CHES Exam Chapter 2

Program Planning

Identifying needs, establishing priorities, diagnosing causes of problems, assessing and allocating resources, and determining barriers to achieving objectives

Vision statement

one-sentences statement that describes long term desired change

Program mission statement

general focus or purpose of the program

Goals

general, long-term statements of desired program outcomes

Objective

statements that describe, in measurable terms

Community-based organization

public or private, nonprofit organization of demonstrated effectiveness that is representative of a community or significant segments of a community and provides educational or related services to individuals in a community

Coalition

group of diverse organizations and constituencies working together toward a common goal

Engaging Stakeholders

This is an example of

-Tell them the value and importance of the program

-Includes those involved in the program process, those served or affected by the program, and the primary users of the program

Expressed needs

This is an example of

Individuals' use of services such as an exercise class taken at the senior center

Actual needs

This is an example of

May be inferred through the discrepancy of services provided to one community group compared to another, such as bicycling or sidewalks

Perceived needs

This is an example of

What individuals in the community state they want, such as more healthy choices at school

Normative needs

This is an example of

Discrepancy between an individual and group current states, such as a smoke free environment in restaurants

Collaborative efforts

Bring together representatives from diverse groups, segments, or constituencies within the community to work toward a common goal

Coalition

Bring together a combination of resource and expertise

Steps to an effective coalition

-Analyze the issue or problem the coalition will focus on

-Create awareness of the issue

-Conduct initial coalition planning and recruitment

-Develop resources and funding for the coalition

-Create coalition infrastructure

-Elect coalition leadership

-Create an action plan

Primary prevention

protecting people from developing the disease or injury

Secondary prevention

early diagnosis of disease or potential injury. For example: preventative screenings or tests

Tertiary prevention

focuses on rehabilitation after the diagnosis of disease or injury

mission statement

Statement of the purpose of the organization

Oriented to making decisions, priorities, and actions of the organization

vision statement

Statement of the desired end state

Oriented to group meeting results of the organization

SMART goals

Specific, Measurable, Attainable, Realistic, Timely

Behavioral

-Describe behaviors or actions

-Indicate whom is to demonstrate how much of what and by when

Learning/Instructional Objectives

Awareness, knowledge, attitudes, and skills in relation to the content of being taught

Administrative/Process Objectives

-Detail the tasks or activities completed by program facilitators for the program to succeed.

-Daily tasks or work plans

Environmental objectives

-Nonbehavioral influences on a health problem

-Social, physical, psychological, policy, and service environments

Program Objective

Result of what objective

-Changes in health status, morbidity, mortality, quality of life

Environmental objective

Result of what objective

-Changes in the environment

Behavioral/Impact objective

Result of what objective

-Changes in behavior or actions of the priority population

impact

Result of what objective

-Changes in awareness, knowledge, attitudes, skills, etc

Administrative objective

Result of what objective

-Adherence to timeline tasks, completion of activities, efficient use of resources

PRECEDE

Phase 1: Social assessment: define the quality of life of the priority population

Phase 2: Epidemiological assessment: identify health problem of the priority population and determine and prioritize behavioral (individual) and environmental (external) risk factors

Phase 3: Educational and ecological assessment: determine predisposing, enabling, and reinforcing factors

PROCEED

Phase 4: Administrative and policy assessment: Determine the resources available for the program

Phase 5: Implementation: select strategies and activities: begin program

Phase 6: Process evaluation: document program feasibility

Phase 7: Impact evaluation: assess the immediate effect of an intervention

Phase 8: Outcome evaluation: determines whether long-term program goals were met

Multilevel Approach to Community Health (MATCH)

Consists of 5 phases; Multi-level community planning model

-Goals selection

-Intervention planning

-Program development

-Implementation preparation

-Evaluation

CDCynergy

6 Phases;Community-level model, often used for social marketing

-Define and describe the problem

-Analyze the problem
Identify the profile of the audience

-Develop communication strategies

-Develop evaluation plan

-Launch the plan and obtain feedback

Types of Strategies

Educational

Health engineering: change the social or physical environment in which people live or work

Community mobilization: directly involve participants in the change process

Health communication: communication channels

Health policy and enforcement

Health related community service: services, tests, or treatments to improve the health of the priority population

Learning Principles

-Several senses

-Actively involve participants

-Provide an appropriate learning environment

-Assess learners readiness

-Establish the relevance of the information

-Use repetition

-Strive for a pleasant learning experience

-Start with the known and move toward the unknown

-Generalize the information

-Appropriately pace delivery of the information

Logic Model

Inputs, activities, outputs, outcomes, and impact

Can be used in many ways

-During planning and evaluation phases

-Process for understanding the program's components and their relationship to outcomes

-Serve as a graphic to enhance stakeholder understanding and engagement

-Tool to help develop and monitor programmatic benchmarks

Stages of the Marketing Process (PDIA)

Planning

Development

Implementation

Assessment

the 3 Fs of Programming

Fluidity
Flexibility
Functionality

are what?

Adopting, adapting, and/or developing tailored interventions.

What are ways to achieve desired outcomes when addressing health needs of priority populations?

Angry stakeholders

Potential barriers may occur while implementing health education programs. All of the following are examples of possible obstacles EXCEPT for: