectives?

A

Free or low cost services or screenings

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54
Q

What is health communication strategy for meeting objectives?

A

Promotion & dissemination of health issues through media

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55
Q

What is community mobilization strategy for meeting objectives?

A

Efforts to involve target community through advocacy & building of coalitions

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56
Q

What is health engineering strategy for meeting objectives?

A

Efforts to positively alter elements of physical environment that affects health

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57
Q

What is an educational strategy for meeting objectives?

A

Efforts to inform target population about specific health issue

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58
Q

What is healthy policy or enforcement strategy for meeting objectives?

A

Efforts to influence behavior through changes in gov’t or organizational policy

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59
Q

TAAPS

A

Time frame, Amount, Activities, Participants, Staff

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60
Q

Impacts of successful programs

A
  • Personnel expertise
  • Characteristics of intended audience
  • Degree of attention to acquiring & managing resources
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61
Q

What issues need to be considered to ensure sustainability of health program?

A
  • Need
  • Resources
  • Support
  • Currency
62
Q

Theory of Cause/Determinants

A

Explains relationship among existing factors, main causal factors, moderating/mediating factors, & health outcome of health problem

63
Q

Theory of Intervention

A

Specifies how intervention changes main determinant factors & moderating/mediating factors of health problem

64
Q

Theory of Outcome

A

Explains how immediate health outcomes become long-term health impacts

65
Q

What does organizational plan include?

A
  1. Program inputs
  2. Resources
  3. Way in which resources are organized & used
66
Q

Outputs of Organizational plan

A
  • Timeline
  • Organizational charts
  • Information system
    Operations Manual
67
Q

What is a business plan for health program?

A

Document that summarizes analyses behind development of product, service, or program

68
Q

Types of Resources

A
  • Human resources
  • Physical resources
  • Information resources
  • Time
  • Managerial resources
  • Fiscal resources
69
Q

What are human resources?

A

Quantity & quality of personnel needed to cary out program (expertise, experience, capabilities)

70
Q

What are physical resources?

A

Materials, facilities, supplies, & equipment

71
Q

What are information resources?

A
  • Knowledge & expertise of staff
  • Professional networks & “street smarts” that affect program implementation
72
Q

What are Managerial resources?

A

Qualities & characteristics of managers of program (leadership, communication, organization)

73
Q

What are fiscal resources?

A

Money, investments, & income

74
Q

Universal public health approach

A

When an entire population or subgroup of population are targeted regardless of whether individuals have specific risk factors

75
Q

Selective public health approach

A

Targeted at those in the population who are at heightened risk

76
Q

Indicated public health approach

A

Individuals who have a risk factor that puts them at very high risk

77
Q

Primary Prevention

A
  • efforts made to intercept onset or occurrence of disease, injury, or behavior
  • focuses on protecting individuals from disease or injury
  • Intervening BEFORE onset of disease
78
Q

Secondary Prevention

A
  • Focused on early diagnosis
  • Disease/injury already present in early stage
  • Focus is to minimize consequences through early detection & intervention
79
Q

Tertiary Prevention

A
  • Rehab after diagnosis of disease/injury
  • GOAL: prevent further deterioration & maximize QOL
  • Involves mitigating consequences of disease/injury AFTER the fact
80
Q

What are theories?

A

Set of interrelated concepts, definitions, & propositions that present systematic view of events or situations by specifying relations among variables to explain/predict events of situations

  • Refers to “Chain of Causation”
81
Q

Chain of Causation

A

How health program is expected to cause change leading to desired health benefits & avoid unintended consequences

82
Q

What are models?

A

Composite, mixture of ideas or concepts taken from theories used together

83
Q

What are general components of models?

A
  1. Assessing needs
  2. Setting goals/objectives
  3. Developing intervention
  4. Implementing intervention
  5. Evaluating results
84
Q

How does including theories and/or models help HES when program planning?

A
  • Guide implementation
  • Identifies needed resources
  • Uses logical sequence tools to organize program delivery
  • Create & adhere to timeline
  • Develop marketing plan
  • Select right methods for reaching priority population
  • Consider integration with other programs
  • Evaluate sustainability of plan
  • Pilot test program
85
Q

Theory of Implementation

A

Predicts or explains why program is successful or not

86
Q

What are the 2 parts of theory of implementation?

A
  1. Strategy chosen for implementing program
  2. Whether program strategy is implemented as intended
87
Q

Logic Model

A
  • Illustration that describes program’s theory of implementation
  • Does NOT illustrate mechanisms/pathways of program that may cause expected benefits
88
Q

What are the basic components of a logic model?

A
  1. Resources/Inputs
  2. Activities
  3. Outputs
  4. Outcomes
  5. Impact
89
Q

Mediator Variable

A

Explains process through which 2 variables are related

90
Q

Moderator Variable

A

Affects strength & direction of relationship between variables

91
Q

What does PRECEDE from precede-proceed model mean?

A

Predisposing, Reinforcing, Enabling Constructs in Educational/Ecological Diagnosis & Evaluation

92
Q

What does PROCEED from precede-proceed model mean?

A

Policy, Regulatory, & Organizational Constructs in Educational & Environmental Development

93
Q

What are the 8 stages of PRECEDE-PROCEED model? Are they under Precede or proceed?

A

Precede -
1. Social Assessment
2. Epidemiological Assessment
3. Educational & Ecological Assessment

Proceed -
4. Administrative & Policy Assessment
5. Implementation
6. Process Evaluation
7. Impact Evaluation
8. Outcome Evaluation

94
Q

PRECEDE-PROCEED Model: What is involved in social assessment?

A

Define QOL of priority population

95
Q

PRECEDE-PROCEED model: What does epidemiological assessment identify & determine/prioritize?

A
  • Identifies health problems of priority population
  • Determines/Prioritizes behavioral & environmental risk factors of health problem
96
Q

PRECEDE PROCEED model: What does Educational & Ecological Assessment determine?

A

Predisposing, Reinforcing, & Enabling factors

97
Q

PRECEDE PROCEED model: What does administrative & policy assessment determine?

A

Resources available for program

98
Q

PRECEDE PROCEED model: What is included in implementation stage?

A
  • Select evidence-based strategies & activities
  • Begin program
99
Q

PRECEDE PROCEED model: What is included in process evaluation?

A

Document program implementation, feasibility, & gather feedback

100
Q

PRECEDE PROCEED model: What is included in Impact evaluation stage?

A

Assess immediate effect of intervention

101
Q

PRECEDE PROCEED model: What is included in outcome evaluation stage?

A

Determine whether long-term program goals were met

102
Q

What does MATCH mean?

A

Multilevel Approach to Community Health

103
Q

What is MATCH?

A
  • Socio-ecological community planning tool
  • Intervention planning aimed at multiple objectives & variety of individuals
104
Q

What are the 5 stages of MATCH?

A
  1. Health goals selection
  2. Intervention planning
  3. Program development
  4. Implementation preparation
  5. Evaluation
105
Q

What is CDCynergy Lite?

A

Community-level model used for health communication & social marketing

106
Q

How does CDCynergy Lite help HES?

A
  • helps understand priority population
  • helps in finding communication strategies to best help priority population change their behavior
  • Provides step-by-step guide, reference library, & links to templates that facilitate creation of tailored plans
107
Q

What are the 6 stages of CDCynergy Lite?

A
  1. Describe problem
  2. Analyze problem
  3. Plan intervention
  4. Develop intervention
  5. Plan evaluation
  6. Implement plan
108
Q

MAPP model

A

Strategic planning tool that helps health departments facilitate community prioritization of public health issues & identify resources for addressing them

109
Q

What are the phases of MAPP?

A
  1. Mobilize community members & organizations under leadership of public health agencies
  2. Generate shared vision & common values that provide framework for long-range planning
  3. Conducting 4 assessments: community strengths, local public health system, community health status, & forces of change
  4. Implementation
110
Q

PACE-EH model

A

Community environmental health assessment tool that focuses on evaluation of environmental health conditions

111
Q

What is PACE-EH used for?

A

Identify populations at risk & set priorities

112
Q

What is the emphasis of PACE-EH?

A

Health equity & social justice

113
Q

What does PACE-EH focus on?

A

Building relationships & sharing power & responsibilities with community

114
Q

What should HES do when considering what materials to use for program implementation?

A
  • Literature review or environmental scan to help identify existing protocols, plans, or other available materials
  • Make sure information & resources are developmentally & culturally appropriate
115
Q

What order should HES use when deciding what materials to use?

A
  1. Existing materials that have proven successful
  2. Adapt/Tailor existing materials for intended audience
  3. Create new materials ONLY when funds & time are available or nothing has been successfully used with audience
116
Q

What should HES consider when creating/developing new material for program implementation?

A
  1. Scope (how much detail)
  2. Sequence (logical order of topics)
117
Q

Fuzzy Aspects of Planning

A
  • Uncertainty
  • Ambiguity
  • Risk
  • Control
118
Q

What is uncertainty when it comes to planning programs?

A
  • Unknown likelihood of possible outcome
  • Doubt of certain course of action
  • Results in unknown likelihood of selecting & having effective interventions
119
Q

What is Ambiguity when it comes to planning programs?

A
  • Lack of clarity in single meaning, vision, or pathway
  • Lack of clarity in who is leading process, boundaries, or other aspects of planning
  • Unclear about what is intended to be accomplished
120
Q

What is Risk when it comes to planning programs?

A
  • Perceived possibility of adverse outcome
  • Unknown possibility of planning touching on politically sensitive issues
121
Q

What is control when it comes to planning programs?

A
  • Reaction to uncertainty, ambiguity, or risk
  • Attempt to mitigate perceived problems
  • Directs decisions about program
122
Q

How does understanding influences on learning help HES?

A
  • Allows HES to make informed decisions & develop appropriate learning experiences
  • Knowing barriers to learning helps HES develop methods for individuals or communities to overcome them
123
Q

Principles to Facilitate Learning

A
  • Use several senses (people learn differently)
  • Actively involve participants
  • Provide appropriate learning environment
  • Assess learner readiness
  • Establish information relevance
  • Use repetition
  • Strive for pleasant learning experience
  • Build up to more complex info (start with what is known & move toward new info)
  • Generalize information
  • Pace delivery of information
124
Q

What are the categories of Gagne’s Theory of Instruction?

A
  1. Verbal Information
  2. Cognitive Strategies
  3. Intellectual Skills
  4. Motor Skills
  5. Attitudes
125
Q

Gagne’s Events of Instruction

A
  1. Gain attention
  2. Inform learners of objectives
  3. Build on prior knowledge
  4. Present Stimulus
  5. Provide guidance
  6. Elicit performance
  7. Provide feedback
  8. Assess performance
  9. Enhance retention & transfer
126
Q

What can HES do to address unforeseen factors that could impact/influence program?

A
  • Become familiar with community & any potential issues that could impact reaching program goals & objectives
  • Find solutions to challenges that may arise during planning process
  • Engage stakeholders to increase likelihood of program acceptability & reduce participant/staff related barriers (Plan ahead for overcoming potential barriers)
127
Q

Theory of Cause & Effect

A

Underlying causal assumptions or logic explaining why program is expected to cause specific outcomes

128
Q

Chain of Causation

A

Pathways/mechanisms program is expected to cause change leading to desired benefits/outcomes & avoids unintended consequences

129
Q

Guidelines for Theory of Cause & Effect

A
  1. Aim for clarity
  2. Start at both ends
  3. Revise, revise, revise
  4. Review literature
  5. Focus on concepts rather than data
  6. Cross check for mediators, moderators, & cofounding
  7. Check for arrows that indicate accurate relationships & contexts
  8. Perform logic analysis of program theory
130
Q

What influencing factors need to be considered when segmenting target audience?

A
  • Audience size
  • Extent group needs would benefit from behavior change
  • How well available resources can reach intended group
  • Extent group is likely to respond to program
  • Extent secondary audience (if there is one) influence primary audience
131
Q

What does CBPM stand for?

A

Community-based Prevention Marketing

132
Q

What is CBPM?

A

Program planning framework suited to foster translational research into practice

133
Q

What is the goal of CBPM?

A

Achieve feasible & sustainable behavior change

134
Q

What does CBPM build on?

A
  1. Social Marketing
  2. Strengths & wisdom of community
135
Q

What are public, community, & population health education programs/interventions designed for?

A

Inform, elicit, facilitate, & maintain positive health practices

136
Q

What supports individual’s motivation for positive change?

A
  • Increasing understanding
  • Predisposition
  • Skills
  • Support from others
137
Q

What are the types of strategies to accomplish health promotion goals?

A
  1. Educational
  2. Automatic Protective
  3. Coercive
138
Q

What is Automatic protective strategy directed at controlling?

A

Environmental variables

139
Q

How does Coercive strategy control individual behavior?

A

Employs legal & other formal sanctions

140
Q

What are factors to deal with complex problems?

A

Social, environmental, economic, psychological, cultural, Physiological

141
Q

Implicit Bias

A

biases we are unconscious of

142
Q

Explicit Bias

A

Biases we are conscious of & acknowledge

143
Q

Individual Bias

A

Biases that are tied to a person’s own behaviors & interpersonal interactions

144
Q

Institutional Bias

A

Biases that influence social norms, political ideologies, & cultural systems

145
Q

What does formative research provide?

A
  1. Information on how problem is defined
  2. Provides strategies to address health problem
  3. Aids in creating strategic model
146
Q

Why is formative research important?

A

It is essential for understanding wants, needs, & desires of priority population

147
Q

What is Incremental Planning?

A
  • Does not attempt to address problem
  • Focuses on immediate concerns without seeing “big picture”
148
Q

What is Apolitical Planning?

A
  • Relies on current knowledge
  • Does not look at interpersonal dynamics
149
Q

What is Advocacy Planning?

A
  • Focuses on client
  • Requires community participation in planning activities
150
Q

What is Communication Action Planning?

A
  • Empower those with problem via shared information
  • Works to shape attention, change beliefs, & understand those involved
  • Participants gain knowledge, skills, & confidence in addressing own problems
151
Q

What is Comprehensive Rational Planning?

A
  • Systems approach to planning
  • Analyzes problem via systems theory
  • Sets goals, identifies alternatives, implements & monitors program & results
152
Q

What is Strategic Planning?

A
  • Focuses on organization’s ability to accomplish mission
  • Infrastructure level of public health pyramid
  • Identifies needed resources
  • Considers best option for action
  • Takes policy into consideration
  • Time/Resource sensitive
  • Can affect actions of whole team as it affects program choices

CHES (18 decks)

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