Area of Responsibility II Plan Health Education Strategies, Interventions, and Programs

*This competency is not addressed because the sub-competencies are related to an advanced level of practice. Area of Responsibility II: Plan Health Education Strategies, Interventions, and Programs The RoleProgram planning begins with the assessment of existing health needs, problems, and concerns. Key Terms● ● ● ● ● ● ● ● ● Programs: are defined as a set of planned activities over time designed to achieve specific objectives. Program Planning: is the process of identifying needs, establishing priorities, and diagnosing causes of problems, assessing and allocating resources, and determining barriers to achieving goals. A mission statement: is a statement of the distinctive purpose of and unique reason for the existence of a program. A mission statement can be a one-sentence statement or a short narrative that broadly defines the program’s purpose. Mission statements are enduring over time and identify the scope or focus of the organization or program. Goals: are general, long term statements of desired program outcomes and provide the directions upon which all objectives are based. Objectives: are statements that describe, in measureable terms, the changes in behavior, attitude, knowledge, skills, or health status that will occur in the intervention group as a result of the program. Objectives are small, specific steps that enable the goal to be met. Stakeholders: are individuals or agencies that have a vested interest in the health education program. A community-based organization (CBO): is a 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 the community. Social Marketing: is the use of marketing principles to promote a product, idea, or attitude among members of a population. Health communication: is the art and technique of informing, influencing, and motivating individual, institutional, and public audiences about important health issues. Competency A: Involve People and Organization in Program Planning ● ● ● ● Identify populations for health education programs Elicit input from those who will affect or be affected by the program Obtain commitments from individuals who will be involved in the program Develop plans for promoting collaborative efforts among health agencies and organizations with mutual interests o Steps to an effective coalition: 1. Analyze the issue of problem on which the coalition will focus 2. Create awareness of the issue 3. Conduction initial coalition planning and recruitment 4. Develop resources and funding for the coalition 5. Create coalition infrastructure 6. Elect coalition leadership 7. Create an action plan Competency B: Incorporate Data Analysis and Principles of Community Organization ● ● ● ● Use research results when planning programs Apply principles of community organization when planning programs Suggest approaches for integrating health education with existing health programs Communicate need for the program to those who will be involved o Primary Communication Channels: ● Intrapersonal ● Interpersonal ● Organizational and Community ● Mass Media Competency C: Formulate Appropriate and Measurable Program Objectives ● Design developmentally appropriate intervention o Types of Objectives Objective Result Evaluation Program Objective Changes in morbidity, mortality, quality of life What is the outcome? Is there a change in health status and is it attributed to the program? Environmental Objective Changes in environment How has the environment changed to improve behavior and health? Behavioral Objective Changes in behavior, behavioral adaptation What is the impact? Is there adaptation of a new healthier behavior and can it be attributed to the program? Learning Objective Changes in knowledge, attitude, practices, etc. Is there requisite change in knowledge, attitudes, habits and skills needed for behavior change? Admin (process) Objective Adherence to time line tasks, completion of activities, efficient use of resources Is the program working? Are people attending? Are the methods appropriate? o o Components of program planning include: ● Understanding and engaging the priority population ● Conducting goals and objectives ● Creating an intervention ● Implementing the intervention ● Conducting program evaluation Planning Models ● Preceded-Proceed Model PRECEDE 1. Social Assessment: define the quality life of the priority population. 2. Epidemiological Assessment: identify the health problems of the priority population. 3. Behavioral and Environmental Assessment: determine and prioritize behavior and environmental risk factors associated with the health problem. 4. Educational and Ecological Assessment: determine predisposing, enabling, and reinforcing factors. PROCEED ▪ ▪ 5. Administrative and Policy Assessment: determine the resources available for the program. 6. Implementation: select strategies and activities: begin program. 7. Process Evaluation: document program feasibility. 8. Impact Evaluation: assess the immediate effect of an intervention. 9. Outcome Evaluation: determines whether long-term program goals were met. MATCH 1. Goals selection 2. Intervention planning 3. Program development 4. Implementation preparation 5. Evaluation Social Marketing for Community Level Planning ▪ ▪ Health Communication for Community Level Planning CDCynergy 1. Define and describe the problem 2. Analyze the problem 3. Identify and profile the audience 4. Develop communication strategies 5. Develop evaluation plan 6. Launch the plan and obtain feedback Competency D: Develop a Logical Scope and Sequence Plan for Health Education Practice ● ● Determine the range of health information necessary for a given program of instruction o Learning Principles ● Use several senses ● Actively involve participants ● Provide an appropriate learning environment ● Assess learner 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 Select references relevant to health education issues or programs o Health Information Resources: ● US Census Reports ● Morbidity and Mortality Weekly Report ● Vital Statistic Reports ● Health Planning Agency Reports ● Trend data overtime from the National Center for Health Statistics ● World Health Reports Competency E: Design Strategies, Interventions, and Programs Consistent with Specified Objectives* *This competency is not addressed because the sub-competencies are related to an advanced level of practice. Competency F: Select Appropriate Strategies to Meet Objectives The most appropriate interventions should be based on theory, available resources, and reasonable fit. -Educational strategies – associated with coursework -Health engineering strategies – examples: airbags, safety belts -Community Mobilization strategies – examples: coalitions -Health Communication strategies – all communication channels -Health Policy/Enforcement strategies – based on “common good” -Health Related Community Service strategies – examples: screenings ● ● Analyze technologies, methods, and media for their acceptability to diverse groups Match health education services to proposed program activities Competency G: Assess Factors that Affect Implementation ● Determine the availability of information and resources needed to implement health education programs for a given audience ● Identify barriers to implementation of health education programs