Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Planning/Evaluating Health Interventions > Test 2 > Flashcards

Test 2 Flashcards

1
Q

Process of identifying, analyzing ad prioritizing needs of a priority population

A

Needs assessment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Example of a needs assessment

A

Community analysis

community diagnosis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Provides a reference point or base line for future assessments

A

Needs Assessment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Data collected yourself that answers unique questions related to your specific needs

A

Primary data

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Gathers primary data from individuals or groups within a single contact (face-to-face, telephone, written)

A

Single-Step or Cross sectional

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Outcome measure that provides evidence that a behavior has occurred

A

Proxy Measure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What are ways to minimize bias of self report measures?

A

Select measures that have been validated
Use multiple methods
Use multiple measures
Select measures that reflect program outcomes

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Collecting primary data from same people multiple times

A

Multistep survey of Delphi Technique

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Purpose is to inform the public, but can reveal need-related insights

A

Community Forum

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Qualitative research used to obtain info about feelings, opinions, beliefs and acquiring new ideas

A

Focus Group

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Highly structured process in which a few knowledgeable representatives or priority population are asked to qualify and quantify needs

A

Nominal Group Process

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What are the goals of photo voice?

A

To enable people to illustrate their community’s strengths and concerns
To promote dialogue and enhance knowledge about issues through group discussions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What are examples of self-assessments?

A

Health Risk Assessments (HRAs)
Health Status Assessments
Self-Screenings

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

“Odds person with certain characteristics will die from selected causes within a given time”

A

Health Risk Appraisals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Data already collected by someone else and available for your use; often collected via no-contact methods

A

Secondary Data

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Health-related risk behaviors, chronic health conditions and use of preventive services surveyed

A

CDC- Behavioral Risk Factor Surveillance System (BRFSS)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Program of studies designed to assess health and nutritional status of adults and children in US combines interviews and physical examinations

A

National Center for Health Stats

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Visual representation of data by geography or location, linking information to a place

A

Geographic Information Services (GIS)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Restricts who can access data and the use of data

A

Health Insurance Portability and Accounting Act (HIPAA)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

What are the steps for conducting a needs assessment with secondary data?

A 
Determine purpose and scope
Gathering data
Analyzing data
Identifying risk factors linked to health problems
Identify program focus
Validating the need
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Important to first determine whether needs assessment should be performed, and if so, what type is appropriate

A

Determining purpose and scope

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

What data should you start with when conducting a needs assessment?

A

Secondary Data

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

What can Precede-Proceed phases 1-3 be used for?

A

analyzing data with the goal of identifying health problems

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Priority rating process used in analyzing data that looks at the size of the problem, seriousness, effectiveness of possible intervention and environment

A

BPR

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

PEARL

A

propriety, economics, acceptability, resources, legality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Use epidemiological assessments to determine what you can change

A

Step 4- identify risk factors linked to health problem

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Uses phase 2 of P-P and identifies predisposing, enabling and reinforcing factors that might have a direct impact on risk factors

A

Step 5- Identify Program Focus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Determines the status of existing health promotion programs

A

Identifying program focuses

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Confirm that the need that was identifies is the need that should be addressed

A

Step 6- Validating the Prioritized Need

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

A process to evaluate the potential effects of a program on the health population, and the distribution of those effects within a population

A

Health Impact Assessment (HIA)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

What values is HIAs based on?

A

Democracy
Equality
Sustainable Development
Ethical Use of Evidence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

What do mission statements, goals and objectives provide?

A

foundation for program planning
direction for program
basis to evaluate program

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Where program will be in future or desired end state

A

Vision statment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

What are these examples of:

  • A just world without poverty
  • A hunger-free America
A

Vision statements

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

What’s wrong with the world and how you intend to fix it

A

Mission statement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Directional statements that explain the general intent of program

A

Program goals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

How do program goals differ from objective goals?

A

Program goals are more encompassing or global
They do not have deadlines
Provide overall direction
Take longer to complete

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

WHAT will change and WHO will be affected

A

program goals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Outline specific and measurable changes needed to reach goals

A

Objectives

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Bridges the needs assessment to the intervention program

A

Objectives

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Daily tasks, activities and work plans that lead to accomplishment of other objectives

A

Process objectives

42
Q

What are these examples of?

  • Population exposure
  • Data collection techniques
  • Program resources
A

Process objectives

43
Q

Describes immediate observable effects of program and form groundwork for impact evaluation

A

Impact Objectives

44
Q

What are the three components of impact objectives?

A
  • Learning
  • Behavioral
  • Environmental
45
Q

Ultimate or future objectives of program

A

Outcome objectives

46
Q

What is the program outcome from impact objectives?

A
  • awareness, knowledge and skills
  • behavior changes
  • environmental changes
47
Q

What do most useful objectives address?

A
  • The outcome to be achieved
  • The conditions under which the outcome will be observed
  • The criterion for deciding whether the outcome has been achieved
  • The priority pop
48
Q

A blueprint of goals and objectives for the nation using a 10 year plan

A

Healthy People 2020

49
Q

Includes 600 science-based objectives spread over 42 topic areas

A

Healthy People 2020

50
Q

A treatment designed to achieve outcomes stated in goals and objectives

A

Intervention

51
Q

Number of components or activities in and intervention

A

multiplicity

52
Q

Number of program units delivered; how many times offered

A

Dose

53
Q

What are the categories the CDC uses for traditional intervention strategies?

A
  1. Health Communication
  2. Health Education
  3. Health Policy
  4. Environmental Change
  5. Community Service
  6. Community mobilization
  7. Other
54
Q

Create awareness, change attitudes, motivate change, reinforce attitudes, increase demand for service and build social norms

A

Health communication strategies

55
Q

A route through which a message is disseminated to the priority population

A

Communication Channel

56
Q

What are 5 traditional communication channels

A
  1. interpersonal
  2. interpersonal
  3. organizational
  4. mass media
  5. social media
57
Q

Assists planners in creating health promotion interventions that include social media

A

People, Objectives, Strategy, Technology (POST)

58
Q

Degree to which individuals have the capacity to obtain, process, and understand basically health information to make health decisions

A

Health Literacy

59
Q

Degree to which individuals have capacity to access, process, interpret, communicate and act on numerical, quantitative, graphical, biostatistical and probabilistic health information needed to make decisions

A

Health Numeracy

60
Q

What is an example of a program targeted to health literacy?

A

NuVal

61
Q

Provides opportunity to gain in-depth knowledge about a health topic

A

Health education

62
Q

Material population will be taught

A

Curriculum

63
Q

Breadth and depth of material covered in health education

A

Scope

64
Q

Tips for principles of learning

A
  • appeal to senses
  • engage learner
  • limit distractions
  • make sure they are ready to learn
  • make subject relevant
  • use repetition
  • learning is recognized and encouraged
  • move from simple to complex
  • make concept applicable
  • move at good pace
65
Q

What are adult learning principles?

A
  1. Know WHY they are learning
  2. Adults motivated to learn by needing to solve problems
  3. Adults’ previous experience must be respected
  4. Match their background and diversity
  5. Need to be actively involved
66
Q

Kenzie’s Modification of Gagne’s Events of Instruction

A
  1. Gain attention (convey threats and benefits)
  2. Present stimulus material
  3. Provide guidance
  4. Elicit performance and provide feedback
  5. Enhance retention and transfer
67
Q

Mandate or regulate activities to protect the public’s health

A

Health Policy

68
Q

What are the 6 phases of policy making?

A
  1. agenda setting
  2. policy formation- development
  3. policy adoption- approval
  4. policy implementation- funding/enforcement
  5. policy assessment- is it working?
  6. policy modification- improve based on results
69
Q

What are some examples of Health-Related Community Service Strategies?

A
  • Health Risk Assessments
  • Biometric Screenings
  • Services, test, treatments
  • Check-ups, exams
70
Q

Process by which community groups are helped to identify common problems or goals, mobilize resources and develop/implement strategies for reaching community goals

A

Community organizing

71
Q

What are the 7 ways of advocating for health and health education?

A
  • influence voting behavior
  • electioneering
  • lobbying
  • integrate grassroots lobbying into direct lobbying efforts
  • internet
  • media advocacy
  • acting as a resource
72
Q

Used in interpersonal intervention, include techniques intended to help those in priority pop

A

behavior modification activities

73
Q

What should a organized cultural activity begin with?

A

Cultural audit to determine if the culture hinders or supports health promotion

74
Q

Consists of norms and traditions that are generated by and linked to the community

A

Organized Cultural Activities

75
Q

An anticipated positive or desirable reward designed to influence performance

A

Incentives

76
Q

Anticipated negative or undesirable consequence designed to influence performance

A

Discentives

77
Q

Makes it illegal to discriminate against employees because of health status

A

HIPPA

78
Q

Prohibits discrimination in health coverage and employment based on genetic info

A

Genetic Information Nondiscrimination (GINA)

79
Q

APHA / CDC guidelines for establishing the feasibility and/or the appropriateness of a health promotion program include:

A
  1. Address risk factors that are carefully defined, measurable, modifiable, and prevalent amongst priority population.
  2. Reflect a consideration of the special characteristics, needs, and preferences of its target group(s).
  3. Include interventions that will effectively reduce a target risk factor and are appropriate for a particular setting.
  4. Identify and implement interventions that make optimum use of the available resources.
  5. Be organized, planned, and implemented in such a way that its operation and effects can be evaluated.
80
Q

What are the two most important items to consider when creating health promotion interventions?

A

What needs to change, where is change needed?

Is it an appropriate fit for the priority population?

81
Q

What do best practices do?

A

Use interventions that have undergone critical review through multiple research and evaluation studies

82
Q

What do the best processes do?

A

Originate interventions based on theory

83
Q

Can be defined by location, race, ethnicity, age, occupation, problems, outcomes or other common bonds

A

Community Groups

84
Q

What is the fundamental principle of community organizing?

A

Start where the people are

85
Q

What are population based approaches?

A

community based
community empowerment
community participation
community partnership

86
Q

Bottom up mobilization

A

Grassroots participation

87
Q

Builds both economic and social progress for whole community; needs based

A

community development

88
Q

Strength based; builds on community strengths

A

community building

89
Q

Social action process to gain mastery

A

Empowerment

90
Q

Relationships, structures within community (networks, civic participation)

A

Social Capital

91
Q

What are 3 possible models to use for community building?

A
  • locality development
  • social planning
  • social action
92
Q

Seeks community change through broad self-help participation from the local community; builds a sense of community

A

Locality Development

93
Q

Task oriented, focused on problem solving usually by outside effort

A

Social Planning

94
Q

Task and process oriented; focused on building community’s problem solving ability and reduce disparities

A

Social Action

95
Q

How you feel about your community

A

social capital

96
Q

What are the processes of community organizing and community building?

A 
Recognize Issue
Gain entry into community
Organizing people
Assess community
Determine priorities and goals
Arrive at intervention strategy
Implement plan
Evaluate outcome
Maintain outcome
Loop back
97
Q

Small, committed core group; leader or coordinator comes from this group

A

Executive Participants

98
Q

Self contained group of ‘doers’ who have strong interest in project

A

Task Force

99
Q

Most accessible building block of communities and is located in the neighborhood and under control of residents

A

Primary building blocks

skills and abilities of residents

100
Q

Located in neighborhoods but largely controlled by non-residents

A

Secondary Building blocks

hospitals, higher education, police

101
Q

Least accessible community building block, which resources originating outside neighborhood and controlled by people outside

A

Potential building block

public info

Planning/Evaluating Health Interventions (7 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions