Term
| Responsibilities and Competencies of Health Educators |
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Definition
| 1. Assess Individual and Community Needs for Health Education |
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Term
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Definition
| Access existing health-related data |
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Term
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Definition
| Collect health-related data |
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Term
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Definition
| Distinguish between behaviors that foster and hinder well-being |
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Term
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Definition
| Determine factors that influence learning |
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Term
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Definition
| Identify factors that foster or hinder the process of health education |
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Term
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Definition
| Infer needs for health education from obtained data |
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Term
| 1A. Access existing health-related data |
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Definition
1. Identify diverse health-related databases
2. Use computerized sources of health-related information
3. Determine the compatibility of data from different data sources
4. Select valid sources of information about health needs and interests |
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Term
| 1B. Collect health-related data |
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Definition
1. Use appropriate data-gathering instruments (interviews, observations, community forums, focus groups, nominal group process, Delphi panel, self assessment) 2. Apply survey techniques to acquire health data
3. Conduct health-related needs assessments 4. Implement appropriate measures to assess capacity for improving health status |
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Term
| 1B1 Use appropriate data-gathering instruments |
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Definition
| interviews, observations, community forums, focus groups, nominal group process, Delphi panel, self assessment |
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Term
| 1B2 Apply Survey Techniques to Acquire Health Data |
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Definition
| See steps in creating survey |
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Term
| Implement appropriate measures to assess capacity for improving health status |
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Definition
| Resource inventories and Capacity/Asset Based Assessments |
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Term
| What is 1st step to creating a survey |
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Definition
| Plan the survey - Determine the objectives |
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Term
| What is 2nd step in creating a survey |
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Definition
| Design the survey – Define the population |
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Term
| What is 3rd step to creating a survey |
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Definition
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Term
| What is 4th step to creating a survey |
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Definition
| Plan data analysis, chose appropriate method of data analysis |
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Term
| What is 5th step to creating a survey |
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Definition
| Draw the sample – a. the target pop. b. the sample size/selection c. appropriate interviewers (if used) |
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Term
| What is 6th step to creating a survey |
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Definition
| Construct the questionnaire, use existing validated ?'s when possible, ?'s should match objectives |
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Term
| What is 7th step to creating a survey |
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Definition
| Pretest the questionnaire, use a sample comparable to the target pop. |
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Term
| What is 8th step to creating a survey |
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Definition
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Term
| What is 9th step to creating a survey |
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Definition
| Administer the survey via the method choses, i.e. mail, email, telephone. |
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Term
| What is 10th step to creating a survey |
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Definition
| Prepare the data – code the ?'s and responses for tabulation |
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Term
| What is 11th step to creating a survey |
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Definition
| Verify the data for accuracy/errors |
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Term
| What is 12th step to creating a survey |
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Definition
| Enter the data using user-friendly software |
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Term
| What is 13th step to creating a survey |
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Definition
| Tabulate the answers in each category |
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Term
| What is 14th step to creating a survey |
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Definition
| Analyze i.e. calculate percentages, averages, and relational indices |
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Term
| What is 15th step to creating a survey |
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Definition
| Record and report the data, often include an executive summary |
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Term
| How many steps in creating a questionnaire, per Neutens & Rubinson, 2001 |
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Definition
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Term
| 3 Advantages of mail surveys |
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Definition
| 1. saves time/$, 2. eliminates interviewer bias, 3. greater anonymity |
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Term
| 3 Disadvantages of mail surveys |
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Definition
| 1. lacks flexibility, 3. low response rate, 3. no guarantee of return |
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Term
| 3 Advantages of telephone surveys |
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Definition
| 1. less expensive than face to face, 2. faster than mail, 3. can use a large geographic region |
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Term
| 3 Disadvantages of telephone surveys |
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Definition
| 1. respondents may see call as a hoax, 2. interviewer has little control, may get hung up on, 3. low response rate due to caller ID, Do Not Call lists, reduced use of land lines |
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Term
| 3 Advantages of face to face surveys |
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Definition
| 1. flexibility to further probe, 2. higher response rate, 3. can personalize on one participant |
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Term
| 3 Disadvantages of face to face surveys |
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Definition
| 1. Expensive, 2. time consuming, 3. increase interviewer bias |
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Term
| 3 Advantages of Web/internet surveys |
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Definition
| 1. quick response, 2. low cost, 3. gathering process is automatic |
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Term
| 3 Disadvantages of Web/internet surveys |
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Definition
| 1. limited ability to monitor returned surveys, 2. hardware/software may be expensive 3. may not be anonymous |
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Term
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Definition
| are used to determine knowledge, attitudes, beliefs, and behaviors. |
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Term
| Mail surveys, telephone surveys, in person, interviews |
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Definition
| Primary data collection methods. |
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Term
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Definition
| telephone, face to face, electronically, groups |
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Term
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Definition
| can also be used after the NA's, program inputs are linked to program activities/events |
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Term
| Capacity or Asset Based Assessments |
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Definition
| can be conducted to complement the NA's |
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Term
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Definition
| Is the systematic planned collection of information about the health knowledge, perceptions, attitudes, motivation and health practices of individuals or groups the quality of socioeconomic enviornmentin which they live. |
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Term
| 6 Step Process to Conducting Needs Assessment |
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Definition
| 1. determine scope of work and purpose of NA , 2. gather the data, 3. analyze the data, 4. identify factors linked to health problems, 5. identify focus for the program, 6. validate the need (b/f continuing with the planning process) |
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Term
| What does a need assessment include? |
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Definition
| 1. Individuals and groups attitude 2. Current Knowledge 3. Rec 4. Relevant socioeconomic practice |
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Term
| 1B3 – 5 Steps to Conducting a Capacity/Asset Based Assessment |
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Definition
| 1. identify community resources (persons, groups, places), abilities, skills, networks, strengths, talents, 2. create/strengthen the relationships b/t community members and comm organizations, 3. mobilize community around its strengths/resources, 4. rally the community to develop a future vision, 5. introduce any outside resources to fill gaps |
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Term
| 1B4 Implement appropriate measures to assess capacity for improving health status |
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Definition
| Resource Inventories, Capacity or Asset Based Assessments, Logic Models |
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Term
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Definition
| involve the use of agency records and interviews to establish who is providing what services, and the comprehensiveness and continuity of those services. Are only as good as the records kept. |
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Term
| 1B4 Resource inventories are |
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Definition
| Asses the availability of quality of health services in a particular community. (analyze record, perform interviews, evaluate strengths, weakness) |
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Term
| 1C. Distinguish b/t behaviors that foster & hinder well-being |
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Definition
| 1. Identify diverse factors that influence health behaviors 2. Identify behaviors that tend to promote or compromise health |
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Term
| 1C1 Identify diverse factors that influence health behaviors |
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Definition
| behavioral, environmental, individual factors |
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Term
| 1C1 Environmental Factors |
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Definition
| Are determined outside of the individual and can be modified |
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Term
| 1C1 Examples of Environmental Factors |
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Definition
| economic factors, physical factors, public services, access to affordable/equal HC |
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Term
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Definition
| behaviors/actions of an individual, group, community – include compliance, consumption/utilization, coping, preventative actions, self-care |
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Term
| 1C1 Examples of Behavioral Factors |
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Definition
| attitude, cultural values, religion, and general level of education. |
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Term
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Definition
| educational, social, & religious/cultural characteristics, a person's KSABP's |
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Term
| 1C1 Examples of Individual Factors |
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Definition
| Culture, knowledge, skills, education |
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Term
| 1C2 Identify behaviors that tend to promote or compromise health |
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Definition
| smoking vs. physical activity |
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Term
| 1D Determine Factors That Influence Learning |
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Definition
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Term
| 1E Identify factors that foster or hinder the process of health education |
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Definition
| 1. Determine the extent of available HE services 2. Identify gaps & overlaps in the provision of collaborative health services |
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Term
| 1E 3 Types of Factors That Should be Identified |
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Definition
| predisposing, enabling, reinforcing |
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Term
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Definition
| individual knowledge & affective traits |
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Term
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Definition
| factors that make a change in behavior possible |
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Term
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Definition
| Feedback & encouragement resulting from changed behavior, sometimes from others who are important |
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Term
| 1E1 Determine the extent of available HE services |
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Definition
| What HE services already exist in a community? |
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Term
| 1E2 Identify gaps and overlaps in the provision of collaborative health services |
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Definition
| Most common way is through networking with the community stakeholders |
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Term
| 1F Infer needs for health education from obtained data |
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Definition
| 1. Analyze needs assessment data |
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Term
| 1F1 – 3 Ways to determine the effectiveness of possible interventions |
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Definition
| Effectiveness, Accessibility, Met Needs – 1. how effective are the existing programs in addressing the problem?, 2. are the potential interventions accessible to the affected pop?, 3. how are the needs for the potential program determined? Are the needs being met? |
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Term
| 1F1 – 3 Ways to Set Priorities |
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Definition
| 1. Assess the size/scope of the problem, 2. determine the effectiveness of possible interventions, 3. determine appropriateness, economics, acceptability, resources and legality of possible interventions |
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Term
| 1F1 – 4 Steps/3 sub-steps in analyzing NA date |
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Definition
| 1. analyze data (primary & secondary), 2. compare data with local, state, national, historic situation, 3. consider the social, cultural, and political environment, set priorities |
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Term
| 1F1 – 5 Ways to determine appropriateness, economics, acceptability, resources, and legality |
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Definition
| 1. What existing HE programs are there? 2. Are the programs being used? 3. Is the intervention appropriate to the societal/group norms 4. Are there sufficient resources for the program? 5. Is the intervention legal? |
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Term
| 1F1 – 7 Ways to Assess Size/Scope of the Problem |
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Definition
| 1. percentage of pop affected, 2. seriousness of the problem, 3. urgency of the problem, 4. severity of the problem, 5. morbidity/mortality severity, duration, disability associated with the problem, 6. medical costs of the problem, 7. potential # who may become affected by the problem |
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Term
| 1F1 Analyze needs assessment data |
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Definition
| 4 Steps/3 sub-steps in analyzing NA date |
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Term
| 2. Plan HE Strategies, Interventions, Programs |
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Definition
A. Involve people and organizations in program planning
B. Incorporate data analysis and principles of community organization
C. Formulate appropriate and measurable program objectives
D. Develop a logical scope and sequence plan for health education practice
E. Design strategies, interventions, and programs consistent with specified
F. Select appropriate strategies to meet objectives
G. Assess factors that affect implementation |
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Term
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Definition
| community, K-12 schools, health care, business/industry, college/university, university health services |
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Term
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Definition
| Is a set of planned activities over time designed to achieve specific objectives |
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Term
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Definition
| Is the process of identifying needs, establishing priorities, diagnosing causes of problems, assessing and allocating resources. |
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Term
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Definition
| The means of publicizing and promoting a health education program to the members of the target community. |
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Term
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Definition
| All individuals that will be influenced by a Health Education program |
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Term
| 2. Community Based Organization (CBO) |
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Definition
| a public or private non profit org of demonstrated effectiveness, is representative of a community or significant segments of a community, provides educational or related services to ppl in the community |
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Term
| 2A Involve people and organizations in program planning |
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Definition
| 1. Identify populations for health education programs 2. Elicit input from those who will affect or be affected by the program 3. Obtain commitments from individuals who will be involved 4. Develop plans for promoting collaborative efforts among health agencies and organizations with mutual interests |
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Term
| 2A1 Identify populations for health education programs |
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Definition
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Term
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Definition
| individuals who are part of the at-risk population |
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Term
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Definition
| individuals who receive the intervention or participate in the program, effects program evaluation |
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Term
| 2A2 Elicit input from those who will affect or be affected by the program |
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Definition
| individuals who represent various groups in the pop, reps from stakeholders, individuals who have key roles within the organization sponsoring the program |
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Term
| 2A3 Obtain commitments from individuals who will be involved |
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Definition
| local elected officials, clergy, influential community members, CBOs, local health depts, those who can provide support: financial, administrative, organizational |
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Term
| 2A4 7 Steps for an Effective Coaltion (Butterfoss & Whitt, 2003) |
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Definition
| 1. analyze the issue that will be focus of the coalition 2. create awareness of the issue 3. conduct initial coalition planning/recruitment 4. develop resources/fuding for the coalition 5. create coalition infrastructure 6. elect coalition leadership 7. create an action plan |
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Term
| 2B Incorporate data analysis and principles of community organization |
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Definition
| 1. Use research results when planning programs 2. Apply principles of community organization when planning programs 3. Suggest approaches for integrating health education within existing health programs 4. Communicate need for the program to those who will be involved |
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Term
| 2B1 Use research results when planning programs |
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Definition
| primary data and secondary collection methods |
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Term
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Definition
| is original data gathered by the health educator from the population of interest |
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Term
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Definition
| Is data that has already been gathered by other may or may not be directly from the population being assessed. |
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Term
| 2B1 Examples of Primary Data |
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Definition
| observation, community forum, focus group, nominal group, Delphi panel |
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Term
| Name types of Primary Data Collection |
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Definition
| Mail surveys, telephone surveys, In person face to face, Interviews |
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Term
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Definition
| Is used to gather data under direct surveillance. |
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Term
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Definition
| A public meeting that brings people together to discuss their perception of their health problems. |
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Term
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Definition
| Small group discussion with open-ended questions. Led by a facilitator |
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Term
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Definition
| Highly structured with 5-7 people with all members having an equal voice in the discussion. Each participant ranks ideas proposed i.e. 1-5 |
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Term
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Definition
| a form of group process that generates consensus through a series of mailed questionnaires |
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Term
| Examples of secondary data |
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Definition
| governmt agencies, i.e. CDC, NCHS - state/local agencies, i.e. vital records, police records – nongovt agencies/organizations, i.e. health care system, AHA, Susan B Komen, Arthritis Foundations - existing records, i.e. clinic records, data from immunization programs - literature, i.e. peer reviewed journals, published studies.reports |
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Term
| 2C1 List agencies that provide secondary data |
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Definition
| National center for health statistics, centers for disease control and prevention, health and human services, u.s census bureau |
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Term
| 2B2 Principles of Community Organizing |
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Definition
| 1. Community recognition of the issue, 2. entrance of HE into the community to organize the community, 3. community assessment & priority setting, 4. selection & implementation of the program, 5. evaluation & reassessment of the action plan |
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Term
| 2B4 4 Primary communication channels |
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Definition
| intrapersonal, interpersonal, organization/community, and mass media |
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Term
| 2C Formulate appropriate and measurable program objectives |
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Definition
| 1. Design developmentally appropriate interventions |
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Term
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Definition
| Also can referred to as the purpose, program overview or aim. It can be a one sentence statement or short narrative that clearly describesthe overall focus of the program. |
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Term
| 2C1. Example of a Mission statement |
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Definition
| The mission of JAH health program is to improve the health status of our employees |
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Term
| 2C1. Example of a Mission statement |
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Definition
| This health education program aims to eliminate cancer locally and globally |
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Term
| 2C1. 2 purposes of a Mission Statement |
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Definition
| Identifies scope or focus of organization or program, concise explanation of overall purpose |
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Term
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Definition
| A general, long-term statement of desired program outcomes and provide the direction upon which all objectives are based. |
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Term
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Definition
| JAH will reduce prostate deaths among African American men through early detection, "This health education program seeks to reduce the adverse effects of smoking in the workplace" |
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Term
| 2C1. Healthy People 2010 goals are to... |
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Definition
| Increase quality of years of healthy life, Eliminate health disparities |
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Term
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Definition
| Statements that describe, in measurable terms, the changes in behavior, attitude, knowledge, skills, or health status that will occur in the intervention group as a result of the program, are small and specific |
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Term
| 2C1. 5 Types of Objectives |
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Definition
| Program/Outcome, Environmental, Behavioral, Learning, and Administrative |
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Term
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Definition
| Are related to the goals but are specific, measurable statements of what the educator wants to accomplish at a given time. (usually 3-5 years) |
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Term
| 2C1. Example of Program Objective |
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Definition
| Within 3 years, breast cancer deaths will decrease by 15%, The State University will establish a smoking cessation program on campus. |
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Term
| 2C1. Results of Program Objective |
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Definition
| changes in mortality, morbidity, or quality of life |
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Term
| 2C1. Environmental Objective |
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Definition
| refer to environmental/non behavioral influences on health problem, i.e. social, physical, and psychological |
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Term
| 2C1. Example of Environmental Objective |
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Definition
| By 2010, the number of high air pollution alert days in the city will decrease by 10% |
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Term
| 2C1. Results of Environmental Objective |
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Definition
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Term
| 2C1. Behavioral Objective |
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Definition
| Observable changes in health behavior from the target population, Describe the behaviors or actions that the population will engage in that will resolve the problem that lead to the attainment of the program goal. |
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Term
| 2C1. Example of Behavioral Objective |
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Definition
| Fast food consumption will be eliminated from the diet of all program participants after the second week of program implementation |
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Term
| 2C1. Results of Behavioral Objective |
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Definition
| changes in behaviors, behavioral adaptation |
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Term
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Definition
| Changes the knowledge or skills of the target population evaluated through quizzes, interviews, etc |
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Term
| 2C1. Example of Learning Objective |
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Definition
| The women can correctly how to perform a breast exam on a model. |
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Term
| 2C1. Results of Learning Objective |
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Definition
| changes in knowledge, attitudes, practices, etc |
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Term
| 2C1. Administrative/Process Objective |
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Definition
| are the daily task and work plans that lead to the accomplishment of all other planned objectives, Administrative process for administering services. |
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Term
| 2C1. Example of Administrative/Process Objective |
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Definition
| Contact 10 OBGYN physicians to gather support for the program, The student health center will host guest speakers from the medical community |
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Term
| 2C1. Results of Administrative/Process Objective |
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Definition
| adherence to timeline tasks, completion of activities, efficient use of resources |
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Term
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Definition
| Also referred to behavioral/learning/administrative objectives, are short term, measurable, and realistic guidelines to help accomplish the health goal |
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Term
| 2C1 Example if Impact Objective |
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Definition
| 'All incoming students will be required to attend a seminar on tobacco use" |
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Term
| 2C1 Impact objective (learning) |
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Definition
| 'Students who attend the seminar must be able to identify the health risk associated with smoking" |
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Term
| 2C1. 6 Rules for Setting Objectives |
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Definition
| 1. should be a clear statement, 2.include just one indicator, 3. state reasonable time frames, 4. be states in terms of performance, not effort, 5. be realistic & within the control of those responsible, 6. be relevant, logical, feasible, observable, measuralbe |
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Term
| 2C1 6 important components of program planning |
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Definition
| 1. Understanding and engaging the priority population, 2. conducting a needs assessment, 3. develop goals and objectives, 4. creating an intervention, 5. implementing the intervention, 6. conducting program evaluation |
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Term
| 2C1 Primary Prevention Methods |
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Definition
| Focus on preventing a problem, Seek to avoid individual health problems |
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Term
| 2C1 Secondary Prevention Method |
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Definition
| focus on treating or limiting the condition |
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Term
| 2C1 Tertiary Prevention Methods |
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Definition
| focus on managing a health issue |
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Term
| 2C1 Purpose of Planning Models |
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Definition
| To design an appropriate intervention; to help lay out the steps to ensure the HE has anticipated potential problems in a program & developed solutions |
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Term
| 2C1 5 Most Common Planning Models |
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Definition
| 1. PRECEDE PROCEED Model, 2. MATCH, 3. CDCynergy, 4. Social Marketing (for community level), 5. Health Communication (for community level) |
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Term
| 2C1 2 Questions for Planning a Program |
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Definition
| 1. level of prevention? Primary, secondary, tertiary 2. level of influence, i.e. audience – intrapersonal, interpersonal, institutional, organizational, community, policy |
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Term
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Definition
| Is a set of interrelated ideas, definitions, and suggestions that allows for a systematic study of an event or situation through the identification of relationships. |
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Term
| 2C1 What is the Health Communication Process Model |
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Definition
| is a computerized templates into which educators can enter specific to determine yhr precise menu of services and promotion tools that will be most effective. |
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Term
| 2C1 What grade level should health communication be geared to? |
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Definition
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Term
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Definition
| the art and technique of informing, influencing, and motivating individual, institutional, and public audiences about health issues |
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Term
| 2C1 Types of Health Communication Strategies |
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Definition
| Print media, radio, television, billboards, newsletters and flyers |
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Term
| 2C1 6 Stages of health communication |
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Definition
| 1. Planning/selecting a strategy 2. Selecting appropriate materials 3. Developing/Pretesting 4. Implementation 5. Assessing Effectiveness 6. Feedback to improve program |
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Term
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Definition
| The general practice of disseminating health information to the target population with the hope of making positive changes is... |
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Term
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Definition
| A CD-ROM by CDC to help planning process includes PRECEED-PROCEED/MATCH models |
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Term
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Definition
| to help the HE to understand the priority population & what communication strategies will best help those in the priority pop to change their behaviors |
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Term
| 2C1 6 Phases of the community-level model CDCynergy |
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Definition
| 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 |
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Term
| 2C1 Name the 5 phases of the MATCH model |
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Definition
| 1. Goals selection, 2. Intervention planning, 3. Program development, 4. Implementation preparations, 5. Evaluation |
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Term
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Definition
| “An ecological planning perspective that recognizes that intervention activities can and should be aimed at a variety of objectives and individuals.” Designed to be used when the risk factors are known and priorities for action have been determined. Composed of five phases inclusive of several steps. Aimed at mult objectives & a variety of individuals (and variety of settings) |
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Term
| 2C1 Phase __ is the Social Assessment of PRE-PRO |
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Definition
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Term
| 2C1 Phase __ is the Epidemiological Assessment of PRE-PRO |
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Definition
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Term
| 2C1 Phase __ is the Educational & Ecological Assessment of PRE-PRO |
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Definition
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Term
| 2C1 Phase __ is the Behavioral & Environmental Assessment of PRE-PRO |
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Definition
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Term
| 2C1 Phase __ is the Administrative & Ecological Assessment of PRE-PRO |
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Definition
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Term
| 2C1 Phase __ is the Program Implementation of PRE-PRO |
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Definition
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Term
| 2C1 Phase __ is the Process Evaluation of PRE-PRO |
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Definition
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Term
| 2C1 Phase __ is the Impact Evaluation of PRE-PRO |
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Definition
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Term
| 2C1 Phase __ is the Outcome Evaluation of PRE-PRO |
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Definition
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Term
| 2C1 List and define the 4 phases of the PRECEDE model |
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Definition
| Phase 1: Social Assessment Phase 2: Epidemiological Phase 3: Behavioral Phase 4: Educational/Ecological Assessment |
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Term
| 2C1 What does PRECEDE-PROCEED stand for? |
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Definition
| Predisposing, Reinforcing, Enabling Constructs in Educational/Ecological Diagnosis and Evaluation__ Policy, Regulatory, and organizational Constructs in Educational and Environmental Development |
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Term
| 2C1 PROCEED stands for... |
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Definition
| Predisposing, reinforcing, enabling constructs in Educational/Ecological diagnosis and evaluation |
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Term
| 2C1 List the 5 phases of the PROCEED model |
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Definition
| Phase 1: Admin/policy assessment Phase 2: Implementation Phase 3: Process Evaluation Phase 4: Impact Evaluatoin Phase 5: Outcome Evaluation |
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Term
| 2C1 There are _____ phases in the PROCEED model |
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Definition
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Term
| 2C1 PRECEDE has ______ phases |
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Definition
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Term
| 2C1 4 Phases of the PRECEDE portion of the PRECEDE-PROCEED model |
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Definition
| Phase 1: Social Assessment Phase 2: Epidemiological assessment Phase 3: Behavioral Assessment Phase 4: Educational/Ecological Assessment |
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Term
| 2C1 The creators of The PREDEDE PROCEED model |
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Definition
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Term
| 2C1 Purpose of Social Marketing |
|
Definition
| to influence the voluntary behavior of a specific audience to achieve a social rather than a financial obective |
|
|
Term
| 2C1 What are the 4 p's of marketing? |
|
Definition
| Product, price, promotion, place |
|
|
Term
| 2C1 The additional 4 p's of marketing mix? |
|
Definition
| Publics, partnerships, policy advocacy, purse strings |
|
|
Term
| 2D Develop a logical scope and sequence plan for health education practice |
|
Definition
| 1. Determine the range of health information necessary for a given program of instruction 2. Select references relevant to health education issues or programs |
|
|
Term
| 2D1 Determine the range if HI necessary for a given program of instruction |
|
Definition
| the HE is resp for deciding the what & how much info, based on 7 factors |
|
|
Term
| 2D1 7 Factors to Consider for HI in a Health Program |
|
Definition
| 1. Needs assessmts data, 2. Culture of the pop, 3. Literacy Levels, 4. Previous experience with the health issue, 5. Budget constraints, 6. Time Restriction, 7. Space availability to conduct the program |
|
|
Term
| 2D1 Use Several Senses, Why? |
|
Definition
| People retain: 10% of what is read, 20% of what is heard, 30% of what they see, 50% of what they see & hear, 70% of what they say, 90% of what they do and say |
|
|
Term
| 2D1 10 Learning Principles |
|
Definition
| 1. use several senses, 2. actively involve participants, 3. provide appropriate learning environment, 4. assess learner readiness, 5. establish the relevance of the info, 6. use repetition, 7. strive for a pleasant leaning experience, 8. start with the known and move on to the known, 9. generalize the info, 10. appropriately pace the delivery of the program |
|
|
Term
| 2D2 Types of references relevant to the HE issue/program |
|
Definition
| Health Ppl 2010, national and state standards for school HE, agency/organization mission statements |
|
|
Term
| 2E Design strategies, interventions, & programs consistent w/ specified objectives |
|
Definition
|
|
Term
| 2F Select appropriate strategies to meet objectives |
|
Definition
| 1. Analyze technologies, methods and media for their acceptability to diverse groups 2. Match health education services to proposed program activities |
|
|
Term
|
Definition
| 1. Educational, 2. Health Engineering, 3. Community Mobilization, 4. Health Communication 5. Health Policy, 6. Health Community Service |
|
|
Term
|
Definition
| printed materials, simulations, audiovisual, brainstorming, case studies, lectures, panel discussions, role playing, health fairs, and field trips. |
|
|
Term
| 2F Purpose of Health Engineering Strategies |
|
Definition
| to change the social or physical environment for large number of ppl |
|
|
Term
| 2F Examples of Health Engineering Strategies |
|
Definition
| safety belts, airbags, speed bumps |
|
|
Term
| 2F Examples of Communication Mobilization Strategies |
|
Definition
| community organizations, community building, community advocacy, coalition building, lobbying, initiatives |
|
|
Term
| 2F Purpose of Communication Mobilization Strategies |
|
Definition
| to directly involve participants in the change process |
|
|
Term
| 2F Purpose of Health Communication Strategies |
|
Definition
| to use all types of communication channels to change behavior |
|
|
Term
| 2F Examples of Health Communication Strategies |
|
Definition
| print media, radio, television, billboards, newsletters, direct mail, self-help materials, e-mail and flyers |
|
|
Term
| 2F Purpose of Health Community Service Strategies |
|
Definition
| to include services, tests, or treatments to improve the health of a pop |
|
|
Term
| 2F Examples of Health Community Service Strategies |
|
Definition
| health risk appraisals, screenings, self-exams |
|
|
Term
| 2F Purpose of Health Policy (Reinforcement) Strategies |
|
Definition
| to mandate actions through laws, regulations, policies, rules |
|
|
Term
| 2F Examples of Health Policy (Reinforcement) Strategies |
|
Definition
|
|
Term
| 2G Assess factors that affect implementation |
|
Definition
| 1. Determine the availability of information and resources needed to implement health education programs for a given audience 2. Identify barriers to the implementation of health education programs |
|
|
Term
| 2G1 Determine the availability of information and resources needed to implement health education programs for a given audience |
|
Definition
| use available materials, create unavailable materials |
|
|
Term
| 2G2 Potential barriers to implementation |
|
Definition
| lack of community support, admin support, or $$, overworked HE, lack of coordination of resources, territorial issues |
|
|
Term
| 3. Implement Health Education Strategies, Interventions, and Programs |
|
Definition
| A. Initiate a plan of action B. Demonstrate a variety of skills in delivering strategies, interventions, and programs C. Use a variety of methods to implement strategies, interventions, and programs D. Conduct training programs |
|
|
Term
| 3A Initiate a plan of action |
|
Definition
| 1. Use community organization principles to facilitate change conducive to health 2. Pretest learners to determine baseline data relative to proposed program objectives 3. Deliver educational technology effectively 4. Facilitate groups |
|
|
Term
| 3A Different Practice Settings for Implementation |
|
Definition
| community, k-12 school, health care, business/industry/work place, college university, university health |
|
|
Term
| 3A Definition of Tailored Message |
|
Definition
| any combination of info and behavior change strategies intended to reach one specific person or group, based on characteristics unique to that person, related outcome of interest. Is derived from individual assessment. |
|
|
Term
| 3A1 10 Steps in the community organizing process (McKenzie, et al) |
|
Definition
| 1. recognize the issue, 2. gain entry into the community, 3. organize the ppl, 4. assess the community, 5. determine the priorities and set goals, 6. arrive at a solution and select intervention strategies, 7. implement the plan, 8. evaluate the outcomes of the action plan, 9. maintain the outcomes in the community, 10. loop back to 4-9 |
|
|
Term
| 3A1 3 Common Approaches to Community Organizing |
|
Definition
| 1. locality development, 2. social planning, 3. social action |
|
|
Term
|
Definition
| Assessing comprehension abilities, assessing attention and recall, identifying strengths and weakness in knowledge, skill or other ability |
|
|
Term
| 3A2 6 Uses/Reasons of Pretesting |
|
Definition
| 1. to assess KASB, 2. to assess ability to comprehend, 3. to assess attention and recall. 4. to identify strengths & weaknesses in KSB 5. to determine personal/indv relevance of the info to be presented, 6. to gauge sensitive or controversial elements of the health issue |
|
|
Term
| 3A2 4 Limitations in Pretesting |
|
Definition
| 1. cannot ensure learning, 2. does not guarantee behavioral change, 3. may not be precise, 4. is not a substitute for experience and judgement |
|
|
Term
| 3A3 4 Characteristics of a Culturally Competent HE |
|
Definition
| 1. value diversity, 2. address issues that arise when different cultures interact, 3. acquire & institutionalize cultural knowledge, 4. adapt to the cultures of the ppl served |
|
|
Term
| 3A3 Advice on Cultural Sensitivity |
|
Definition
| assess your own values, attitudes, beliefs; ask other staff members to recognize diversity; build upon cultural beliefs & practices; provide language support if needed; use diverse materials,i.e. Brochures, videos, DVDs; develop a zero tolerance |
|
|
Term
| 3A4 Examples of HE Facilitating Groups |
|
Definition
| coalitions, advisory councils, support groups, standing committees |
|
|
Term
| 3A4 Common Duties of a HE Facilitator |
|
Definition
| enhance group cohesion, leading and planning effective meetings, creating meeting agendas, distributing meeting minutes, attending to meeting details |
|
|
Term
| 3A4 4 Characteristics of a Good HE Facilitator |
|
Definition
| 1. they believe in the group process, 2. cares about the group, 3. actively listens, 4. communicates respectfully & openly |
|
|
Term
| 3B Demonstrate a variety of skills in delivering strategies, interventions, and programs |
|
Definition
| 1. Use instructional technology effectively 2. Apply implementation strategies |
|
|
Term
| 3B1 8 Ways a HE uses industrial technology |
|
Definition
| 1. basic word processing, 2. electronic spreadsheet, 3. introductory statistical analysis software, 4. PowerPoint, 5. search engines, databases, indexes, 6. e-mail and online discussions, 7. digital cameras, camcorders, scanners, PDA'a, teleconferencing 8. Computer assisted interviews and surveys |
|
|
Term
| 3B1 Characteristics of a Media Literate HE |
|
Definition
| layout and design; creating, editing, processing of images, audios, visuals, web site design |
|
|
Term
| 3B1 Use a variety of methods to implement strategies, interventions, and programs |
|
Definition
| 1. Use the Code of Ethics in professional practice 2. Apply theoretical and conceptual models from health education and related disciplines to improve program delivery 3. Demonstrate skills needed to develop capacity for improving health status 4. Incorporate demographically and culturally sensitive techniques when promoting programs 5. Implement intervention strategies to facilitate health-related change |
|
|
Term
| 3B2 5 Phases of the implementation process |
|
Definition
| 1. Gain acceptance for the program; 2. specify task/estimate resources; 3. establish a system for program management, 4. put the plans into action, 5. ending or sustaining the program |
|
|
Term
| 3B2 1st Phase in the implementation process? |
|
Definition
| Gain acceptance for the program, Encourage interest in the program |
|
|
Term
| 3B2 2nd Phase of the implementation process? |
|
Definition
| conduct a resource and task inventory, specify tasks and estimate resources |
|
|
Term
| 3B2 4th Phase of the implementation process? |
|
Definition
| Putting plans into action |
|
|
Term
| 3B2 3rd Phase of the implementation process? |
|
Definition
|
|
Term
| 3B2 3 Main Steps to Action (Phase 4) |
|
Definition
| 1. piloting/pilot testing/field testing, 2. phasing in, 3. total implementation |
|
|
Term
|
Definition
| allows for a trial run of the program on a small scale. |
|
|
Term
|
Definition
| The whole program is not offered at one, but in small increments |
|
|
Term
|
Definition
| entire program and all of its facets are begun at the same time. |
|
|
Term
| 3C Use a variety of methods to implement strategies, interventions, and programs |
|
Definition
| 1. Use the Code of Ethics in professional practice 2. Apply theoretical and conceptual models from health education and related disciplines to improve program delivery 3. Demonstrate skills needed to develop capacity for improving health status 4. Incorporate demographically and culturally sensitive techniques when promoting programs 5. Implement intervention strategies to facilitate health-related change |
|
|
Term
| 3C1 Article I of the Code of Ethics for Health Education |
|
Definition
| Responsibility to the public. |
|
|
Term
| 3C1 List the Health Education Code of Ethics |
|
Definition
| Article I: Responsibility to the public Article II: Responsibility to the profession Article III: Responsibility to your employer Article V: Responsibility in the delivery of H.E Article IV: Responsibility in research and evaluation Article VI: Responsibility |
|
|
Term
| 3C1 What is Article II of the Code of Ethics |
|
Definition
| Responsibility to the profession |
|
|
Term
| 3C1 Article III of the Code of Ethics |
|
Definition
| Responsibility to your employer |
|
|
Term
| 3C1 Article VI of the Code of Ethics |
|
Definition
| Responsibility to be fully prepared to discharge his/her duties |
|
|
Term
| 3C1 What legal issues should be considered when planning and implementing a Health educaiton program. |
|
Definition
| Participants should sign waiver and notified about the potential risk. |
|
|
Term
| 3C1 What issue should be identified when implementing a program? |
|
Definition
| 1. Is it Safe?, Is it Legal, 3. Is it Ethical |
|
|
Term
| 3C1 5 Common Ethical Dilemmas HE face |
|
Definition
| respect, autonomy, informed consent, justice, confidentiality |
|
|
Term
| 3C2 5 Main Theories for HE |
|
Definition
| 1. SCT, social cognitive theory, 2. HBM, health belief model, 3. TPB, theory of planned behavior, 4. Transtheoretical Model/Stages of Change |
|
|
Term
| 3C2 Social Cognitive theory |
|
Definition
| Behavior asserts that individuals learn to behave in certain ways depending on the motivations/inhibitions in their environments--- increase the individuals feelings of self efficacy. |
|
|
Term
| 3C2 6 Major Constructs of SCT |
|
Definition
| 1. behavioral capability, 2. expectations, 3. self-control, 4. emotional coping response, 5. reciprocal determinism, 6. self-efficacy |
|
|
Term
| 3C2 Reciprocal Determinism |
|
Definition
| Found in social cognitive theory that states that individual characteristics, behavior characteristics, and behavior enviornment are all intertwined. |
|
|
Term
| 3C2 Theory of Planned behavior TPB |
|
Definition
| Emphasizes the varying degrees of control that an individual will have over his/her behavior or attitude. --- show client they have ctrl over their behavior. Declares that the primary factor in behavior change is simply the intention to make the change. |
|
|
Term
| 3C2 6 Stages of Change/Transtheoretical Model of behavior change |
|
Definition
| 1. Precontemplation, 2. Contemplation, 3. Preparation/commitment, 4. Action, 5. Maintenance, 6. Termination |
|
|
Term
| 3C2 What is Precontemplation |
|
Definition
| person is not intending to take action in the next 6 mos |
|
|
Term
| 3C2 What is Contemplation |
|
Definition
| person is aware that there is a problem and is intending to take action in the next 6 mos |
|
|
Term
| 3C2 What is Preparation/commitment |
|
Definition
| the person is intending to take action in the immediate future, usually one month |
|
|
Term
|
Definition
| the person has taken action/changed behavior with the past 6 mos |
|
|
Term
|
Definition
| the person has changed and has maintained the change for more than 6 mos |
|
|
Term
|
Definition
| the person has zero temptation to return to the old behavior and 100% self-efficacy |
|
|
Term
|
Definition
| seeks to explain why individuals perform certain health-related behaviors rather than others. |
|
|
Term
| 3C2 What are the main stages of adoption according to the Diffusion of Innovation Theory |
|
Definition
| 1. awareness 2. interest 3. Evaluation 4. Trial 5. Adoption |
|
|
Term
| 3C5 6 Major Constructs of HBM |
|
Definition
| 1. perceived susceptibility, 2. perceived seriousness, 3. perceived benefits, 4. perceived barriers, 5. motivation, 6. self-efficacy |
|
|
Term
| 3C5 3 Issues Related to Implementation |
|
Definition
| 1. legal issues, 2. safety issues, 3. ethical issues |
|
|
Term
|
Definition
| Is the process of notifying the participant about certain aspects of the program prior to his/her participation. |
|
|
Term
| 3C5 Inclusions of Informed Consent |
|
Definition
| 1. the nature & purpose of the program, 2. any risks or dangers associated with the program, 3. any discomfort that may be experienced, 4. the expected benefits of the program, 5. alternative programs or procedures, 6. the option to opt-out |
|
|
Term
|
Definition
| the failure to act in a careful or reasonable manner |
|
|
Term
|
Definition
| Not doing something you should have done |
|
|
Term
|
Definition
| doing what you should not have done. |
|
|
Term
| 3C5 12 Strategies Used to Improve Health Related Change |
|
Definition
| 1. workshops, 2. HRAs, 3. self-paced methods, 4. personal coaching, 5. counseling/peer helping, 6. skill development, 7. lectures, 8. computer assisted instruction, 9. behavior modification classes, 10. visual aids/printed materials, 11. telephone support, 12. incentive programs |
|
|
Term
| 3D Conduct training programs |
|
Definition
|
|
Term
|
Definition
| measuring the degree to which a health education program accomplishes its intended goals |
|
|
Term
| 4A. Develop plans for evaluation and research |
|
Definition
| 1. Synthesize information presented in the literature 2. Evaluate research designs, methods and findings presented in the literature |
|
|
Term
| 4A2 8 ?'s When Evaluating research designs/methods/findings presented in the literature |
|
Definition
| 1. Was the purpose of the study stated? 2. Was the research question/hypothesis stated? 3. Were the subjects in the study described? 4. Was the design and location of the study described? 5. Were the data collection instruments described? 6. did the results reflect the research hypothesis? 7. were the conclusions reflective of the research design and data analysis 8. were the implications meaningful to the priority pop? |
|
|
Term
| 4A2 8 Sections of a Research Study |
|
Definition
| 1. purpose of the study 2. hypothesis 3. the subjects 4. design and location 5. data collection instruments 6. the results 7. conclusion 8. implications |
|
|
Term
| 4B. Review research and evaluation procedures |
|
Definition
| 1. Evaluate data-gathering instruments and processes 2. Develop methods to evaluate factors that influence shifts in health status |
|
|
Term
| 4B1 4 Types Data Collection Instruments (DCIs) |
|
Definition
| 1. surveys, 2. behavior assessments, 3. interview guides for face to face interviews, 4. focus groups. |
|
|
Term
| 4B1 6 Step to Evaluating Reliability & Validity of DCIs |
|
Definition
| 1. determine the purpose of the DCI, 2. review existing DCIs, 3. conduct an early review with colleagues, 4. conduct a review with a panel of experts, 5. pilot test the DCI with an appropriate sample pop, 6. revise the DCI based on steps listed above |
|
|
Term
| 4B2 Develop methods to evaluate factors that influence shifts in health status |
|
Definition
| many types of evaluation, two main are formative and summative |
|
|
Term
| 4B2 Formative/Process Evaluation |
|
Definition
| looks at the ongoing process of evaluation while the program is being developed and implemented. |
|
|
Term
| 4B2 Summative/Impact/Outcome Evaluation |
|
Definition
| often associated with quant processes, They measure whether the goals of the program were accomplished. |
|
|
Term
| 4B2 Quantitive Evaluation |
|
Definition
| This type of evaluation produces hard data, such as frequencies, ratings, scores, counts. |
|
|
Term
| 4B2 Qualitative Evaluation |
|
Definition
| Subjective assessment of the program. Educators use their judgement to evaluate the program as well. |
|
|
Term
| 4B2 4 Common Evaluation Methods |
|
Definition
| 1. Decision Making Model, 2. Systems Analysis, 3. Accreditation 4. Goal Free |
|
|
Term
|
Definition
| 1. Develop valid and reliable evaluation instruments 2. Develop appropriate data-gathering instruments |
|
|
Term
|
Definition
| to help gather data that will describe, explain, and explore a target pop in a uniform fashion |
|
|
Term
|
Definition
| does it measure what it says it will measure? |
|
|
Term
| 4C1 Content/Face Validity |
|
Definition
| Asks, Is it a relevant DCI for the area of interest? Appears to be measuring what it is suppose to measure, i.e. expert panel |
|
|
Term
|
Definition
| derived from explicitly stated criteria, a measure's correlation to another measures's |
|
|
Term
|
Definition
| measures some kind of concept/theme, i.e. self esteem, helplessness, health |
|
|
Term
|
Definition
| Consistency – Is the degree to which a program is likely to achieve similar results when implemented in similar conditions. instrument yields same or similar results if administered to same people again (data not change minute to minute) |
|
|
Term
| 4C2 5 Methods Used for Data Collection |
|
Definition
| 1. face to face, 2. telephone, 3. self administered, 4. mail, 5. email |
|
|
Term
| 4C2 4 Rules When Developing DCIs |
|
Definition
| 1. develop DCI specs, 2. DCI instructions and examples of how to use 3. establish item scoring procedure, 4. test the DCI -conduct item analysis, reliability, & validity tests |
|
|
Term
| 4D. Carry out evaluation and research plans |
|
Definition
1. Use appropriate research methods and designs in health education practice
2. Use data collection methods appropriate for measuring stated objectives
3. Implement appropriate qualitative and quantitative evaluation techniques
4. Implement methods to evaluate factors that influence shifts in health status |
|
|
Term
|
Definition
| The means of gathering information about health related attitudes, behaviors, and environments |
|
|
Term
|
Definition
| The things that are measured in an experiment; as much as possible, the variables in an experiment should be isolated and examined individually |
|
|
Term
| 4D1 Quantitative Research Methods |
|
Definition
| assembles a mass of numerical data for analysis. Easier to compare to other studies. |
|
|
Term
| 4D1 Qualitative Research Methods |
|
Definition
| is more subjective assessment of success of the program |
|
|
Term
| 4D1 5 Qualitative Research Methods |
|
Definition
| 1. observation, 2. participant observation, 3. document study, 4. interviews, 5. focus groups |
|
|
Term
|
Definition
| focuses on measuring (quantifying) the HE program parts |
|
|
Term
|
Definition
| is more descriptive and seeks deeper understanding of the participants |
|
|
Term
| 4D3 IRB or Institutional Review Board |
|
Definition
| is required in research, ensures the protection of human subjects in research |
|
|
Term
| 4D4 3 Main Tasks in the Research/Evaluation Plan |
|
Definition
| 1. measurement, 2. use of a design, 3. analysis of data |
|
|
Term
|
Definition
| addresses the "true" causes of the outcomes that you observed in your study, the recognition that when it is associated with experimental research it refers both to how well the study was run (research design, operational definitions used, how variables were measured, what was/wasn't measured, etc.), and how confidently one can conclude that the change in the dependent variable was produced solely by the independent variable and not extraneous ones |
|
|
Term
|
Definition
| addresses the ability to generalize your study to other people and other situations, The extent to which a study's results (regardless of whether the study is descriptive or experimental) can be generalized/applied to other people or settings |
|
|
Term
| 4E Interpret results from evaluation and research |
|
Definition
| 1. Analyze evaluation data 2. Analyze research data 3. Compare evaluation results to other findings 4. Report effectiveness of programs in achieving proposed objectives |
|
|
Term
| 4E1 Why Analyze Evaluation Data |
|
Definition
| 1. to tell is the program's goals and objectives being met, 2. to assess the effectiveness, 3. help record changes in the program |
|
|
Term
| 4E2 Why Analyze Research Data |
|
Definition
| 1. to allow Hes to ask important ? And answers, 2. inquires about concepts and theories, 3. helps improve health, health outcomes, and health services |
|
|
Term
|
Definition
| aims to describe the group being studied |
|
|
Term
|
Definition
| gains knowledge about the sample that can be generalized to a similar pop |
|
|
Term
| 4E3 4 Ways to Compare evaluation results to other findings |
|
Definition
| 1. tables, 2. figures, 3. line/bar graphs, 4. pie charts |
|
|
Term
| 4E4 What is an Evaluation/Research Report |
|
Definition
| a typical form of communication used to report the outcome of the plan |
|
|
Term
| 4E4 5 Parts to the Evaluation/Research Report |
|
Definition
| 1. intro, 2. literature review, 3. methodology, 4. results |
|
|
Term
| 4E4 Introduction, Evaluation/Research Report |
|
Definition
| states background info and the problem, may include front matter (aka cover page), may include executive summary |
|
|
Term
| 4E4 Literature Review, Evaluation/Research Report |
|
Definition
| may include explanation of relevant studies and an understanding of the background, relates to the purpose of the study, hypothesis, and target pop, provides framework for the review |
|
|
Term
| 4E4 Methodology, Evaluation/Research Report |
|
Definition
| includes how the eval/research plan was done, includes overview of the procedures, subjects, and DCIs, may explain the data analysis plan |
|
|
Term
| 4E4 Results, Evaluation/Research Report |
|
Definition
| presents evidence tested against the stated hypothesis, presents the findings and discusses what they mean, should be factual and descriptive, use words, numbers, statistics; discussion section provides interpretation, implications and applications to practice |
|
|
Term
| 4E4 Summary/Recommendation/Conclusion, Evaluation/Research Report |
|
Definition
| the most likely to read by stakeholders, indicates whether the analysis supports the hypothesis, includes recommendations for the future, restates the problems, procedures, and principle findings |
|
|
Term
| 4F. Infer implications from findings for future health-related activities |
|
Definition
|
|
Term
| 5. Administer Health Education Strategies, Interventions, and Programs |
|
Definition
A. Exercise organizational leadership
B. Secure fiscal resources
C. Manage human resources
D. Obtain acceptance and support for programs |
|
|
Term
| 5A. Exercise organizational leadership |
|
Definition
| 1. Conduct strategic planning 2. Analyze the organization’s culture in relationship to program goals 3. Promote cooperation and feedback among personnel related to the program |
|
|
Term
| 5A1 Strategic Planning Definition |
|
Definition
| A blueprint, VMOSA, The process of developing strategies to reach a defined objective; is a roadmap; The laying out of a series of task and objectives which will ultimately result in the achievement of long-term goals; Is laying out of long term goals and the task it will take to accomplish them. |
|
|
Term
| 5A1 3 Questions SP Answers |
|
Definition
| 1. Where are we now? 2. Where do we want to be? 3. How do we get there? |
|
|
Term
|
Definition
| focuses on the strengths & weaknesses of the organization |
|
|
Term
|
Definition
| looks at opportunities & threats outside the organization |
|
|
Term
|
Definition
| assesses the stakeholders: who they are, what they think of the organization, what criteria they use in judging the organization's performance |
|
|
Term
| 5A1 Where Do We Want to be? |
|
Definition
| includes short and long term time frames, one year, five years, more |
|
|
Term
|
Definition
| identifies specific steps needed, what resources are required? What alternatives exist? What kinds of collaboration is required? Who is responsible for what? |
|
|
Term
| 5A1 10 Strategic Planning Steps |
|
Definition
| 1. initiate & agree on a SP process, 2. clarify organizational mandates, 3a. identify & understand stakeholders, 3b. develop/refine mission statement & values, 4. assess the environment 5. identify/frame strategic issues, 6. formulate strategies to manage issues, 7. review and adopt the SP, 8. establish an effective organizational vision for the future, 9. reassess the SP process. |
|
|
Term
|
Definition
| Strengths, Weaknesses, Opportunities, Threats |
|
|
Term
|
Definition
| The set of shared attitudes, values, goals, and practices that characterizes an institution, organization or group |
|
|
Term
| 5A2 Organizational Culture |
|
Definition
| includes values about lifestyle and cultural norms/accepted behaviors |
|
|
Term
| 5A2 Organizational Support |
|
Definition
| the structures & procedures to maintain the organizational culture, includes peer support & organizational climate (incl community belonging/shared vision |
|
|
Term
| 5B. Secure fiscal resources |
|
Definition
|
|
Term
| 5C. Manage human resources |
|
Definition
| 1. Develop volunteer opportunities |
|
|
Term
| 5C1 4 Way to Work Effectively With Volunteers |
|
Definition
| 1. recruit, 2. train, 3. supervise, 4. recognize/reward |
|
|
Term
| 5D. Obtain acceptance and support for programs |
|
Definition
|
|
Term
| 6. Serve as a Health Education Resource Person |
|
Definition
A. Use health-related information resources
B. Respond to requests for health information
C. Select resource materials for dissemination
D. Establish consultative relationships |
|
|
Term
| 6A Use health-related information resources |
|
Definition
1. Match information needs with appropriate retrieval systems
2. Select a data system commensurate with program needs
3. Determine the relevance of various computerized health information resources
4. Access health information resources
5. Employ electronic technology for retrieving references |
|
|
Term
|
Definition
| 1. professional journals, 2. textbooks, 3. govt publications, 4. college/universities, 5. medical centers, 6. professional conferences, 7. internet 8. disease specific organizations, 8. govt health depts, 9. health care agencies, i.e. hospitals, insurance companies |
|
|
Term
| 6A1 Examples of Retrieval Systems |
|
Definition
| MEDLINE, PsychLIT, ERIC, Index Medicus |
|
|
Term
| 6A2 Types of Data Systems HEs Use |
|
Definition
| 1. microcomputer apps, i.e. word processing, 2. presentation software, i.e. PowerPoint, 3. database software, i.e. Access, 4. electronic spreadsheets, i.e. excel, 5. statistical analysis software, 6. desktop publishing, i.e. Adobe, 7. health risk appraisal software, 8. internet apps |
|
|
Term
| 6A3 6 Ways to Evaluate Web Info |
|
Definition
| 1. who is responsible for the site, 2. what is the site's funding sources, 3. what is the purpose of the site?, 4. does the site have evidence based info? 5. is the info current? 6. does the site track users as subscribers or members? |
|
|
Term
| 6A4 3 Types of HI Resources |
|
Definition
| 1. Primary, 2. Secondary, 3. Tertiary |
|
|
Term
|
Definition
| published studies, experiments |
|
|
Term
|
Definition
| article and study summaries |
|
|
Term
|
Definition
| reference tools compiled from primary & secondary sources |
|
|
Term
|
Definition
| Combined Health Info Databases; by NIH & HRSA, includes articles, books, reports, pamphlets, audiovisuals, etc |
|
|
Term
|
Definition
| Educational Resource Information Center |
|
|
Term
|
Definition
| Health and Psychosocial Instruments, rating scales, questionnaires, checklists, tests, interview schedules, coding schemes/manuals, www.ovid.com |
|
|
Term
|
Definition
| med/health journals, PubMed by NLM (nat'l library of medicine) |
|
|
Term
| 6B Respond to requests for health information |
|
Definition
1. Identify information sources needed to satisfy a request
2. Refer requesters to valid sources of health information |
|
|
Term
| 6B2 Is the HI credible & reliable? |
|
Definition
| 1. the purpose of the statement, 2. the scientific methodology, 3. the qualifications of the author, 4. the standing of the publication in the profession, 5. quality of the references & sources |
|
|
Term
| 6C Select resource materials for dissemination |
|
Definition
1. Evaluate applicability of resource materials for given audience
2. Apply various processes to acquire resource materials
3. Assemble educational material of value to the health of individuals & community groups |
|
|
Term
| 6C Identify the HI Needed for Dissemination |
|
Definition
| 1. identify the need, 2. match the need to likely source, 3. pursue lead, 4. judge the quality and quantity of the info found, 5. organize the available material in a format most useful to the audience |
|
|
Term
| 6C1 Evaluate applicability of resource materials for given audience |
|
Definition
| is the material appropriate and effective for the priority pop |
|
|
Term
| 6C1 Questions to Consider When Reviewing Materials |
|
Definition
| 1. does it have audience appeal? 2. does it attract and keep the reader's attention? 3. is the info current/up to date? 4. is it written in a logical, easy to follow format? 5. is it complete? 6. is the message supportive, positive, and personal? 7. is the appearance appropriate for the audience? 8. are the graphics simple, clear, compatible with text? 9. is the vocabulary appropriate for the audience? 10. is the reading level appropriate for the audience |
|
|
Term
| 6C3 Examples of Where to get HE materials |
|
Definition
| 1. GEM, Gateway to Educational Materials, 2. HRSA, Health Resources & Services Administration |
|
|
Term
| 6D Establish consultative relationships |
|
Definition
1. Analyze parameters of effective consultative relationships
2. Analyze the role of the health educator as a liaison between program staff & outside groups & organizations
3. Act as a liaison among consumer groups, individuals & health care providers
4. Apply networking skills to develop & maintain consultative relationships
5. Facilitate collaborative training efforts among health agencies & organizations |
|
|
Term
| 6D1 Ways to Be a HE Consultant |
|
Definition
| 1. provide HE and HP info, 2. provide program assessment & planning skills, 3. provide HE resources and materials, 4. give professional guidance on health related procedures |
|
|
Term
| 6D1 2 Types of HE Consultants |
|
Definition
| 1. Internal (informally advising within an agency), 2. external (more formal, is outside of the agency) |
|
|
Term
| 6D1 5 Steps in Formal/External Consulting |
|
Definition
| 1. assessment of the clients' need, 2. gives reports & suggestions for action, 3. implementation of agreed upon actions, 4. evaluation of the suggested actions, 5. final reporting of results |
|
|
Term
| 6D3 4 Skills Needed to be a Liaison |
|
Definition
| 1. information seeking, 2. meeting management, 3. resource material evaluation, 4. report writing |
|
|
Term
| 6D4 Apply networking skills to develop & maintain consultative relationships |
|
Definition
| HE's network to reach out to agencies who need them as a consultant |
|
|
Term
| 6D5 Facilitate collaborative training efforts among health agencies & organizations |
|
Definition
| HE's share training efforts amongst other agencies |
|
|
Term
| 6D5 5 Things to Consider When Training With Others |
|
Definition
| 1. the priority audience, 2. where training will be held, 3. goals and objectives of the training/intervention, 4. planned activities for the program, 5. materials needed |
|
|
Term
| 7 Communicate & Advocate for Health & HE |
|
Definition
A. Analyze & respond to current & future needs in HE
B. Apply a variety of communication methods & techniques
C. Promote the HE profession individually & collectively
D. Influence health policy to promote health |
|
|
Term
| 7A Analyze/respond to current/ future needs in HE |
|
Definition
| 1. Analyze factors (e.g., social, cultural, demographic, political) that influence decision-makers |
|
|
Term
| 7A1 Factors that Influence Decision-makers |
|
Definition
| social, cultural, political, demographic |
|
|
Term
|
Definition
| contacting a policy maker to discuss a PH problem |
|
|
Term
| 7A1 Example of Legislative Advocacy |
|
Definition
| lobbying, advocacy & education used to shape public policy & policy makers |
|
|
Term
|
Definition
| Grassroots efforts, a change approach that focuses on community organizing, coalition/partnership building, policy adoption |
|
|
Term
| 7A2 5 Examples of Political Advocacy |
|
Definition
| 1. lobbying, 2. persuasive communication, 3. influence networks, 4. training, 5. mass media |
|
|
Term
|
Definition
| attempts to change the norm of media behavior to alter public policy/practice and create environmental change |
|
|
Term
| 7A2 Examples of Media Advocacy |
|
Definition
| 1. press conferences or small meetings with media members, 2. TV/radio/news interviews, 3. providing media outlets with information regarding your agency/mission, 4. press releases, 5. letters to the editor, 6. pitch letter, 7. offering a media fact sheet |
|
|
Term
| 7B. Apply a variety of communication methods & techniques |
|
Definition
1. Assess the appropriateness of language in HE messages
2. Compare different methods of distributing educational materials
3. Respond to public input regarding HE information
4. Use culturally sensitive communication methods & techniques
5. Use appropriate techniques for communicating HE information
6. Use oral, electronic & written techniques for communicating HE information
7. Demonstrate proficiency in communicating health information & HE needs |
|
|
Term
| 7B1 Assess the appropriateness of language in HE messages |
|
Definition
| older Americans and lower educated Americans most at risk |
|
|
Term
|
Definition
| help measure vocabulary difficulty and sentence length to generate an estimate reading level |
|
|
Term
| 7B1 4 Types of Readability Formulas |
|
Definition
| 1. Fry Readability Formula, 2. Flesh, 3. Fog-Gunning Index, 4. SMOG |
|
|
Term
| 7B1 9 Rules to Use When Reaching Low Literacy Levels |
|
Definition
| 1. keep materials short, simple, organized, 2. use examples & graphics, 3. be clear & concise, 4. generate a consistent message, 5. pretest materials with a target audience, 6. summarize/highlight main points, 7. include a balance of white space with the words & pics, 8. use few polysyllabic words, 9. maintain the readability at about 4th grade level |
|
|
Term
|
Definition
| it compares syllables and sentence lengths. A Fog score of 5 is readable, 10 is hard, 15 is difficult, and 20 is very difficult. Based on its name, 'Foggy' words are words that contain 3 or more syllables. |
|
|
Term
|
Definition
| will output a number from 0 to 100 - a higher score indicates easier reading. An average document has a Flesch Reading Ease score between 6 - 70. As a rule of thumb, scores of 90-100 can be understood by an average 5th grader. 8th and 9th grade students can understand documents with a score of 60-70; and college graduates can understand documents with a score of 0-30. |
|
|
Term
| 7B1 SMOG Readability Formula |
|
Definition
| estimates the years of education a person needs to understand a piece of writing. McLaughlin created this formula as an improvement over other readability formulas. You may come across SMOG as an acronym for Simple Measure of Gobbledygook |
|
|
Term
| 7B1 Fry Graph Readability Formula |
|
Definition
| used most often in healthcare, This graph-based test determined readability through high school; it was validated with materials from primary and secondary schools and with results of other readability formulas. |
|
|
Term
| 7B2 Communication Channels & Activities: Pros & Cons |
|
Definition
| interpersonal, organizational & community, mass media, radio, tv, internet |
|
|
Term
| 7B2 Interpersonal Examples |
|
Definition
| hotline counseling, patient counseling, instruction, informal discussion |
|
|
Term
|
Definition
| can be credible; permit two-way discussion; can be motivational, influential, supportive; most effective for teaching, helping, caring |
|
|
Term
|
Definition
| can be expensive and time consuming, can have limited intended audience reach, can be difficult to link into interpersonal channels |
|
|
Term
|
Definition
| town hall meetings, org meetings/conferences, workplace campaigns |
|
|
Term
|
Definition
| may be influential/familiar/trusted, may provide more motivation/support than mass media, can offer shared experiences, can reach larger intended audience in one place |
|
|
Term
|
Definition
| can be time consuming to establish, may not provide personalized attention, may require msg approval, may lose control of msg if adapted to fit organizational needs |
|
|
Term
| 7B2 Mass Media newspapers) Examples |
|
Definition
| advertisements, inserted section on a health topic (newspaper), news, feature stories, letters to the editor, op-ed pieces |
|
|
Term
|
Definition
| can reach broad audiences rapidly, can convey health news more thoroughly than TV/radio, faster than magazines, intended audience has opportunity to clip, reread, contemplate, pass along material, small publications may take PSAs |
|
|
Term
|
Definition
| coverage demands a news worthy item, larger circulations may only take paid ads/inserts, exposure usually limited to once per day, article placement requires contacts and may be time consuming. |
|
|
Term
|
Definition
| ads, paid or PSAs, news, public affairs/talk shows, dramatic programming (entertainment ed) |
|
|
Term
|
Definition
| range of formats available, opp for direct intended aud involvement, i.e. call in shows, can distribute ad scripts, are flexible and inexpensive, paid ads can be inexpensive |
|
|
Term
|
Definition
| reaches smaller market than TV, PSAs run at slow times/infrequently, difficult for intended aud to retain |
|
|
Term
|
Definition
| ads, paid or PSAs, news, public affairs/talk shows, dramatic programming (entertainment ed) |
|
|
Term
|
Definition
| potentially largest/widest audience, good emotional appeal-sound=visual, can reach low income audiences, msg and execution can be controlled |
|
|
Term
|
Definition
| ads are expensive, PSAs run at slow times/infrequently, msg may be obscured by commercial clutter, may result in overwhelming demand |
|
|
Term
|
Definition
| websites, email lists, chat rooms, newsgroups, ads |
|
|
Term
|
Definition
| can reach large audiences rapidly, can control info provided, can be interactive, can be like TV, can use banner ads |
|
|
Term
|
Definition
| can be expensive to design/maintain, intended aud may not have internet access, intended aud must be proactive (searching for you), can require maintenance over time |
|
|
Term
| 7B2 Material Options for Interpersonal Channels |
|
Definition
| fact sheets, physician pads, slides with a script, how-to booklets, videos, telephone, letters, newsletters, spokesperson training materials |
|
|
Term
| 7B2 Material Options for Organizational Channels |
|
Definition
| newsletters, ed programs, speeches, letters to members, kiosks/displays, event banners, presentation slides, conference exhibits, add ons to reg communications, i.e. handout with paycheck |
|
|
Term
| 7B2 Material Options for Community Channels |
|
Definition
| displays, posters, inserts, community newsletters, hand outs, health fairs, letters/email, kiosks, spokesperson training materials |
|
|
Term
| 7B2 Material Options for Mass Media Channels |
|
Definition
| audio/video news releases, cartoons/comics, direct mail, brochures, photo novellas, magazine/newspaper articles, media kit, newspaper inserts, posters, radio, TV, print, Op-eds/letters to the editor, music news release/videos |
|
|
Term
| 7B3 Respond to public input regarding HE information |
|
Definition
| Material Options for Communication Channels |
|
|
Term
| 7B3 Expanded Marketing Mix – 8 P's |
|
Definition
| product (health service/practice/idea), price (cost of time, $, effort), place (where and how), promotion (why ppl need it), public, partnership (who you will collaborate with), public policy, purse strings |
|
|
Term
|
Definition
| creates behavior change by meeting consumer needs through learning as much as possible about the intended audience |
|
|
Term
| 7B3 Using social marketing concepts, HE's can: |
|
Definition
| 1. analyze the problem situation, environment and resources, 2. segment the target audience, 3. create strategies, 4. evaluate results |
|
|
Term
| 7B3 Tips for HE regarding citizen involvement |
|
Definition
| 1. involve the community as early as possible, 2. clarify their roles as early as possible, 3. ask the community how they want to be involved, 4. identify & respond to the needs/interests of a variety of community groups |
|
|
Term
| 7B3 Public perceptions about health related messages depend on what 3 characteristics? |
|
Definition
| 1. ease of solution and immediate results, 2. perceived susceptibility, 3. personal beliefs |
|
|
Term
| 7B4 Use culturally sensitive communication methods & techniques |
|
Definition
| culture, shared values, norms, traditions, institutions all effect health perceptions |
|
|
Term
| 7B4 Segment population into priority audiences by what 5 characteristics? |
|
Definition
| 1. Behavioral, 2. cultural, 3. demographic, 4. physical, 5. psychographic |
|
|
Term
|
Definition
| remember that everyone is a member of a culture/s, acknowledge that culture affects health beliefs and practices, being culturally sensitive and competent are essential to be effective |
|
|
Term
| 7B5 Use appropriate techniques for communicating HE information |
|
Definition
| 4 communication levels: 1. individual, 2. social network, 3. community, 4. societal |
|
|
Term
| 7B5 Effects of HE communication on individual level |
|
Definition
| can help increase awareness, motivation, skill development, positive attitudes |
|
|
Term
| 7B5 Effects of HE communication on social network level |
|
Definition
| can change group communication patterns, i.e. through influencing group's opinion leader |
|
|
Term
| 7B5 Effects of HE communication on community level |
|
Definition
| can influence public policy, promote environmental change, improve health science delivery, assists in creating healthy social norms |
|
|
Term
| 7B5 Effects of HE communication on societal level |
|
Definition
| can influence laws, norms, policies, environments |
|
|
Term
| 7B5 Effects of HE Persuasive Communication |
|
Definition
| tailors health related messages to audiences' needs in an effort to persuade them to adopt healthy attitudes/behaviors |
|
|
Term
| 7B5 6 Factors that determine message acceptance (by priority pop) |
|
Definition
| 1. clarity, 2. consistency, 3. tone/appeal, 4. credibility, 5. main points stresses, 6. importance/relevance to public |
|
|
Term
| 7B5 Health Communication Process Model |
|
Definition
| 1. analyze the community health problem, 2. analyze the priority audiences needs/appropriate strategies, 3. select the setting, channels, and activities to be included in message |
|
|
Term
| 7B5 Effects of HE communication on organizational level |
|
Definition
| can support organizational efforts/policy change |
|
|
Term
| 7B5 4 Steps to plan, implement, and evaluate health campaign |
|
Definition
| 1. plan and develop strategy/design strategy, goals, and objectives from audience research, assessing the current situation and potential benefits of the campaign to the priority audience, 2. develop and pretest the msg and materials, 3. implement the program, 4. evaluate the program/assess and refine, maintain the campaign |
|
|
Term
|
Definition
|
|
Term
|
Definition
| occurs when addressing large audiences, i.e. conferences |
|
|
Term
| 7B6 Informal Communication |
|
Definition
| small group setting, 20 ppl or less, is relaxed, speaker interacts with audience and uses discussion, or role play |
|
|
Term
| 7B6 Oral Communication Hints |
|
Definition
| keep message simple, use appropriate visual ads, use mult communication formats, i.e. discussion, small group activities, question/answer sessions |
|
|
Term
| 7B6 Electronic Communication |
|
Definition
| email, web surveys, internet, interactive TV, bulletin boards/newsgroups/listservs, chat rooms, teleconferencing, web blogs, CD-ROMS, etc |
|
|
Term
| 7B6 Electronic Communication Advantages |
|
Definition
| can be used to send tailored messages and receive audience feedback |
|
|
Term
| 7B6 Electronic Communication Disadvantages |
|
Definition
| credibility and access issues, can create risks associated with poor or inaccurate info and privacy/confidentiality concerns |
|
|
Term
| 7B6 Interactive Media Advantages |
|
Definition
| 1. customized health info, 2. info on-demand, 3. wider distribution/faster content updates, 4. increased choices, 5. can access experts on-demand |
|
|
Term
| 7B6 Written Communication |
|
Definition
| print materials-newsletters, brochures/pamphlets, letters/memos, articles, fliers, posters |
|
|
Term
| 7B6 Written Communication Focuses |
|
Definition
| focus on: appropriate content, layout, graphics, readability, cultural appropriateness |
|
|
Term
| 7B6 Steps in Print Material Development |
|
Definition
| 1. analyze the priority audience, 2. formulate goals/objectives specific to your priority audience's needs, 3. create appropriate and culturally appropriate content/graphics, 4. conduct an internal review to assess accuracy of your content, 5. pretest to evaluate if the material is attention-getting and focused to the priority audience, 6. distribute to the priority audience |
|
|
Term
|
Definition
| can enhance and or supplement instruction |
|
|
Term
| 7B6 Educational Media Examples |
|
Definition
| 1. charts/graphs, 2. illustration/diagrams, 3. maps, 4. movies/videos, 5. slides, 6. displays/PowerPoint presentations, 7. field trips/site visits, 8. posters, 9. photos, 10. handouts, 11. models |
|
|
Term
| 7B6 Rules of Making Ed Media Effective |
|
Definition
| 1. stand alone, 2. illustrate only one key point on each aid, 3. use pictures/charts/graphics with short key words, 4. represent facts in a clear, uncluttered manner |
|
|
Term
| 7B7 Demonstrate proficiency in communicating health information & HE needs |
|
Definition
| two tools available: CDCynergy, Community Toolbox |
|
|
Term
| 7C. Promote the HE profession individually & collectively |
|
Definition
| 1. Develop a personal plan for professional development |
|
|
Term
| 7C1a Develop a plan for professional growth |
|
Definition
| 1. policies and resources for professional growth, 2. fitting information and technology into a professional growth plan, 3. professional organizations |
|
|
Term
| 7C1b Policies & Resources for Professional Growth |
|
Definition
| continue training in knowledge and methods |
|
|
Term
| 7C1b Where to Access CEC's |
|
Definition
| 1. professional journals, 2. attending professional meetings, 3. taking courses, 4. authoring journal articles/chapters/books, 5. presenting at professional meetings, 6. participating in other professional development activities |
|
|
Term
| 7C1c Fitting information and technology into a professional growth plan |
|
Definition
| word processing, spreadsheets, statistical analysis software, PowerPoint presentations, retrieval of information, resigning & developing web pages, email, digital video/camera, scanners, etc. |
|
|
Term
| 7C1d Professional Organizations |
|
Definition
| ASHA, DPHE, ACHA, SOPHE, ETA SIGMA GAMMA, CNHEO |
|
|
Term
|
Definition
| Coalition of National Health Education Organizations “the mobilization of the resources of the HE field in order to expand and improve HE, regardless of the setting” |
|
|
Term
|
Definition
| 1. facilitates national communication, 2. provides a forum for the identification and discussion of HE issues, 3. formulates recommendations and takes action on issues affecting member interests, 4. serves as a communication and advisory resources for agencies, organizations, and persons in the public and private sectors, about HE issues, 5. serves as a focus for the exploration and resolution of issues pertinent to pro HE's |
|
|
Term
|
Definition
| American Academy of Health Behavior |
|
|
Term
| 7C1d AAHB Mission/Publications |
|
Definition
| American Journal of Health Education |
|
|
Term
|
Definition
|
|
Term
| 7C1d AAHE Mission/Publications |
|
Definition
| American Journal of Health Behavior, International Electronic Journal of Health Education |
|
|
Term
|
Definition
| American School Health Association; K-12 education; journal of school health |
|
|
Term
| 7C1d ASHA Mission/Publications |
|
Definition
| Journal of School Health, Health in Action |
|
|
Term
|
Definition
| Directors of Health promotion and public education. |
|
|
Term
| 7C1d DPHE Mission/Publications |
|
Definition
|
|
Term
|
Definition
| American college of health associations (health promotions section) |
|
|
Term
| 7C1d ACHA Mission/Publications |
|
Definition
| Journal of American College Health |
|
|
Term
|
Definition
| Society for Public Health Education – originally formed in 1950 |
|
|
Term
| 7C1d SOPHE Mission/Publications |
|
Definition
| Health Promotion Practice, Health Education and Behavior |
|
|
Term
|
Definition
| American College of Health Associations-Health Promotions section |
|
|
Term
| 7C1d ACHA-HPS Mission/Publications |
|
Definition
| Journal of American College Health |
|
|
Term
|
Definition
| American College of Health Associations-Public Health Ed and Health Promotions section |
|
|
Term
| 7C1d ACHA-PHEHP Mission/Publications |
|
Definition
| American Journal of Public Health, The Nation's Health |
|
|
Term
|
Definition
| American College of Health Associations-School Health Ed and Services section |
|
|
Term
| 7C1d ACHA-SHES Mission/Publications |
|
Definition
| American Journal of Public Health, The Nation's Health |
|
|
Term
|
Definition
|
|
Term
|
Definition
| health, physical ed, and recreation |
|
|
Term
|
Definition
| Society of State Directors of Health, Phys Ed, and Recreation |
|
|
Term
| 7C1d SSDHPER Mission/Publications |
|
Definition
|
|
Term
|
Definition
|
|
Term
| 7C1d ESG Mission/Publications |
|
Definition
| The Health Educator, Eta Sigma Gamma Student Monograph |
|
|
Term
| 7D. Influence health policy to promote health |
|
Definition
| 1. Identify the significance & implications of health are providers’ messages to consumers |
|
|
Term
| 7D. Who makes health policy? |
|
Definition
| is effected by congress, fed health agencies, states, health care providers, businesses, local communities |
|
|
Term
|
Definition
| a way to systematically alter policy & infrastructure, essential to HE |
|
|
Term
| 7D. 5 Benchmark Categories |
|
Definition
| 1. Changing Definitions/reframing, 2. Community or individual behavior, 3. Shifts in critical Mass, 4. Institutional Policy, 5. Holding the Line |
|
|
Term
| 7D. Changing Definitions/Reframing |
|
Definition
| change official purpose of vending machines to include providing nutritious food for students |
|
|
Term
| 7D. Community or Individual Behavior |
|
Definition
| Recruit 100 students to submit requests for healthy snack choices into the school suggestion box |
|
|
Term
| 7D. Shifts in Critical Mass |
|
Definition
| Have 4 of 7 school board members to make a motion to hold a hearing on the issue of vending machines in schools |
|
|
Term
|
Definition
| school board passes a resolution banning soda from being sold in school vending machines |
|
|
Term
|
Definition
| stopping vending machine lobby from introducing resolution to allow vending machines in junior high and high school students |
|
|
Term
| 7D. 5 Steps to Promote Advocacy Efforts in HE |
|
Definition
| 1. identify the priority audience, 2. tailor the message, 3. choose the delivery method (op-ed piece in newspaper, letter to the editor, press release), 4. contact the media, 5. follow up |
|
|
Term
| 7D. California Endowment Recommendation Steps in Policy Eval |
|
Definition
| 1. adopt a conceptual model for understanding the process of policy change, 2. develop a theory about how and why planned activities lead to desired evaluation, 3. select benchmarks to monitor progress, 4. measure progress toward benchmarks and collecting data |
|
|
Term
| Community Diagnosis Process |
|
Definition
| generally refers to the identification and quantification of health problems in a community as a whole in terms of mortality and morbidity rates and ratios, and identification of their correlates for the purpose of defining those at risk or those in need of health care. |
|
|
Term
|
Definition
| is the end result of the analysis. It invoices a synthesis of information gathered, and identification of the gaps between health problems and services. |
|
|
Term
|
Definition
| Professional opinion of health of the individual or community based on analysis. |
|
|
Term
|
Definition
| The process of assembling information about the individual group or community. Community analysis is the process of examining data to define needs strengths, barriers, opportunities, readiness, and resources. The product of analysis is the “community profile”. |
|
|
Term
|
Definition
| Require people to answer questions about their health history, health behavior, and the results of health screenings. |
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Term
|
Definition
| Are the means used to carry out or implement the program plans. Thee are instructional sessions that will address the learning objectives. |
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Term
|
Definition
| Activities usually associated with course, workshops, or seminars. |
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Term
|
Definition
| These are considered mandated actions such as laws, policies, rules, etc |
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Term
|
Definition
| In these activities the people who will be affected by a change are involved in the change process. |
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Term
|
Definition
| This approach includes the use of all types of communication channels to change behavior including print media,radio, television, editorial letters, etc |
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Term
|
Definition
| Assessment Protocol for Excellence in Public Health |
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Term
|
Definition
Phase 1 Organizational capacity assessment
Phase 2 Community Progress
Phase 3 Completing the cycle |
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Term
|
Definition
Mobilize Key Individuals and Organizations
Assess Community Needs, Strengths, and Resources
Plan for Action
Implement the Action Plan
Track Progress and Outcomes |
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Term
| Environmental Interventions |
|
Definition
| The change the social or physical environment in which people live or work. |
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Term
| When recruiting support you will need to write a letter including.... |
|
Definition
| purpose, intervention population, the health issue, rationale, articulated request for support, means for response, name |
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Term
| List the 6 stages of the marketing process |
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Definition
| 1. Market analysis 2. Planning 3. Developing/Testing 4. Implementation 5. Assessing effectiveness 6. Feedback for refinement |
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Term
|
Definition
| Program Evaluation and Review Technique |
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Term
|
Definition
|
|
Term
|
Definition
|
|
Term
| What are the rules for a PSA? |
|
Definition
| Must be a streamline message; 15-30 seconds long; images should support and reinforce sounds; should target audience. |
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Term
|
Definition
| Intervention based on this technique are usually though of as systematic procedures for changing behavior based on stimulus response theory. |
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Term
| What is the most widely used assessment |
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Definition
|
|
Term
| What model did Neiger and Thackery develop |
|
Definition
|
|
Term
| If an assessment of a situation needs to be done quickly which model would one use |
|
Definition
|
|
Term
| What types of people or organizations are involved in the planning process |
|
Definition
Individuals who are part of the priority population, stakeholders, individuals within organizations who are sponsoring the program
1. priority pop 2. stakeholders 3. sponsors |
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|
Term
| What are ranges of health information that need to be considered for health instruction |
|
Definition
| Culture, literature level and language, previous experience, budget, time, and space |
|
|
Term
| What is the health educators ultimate responsibility? |
|
Definition
| Is to provide information for the promotion and maintenance of health |
|
|
Term
| 4 Steps When Initiating a plan of action? |
|
Definition
| 1. Community organization 2.Pre-testing 3. Diversity Training 4. Effective leadership |
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Term
|
Definition
| Individuals open to ideas first to accept. |
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Term
|
Definition
| among 1st to adopt innovation |
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Term
|
Definition
| Take their time before deciding to accept |
|
|
Term
|
Definition
| Individuals who take even longer than the early majority. |
|
|
Term
| Name some of the most common databases |
|
Definition
| Behavioral risk factor surveillance system, Education resources info center, Pub Med |
|
|
Term
|
Definition
| Is the process that defines differences among subgroups within a population. Identifies a subgroup determines wants and needs of subgroups. |
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Term
|
Definition
| Behavior that impacts a person health. |
|
|
Term
|
Definition
| The process of educating people about health |
|
|
Term
|
Definition
| Refers to the necessity of matching multiple determinants of health education |
|
|
Term
|
Definition
| A professionally prepared individual who serves in a variety of roles and is specifically trained to use appropriate educational strategies and methods to facilitate the development of policies, procedures, interventions, and systems conducive to the h |
|
|
Term
|
Definition
| Any planned combination of educational political environment regulatory or organizational mechanism that support actions and conditions to healthy individuals, groups, and communities. |
|
|
Term
| What are the 3 F's of planning |
|
Definition
| Fluidity, Flexibility, Functionality |
|
|
Term
| What is a health educator? |
|
Definition
| A professionally prepared individual who serves to develop policies, procedures, interventions, and systems conducive to the health to individuals, groups, and communities |
|
|
Term
|
Definition
| Require ppl to answer ?'s about their health history, behavior, and screening results, i.e. blood pressure - Access of risk patterns (health status) i.e. breast self exams, HRAs, self-monitoring for skin cancer |
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Term
|
Definition
| The process of determining, analyzing, prioritizing needs and in turn identifying and implementing solution strategies is... |
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Term
|
Definition
| The process of designing the organization, implementation, and evaluation of a health education program. |
|
|
Term
|
Definition
| Measuring the degree to which a health education program accomplishes it's intended goal is... |
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|
Term
|
Definition
| knowledge, attitudes, beliefs, beliefs, perceptions, skills |
|
|
Term
|
Definition
| Level of education, social status, education on health issue |
|
|
Term
| What is the 1st step in planning an effective Health Education program? |
|
Definition
| Asses the community needs |
|
|
Term
| What steps are involved in assessing a community need/ |
|
Definition
| 1. Survey primary and secondary data 2. Resource Inventory |
|
|
Term
| What is the 1st step in completing a survey? |
|
Definition
|
|
Term
| Name some sources a Health educator would use to obtain information? |
|
Definition
| National health info clearing house and educational resource info center |
|
|
Term
| Name the 5 steps a health educator should use to provide info |
|
Definition
| 1. Assess 2. Assess resources 3. Determine which info sources meet needs 4. Assess the reliability, validity, and quantity 5. Present infor in easy to read format |
|
|
Term
| What is evidence based decision making? |
|
Definition
| Policy maker who practice evidence based decisions by making sure that they see hard evidence before they are willing to come to conclusions. |
|
|
Term
| What can be done to measure reading abilities? |
|
Definition
| Fry Readability scale SMOG FOG-Gunning Index Flesch-Kincaid |
|
|
Term
|
Definition
| Individuals who continue to resist innovation |
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|
Term
| What 3 organizations might you contact to speak to High School students |
|
Definition
|
|
Term
|
Definition
| Those behaviors that impact a person’s Health |
|
|
Term
|
Definition
| The process of educating people about health |
|
|
Term
|
Definition
| Any planned combination of educational, political, environmental regulatory or organizational mechanism that supports actions and conditions of living conducive to healthy individuals groups and communities. |
|
|
Term
|
Definition
| Refers to the necessity of matching multiple determinants of health education |
|
|
Term
|
Definition
| A professionally prepared individual who serves in a variety of roles and is specifically trained to use appropriate educational strategies and methods to facilitate the development of policies, procedures, interventions, and systems conducive to the health to individuals, groups, and communities. |
|
|
Term
|
Definition
| an assemblage of individuals and organizations from different backgrounds but with a common purpose; typically members are given different roles |
|
|
Term
|
Definition
| the agreed upon ethics and interest of a coalition or group of people unified by a common purpose |
|
|
Term
|
Definition
| The laying out of a series of task and objectives which will ultimately result in the achievement of long-term goals. |
|
|
Term
| Name the 5 important sections of a research report |
|
Definition
| Introduction, literature review, methodology, results, and conclusions/reccomendations/summary |
|
|
Term
|
Definition
| Is the degree to which a program is likely to achieve similar results when implemented in similar conditions. |
|
|
Term
|
Definition
| is the degree to which an instrument of measurement is applied to the appropriate object. |
|
|
Term
|
Definition
| Institutional Review Board |
|
|
Term
|
Definition
| measuring the degree to which a healht education program accomplishes its intended goals |
|
|
Term
|
Definition
| The means of gathering information about health-related attitudes, behaviors, enviornments. |
|
|
Term
|
Definition
| The things that are measured in an experiment; as much as possible, the variables in an experiment should be isolated and examined individually |
|
|
Term
|
Definition
| The degree to which an experiment or study measures what it intended to measure |
|
|
Term
|
Definition
| assembles a mass of numerical data for analysis. Easier to compare to other studies. |
|
|
Term
|
Definition
| is more subjective assesment of success of the program |
|
|
Term
|
Definition
| succinct summary of the program; inculdes a description of the purpose. |
|
|
Term
|
Definition
| a broad statement of the long term ambitions of the health education program |
|
|
Term
|
Definition
| the specific achievement that will contribute to the realization of the goal |
|
|
Term
|
Definition
| stands for Predisposing, Reinforcing, Enabling Constructs in Educational/Ecological Diagnosis and Evaluation__ Policy, Regulatory, and organizational Constructs in Educational and Enviornmental Development |
|
|
Term
|
Definition
| stands for Multilevel Approach to Community Health |
|
|
Term
| Name the 4 Phases of the PRECEDE portion of the PRECEDE-PROCEED model |
|
Definition
| Phase 1: Social Assesment Phase 2: Epidemological assesment Phase 3: Behavioral Assesment Phase 4: Educational/Ecological Assesment |
|
|
Term
| Impact Objective (Behavioral) |
|
Definition
| Students who attend a seminar tobacco use. |
|
|
Term
|
Definition
| Is the gathering of information about the population under study including general health status, health care and social services available. |
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|
Term
|
Definition
| Is the end result of the analysis. It involves a synthesis of the information gathered and the identification of the gaps of need between health problems and services. |
|
|
Term
| Name types of Primary Data Collection |
|
Definition
| Mail surveys, telephone surveys, In person face to face, Interviews |
|
|
Term
| What are some Completing a survey |
|
Definition
| Determine the objectives, define the population, determine the specific data to be collected, choose sampling size, determine the method of contacting individuals/collecting dat |
|
|
Term
|
Definition
| involve the use of agency records and interviews to establish who is providing what services, and the comprehensiveness and cointinuity of those services. |
|
|
Term
|
Definition
| Is used to gather data through direct surveillance |
|
|
Term
|
Definition
| Is a public meeting that bring people together to dicuss their perception of their health problems. |
|
|
Term
|
Definition
| Small group discussion with structured open-ended questions useful for obtaining information about feelings, opinions, perceptions, insights, beliefs, misconceptions, attitudes, and the receptivity. |
|
|
Term
|
Definition
| This process is highly structured it usually consist of small groups of 5 to 7 people. |
|
|
Term
|
Definition
| Things that are measured in an experiment should be isolated and examined individually |
|
|
Term
| 6 Stages of change/Transtheoretical model of behavior change |
|
Definition
| Precontemplatoin, contemplation, preparation/commitment, action, maintance, termination |
|
|
Term
|
Definition
| The degree to which an experiment or study measures what it intended to measure. |
|
|
Term
| 5th and final phase of the implementation process |
|
Definition
|
|
Term
|
Definition
| Assembles a mass of numerical data for analysis |
|
|
Term
|
Definition
| Combined Health Info Databases; by NIH |
|
|
Term
| Primary Prevention methods |
|
Definition
| Seek to avoid individual health problems |
|
|
Term
|
Definition
| Subjective assessment of the program. Educators use their judgement to evaluate the program as well. |
|
|
Term
| List the 6 stages of health communication |
|
Definition
| 1. Planning/selecting a strategy 2. Selecting appropriate materials 3. Developin/Pretesting 4. Implementation 5. Assessing Effectiveness 6. Feedback to improve program |
|
|
Term
| List the 6 stages of the marketing process |
|
Definition
| 1. Market analysis 2. Planning 3. Developing/Testing 4. Implementation 5. Assesing effectiveness 6. Feedback for refinement |
|
|
Term
|
Definition
| Society for Public Health Education – originally formed in 1950 |
|
|
Term
|
Definition
|
|
Term
| What is the 1st phase in the implementation process? |
|
Definition
| Encourage interest in the program |
|
|
Term
| Article I of the Code of Ethics for Health Education |
|
Definition
| Responsibility to the public. |
|
|
Term
|
Definition
| American School Health Association; K-12 education; journal of school health |
|
|
Term
|
Definition
| A CD-ROM by CDC to help planning process includes PRECEED-PROCEED/MATCH models |
|
|
Term
|
Definition
| the assumptions and beliefs of the community concerning health issues. |
|
|
Term
|
Definition
| The process of putting health education programs into action |
|
|
Term
| What is the third phase of the implementation process? |
|
Definition
|
|
Term
|
Definition
| Those actions which intend to improve knowledge and skills in the target community. |
|
|
Term
| What are the 6 main types of strategies used in a Health Education program. |
|
Definition
| 1. Health related 2. Health Communication 3. Community Mobilization 4. Health Engineering 5. Education 6. Health Policy |
|
|
Term
| PRECEDE has ______ phases |
|
Definition
|
|
Term
| Theory of planned behavior |
|
Definition
| Emphasizes the varying degrees of control that an individual will have over his/her behavior or attitude. --- show client they have ctrl over their behavior. |
|
|
Term
|
Definition
| Behavior asserts that individuals learn to behave in certain ways depending on the motivations/inhibitions in their environments--- increase the individuals feelings of self efficacy. |
|
|
Term
| There are _____ phases in the PROCEED model |
|
Definition
|
|
Term
|
Definition
| The organized distribution of health realted services to a specific population. |
|
|
Term
| What legal issues should be considered when planning and implementing a Health educaiton program. |
|
Definition
| Participants should sign waiver and notified about the potential risk. |
|
|
Term
|
Definition
| Directors of Health promotion and public education. |
|
|
Term
|
Definition
| American college of health associations |
|
|
Term
| What are the 4 p's of marketing? |
|
Definition
| Product, price, promtion, place |
|
|
Term
|
Definition
| Multilevel approach to community health |
|
|
Term
| What is Article II of the Code of Ethics |
|
Definition
| Responsibility to the profession |
|
|
Term
| The additional 4 p's of marketing mix? |
|
Definition
| Publics, partnerships, policy advocacy, purse strings |
|
|
Term
| What is the Health Communication Process Model |
|
Definition
| is a computerized templated into which educators can enter specific to determine yhr precise menu of services and promotion tools that will be most effective. |
|
|
Term
| What issue should be identified when implementing a program? |
|
Definition
|
|
Term
|
Definition
| Highly structed process in which few knowledgable rep the priority population. (5-7 people) |
|
|
Term
| What are the rules for a PSA? |
|
Definition
| Must be a streamline message; 15-30 seconds long; images should support and reinforce sounds; should target audience. |
|
|
Term
| The general practice of disseminating health information to the target population with the hope of making positive changes is... |
|
Definition
|
|
Term
|
Definition
| The means of publicizing and promotiong a health educaiton program to the members of the target community. |
|
|
Term
|
Definition
| All individuals that will be influenced by a Health Education program |
|
|
Term
| What is the health educators ultimate responsibility? |
|
Definition
| Is to provide information for the promotion and maintenance of health |
|
|
Term
| What 4 steps can be used when initiating a plan of action? |
|
Definition
| 1. Community organization 2.Pre-testing 3. Diversity Training 4. Effective leadership |
|
|
Term
|
Definition
| Individuals open to ideas first to accept. |
|
|
Term
|
Definition
| among 1st to adopt innovation |
|
|
Term
|
Definition
| Take their time before deciding to accept |
|
|
Term
|
Definition
| Individuals who take even longer than the early majority. |
|
|
Term
|
Definition
| Administrative process for administering services. |
|
|
Term
| List agencies that provide secondary data |
|
Definition
| National center for health statistics, centers for disease control and prevention, health and human services, u.s census bureau |
|
|
Term
|
Definition
| Changes the knowledge or skills of the target population evaluted through quizes, interviews, etc |
|
|
Term
|
Definition
| The health belief model for change seeks to explain why individuals perform certain health-related behaviors rather than others. |
|
|
Term
|
Definition
| Observable changes in health behavior from the target population |
|
|
Term
|
Definition
| Changes in the elements of the enviornment that affect health; direct measurement evaluation. |
|
|
Term
| What is the 4th phase of the implementation process? |
|
Definition
| Putting plans into action |
|
|
Term
| Article III of the Code of Ethics |
|
Definition
| Responsibility to your employer |
|
|
Term
| Name some of the most common databases |
|
Definition
| Behavioral rsik factor surveillance system, Education resources info center, Pub Med |
|
|
Term
|
Definition
| Is the process that defines differences among subgroups within a population. Identifies a subgroup determines watns and needs of subgroups. |
|
|
Term
| Article VI of the Code of Ethics |
|
Definition
| Responsibility to be fully prepared to discharge his/her duties |
|
|
Term
|
Definition
| Found in social cognitive theory that states that individual characteristics, behavior characteristics, and behavior enviornment are all intertwined. |
|
|
Term
|
Definition
| Changes in health and quality of life among the target population; evaluated by determining the degree to which the overall objectives to the program are being met. |
|
|
Term
| Behavioral (lifestyle) factors |
|
Definition
| attitude, cultural values, religion, and general level of education. |
|
|
Term
| What is the 2nd phase of the implementation process? |
|
Definition
| conduct a resource and task inventory. |
|
|
Term
|
Definition
| Behavior that impacts a person health. |
|
|
Term
|
Definition
| Any planned combination of educational political enviornment regulatory or organizational mechanism that support actions and conditions to healthy individuals, groups, and communities. |
|
|
Term
| What are the 3 F's of planning |
|
Definition
| Fluidity, Flexability, Functionality |
|
|
Term
| What is a health educator? |
|
Definition
| A professionally prepared individual who serves to develop policies, procedures, interventions, and systems conducive to the health to indiviuals, groups, and communities |
|
|
Term
|
Definition
| Access of risk paterns (health status) |
|
|
Term
|
Definition
| Process that generates consensus through a SERIES of questionnares administered via mail/e-mail. |
|
|
Term
| Resource inventories are... |
|
Definition
| Asses the availabiliyt of quality of health servies ina particular community. (analyze record, perform interviews, evaluate strengths, weakness) |
|
|
Term
|
Definition
| The process of determining, analyzing, prioritizing needs and in turn identifying and implementing solution strategies is... |
|
|
Term
|
Definition
| Community members are assembled to discuss a particular health issue. |
|
|
Term
|
Definition
| The process of designing the organization, implementation, and evaluation of a health education program. |
|
|
Term
| CBO-- Community Base organization |
|
Definition
| A non profit organization designed to improve life for the memebers of a community by providing some service like healthcare/education. |
|
|
Term
|
Definition
| Brief explanation of the general intent of a health eduation program. |
|
|
Term
| " THis health education program aims to eliminate cancer locally and globally" is an example of a ____. |
|
Definition
|
|
Term
|
Definition
| The specific achievements that will contribute to the realization of the goal. |
|
|
Term
| What does a need assesment include? |
|
Definition
| 1. Individuals and groups attitude 2. Current Knowledge 3. Rec 4. Relevant socioeconomic practice |
|
|
Term
| A Health educator is referred to as a _______ |
|
Definition
|
|
Term
|
Definition
| Access to health services |
|
|
Term
|
Definition
| Is the degree to which a program is likely to achieve similar results. |
|
|
Term
|
Definition
| Is the degree to which an instrument measurement is applied to the application. |
|
|
Term
|
Definition
| Access to health services |
|
|
Term
| Measuring the degree to which a health education program accomplishes it's intended goal is... |
|
Definition
|
|
Term
| Theory of Planned behavior TPB |
|
Definition
| Declares that the primary factor in behavior change is simply the intention to make the change. |
|
|
Term
| Teritary Prevention Methods. |
|
Definition
| Seek to mitigate the effects of negative health condition on the individual level. |
|
|
Term
| Level of education, social status, educatin on health issue |
|
Definition
|
|
Term
| What is the 1st step in planning an effective Health Education program? |
|
Definition
| Asses the community needs |
|
|
Term
| What are the main stages of adoption according to the Diffusion of Innovation Theory |
|
Definition
| 1. awareness 2. interest 3. Evaluation 4. Trial 5. Adoption |
|
|
Term
|
Definition
| A program planning process designed to influence voluntary behavior of a specific audience segment to acheive a social rather than financial objective. |
|
|
Term
| List the Health Education Code of Ethics |
|
Definition
| Article I: Repsonsibility to the public Article II: Repsonsibility to the profession Article III: Responsibility to your employer Article V: Responsibility in the delivery of H.E Article IV: Responsibiliyt in research and evaluation Article VI: Responsibility in professional preperation. |
|
|
Term
| Name 2 common sources for secondary data |
|
Definition
| Behavioral risk factor surveillance system, and Youth risk behavioral sureveillance system. |
|
|
Term
| What steps are involved in assesing a community need/ |
|
Definition
| 1. Survey primary and secodary data 2. Resource Inventory |
|
|
Term
| What is the 1st step in completing a survey? |
|
Definition
|
|
Term
|
Definition
| Use of strategies to inform and influence individual and community decisions to enhance health. (promotion, media, mail, and advertisments) |
|
|
Term
|
Definition
| Predisposing, reinforcing, enabling constructs in Educational/Ecological diagnosis and evaluation |
|
|
Term
| List the 5 key sections of a research report? |
|
Definition
| 1. Intro 2. Literature Review 3. Methodology 4.Results/Conclusions/reccomendations 5. Summary |
|
|
Term
|
Definition
| Is the attempt to persuade politicians and policy makers to change the governmental legislative policies that adversly affect health. |
|
|
Term
|
Definition
| The means of gathering information about health related attitudes, behaviors, and enviornments |
|
|
Term
| Secondary Prevention Method |
|
Definition
| Seek to diminsh health problems in a population of indivduals. |
|
|
Term
| List the 5 phases of the PROCEED model |
|
Definition
| Phase 1: Admin/policy assesment Phase 2: Implementation Phase 3: Process Evaluation Phase 4: Impact Evaluatoin Phase 5: Outcome Evaluation |
|
|
Term
| what does ERIC stand for? |
|
Definition
| Educational Resource Information center |
|
|
Term
|
Definition
| Data you collect yourself |
|
|
Term
|
Definition
| Professional opinion of health of the indivdual or community based on analysis. |
|
|
Term
|
Definition
| The process of assembling information about the individual group or community. |
|
|
Term
|
Definition
| Data that is collected by someone else. |
|
|
Term
|
Definition
| Succint summary of the program includes description of the purpose. |
|
|
Term
| Is a broad statement of long term ambition of a health eduation program |
|
Definition
|
|
Term
| The specific acheivents that will contribute to the realization of the goal. |
|
Definition
|
|
Term
| "This health education program seeks to reduce the adverse effects of smoking in the workplace" |
|
Definition
|
|
Term
| The State University will establish a smoking cessation program on campus. |
|
Definition
|
|
Term
| 'All incoming students will be required to attend a seminar on tobacco use" |
|
Definition
| Impact objective (behavioral) |
|
|
Term
| "The student health center will host guest speakers from the medical community " |
|
Definition
|
|
Term
| 'Students who attend the seminar must be able to identify the health risk associated with smoking" |
|
Definition
| Impact objective (learning) |
|
|
Term
| List and define the 4 phases of the PRECEDE model |
|
Definition
| Phase 1: Social Assesment Phase 2: Epidemological Phase 3: Behavioral Phase 4: Educational/Ecological Assesment |
|
|
Term
|
Definition
| Is laying out of long term goals and the task it will take to accomplish them. |
|
|
Term
| Name some sources a Health educator would use to obtain information? |
|
Definition
| National health info clearing house and educational resource info center |
|
|
Term
| Name the 5 steps a health educator should use to provide info |
|
Definition
| 1. Asses 2. Asses resources 3. Determine which info sources meet needs 4. Assess the reliability, validity, and quantity 5. Present infor in easy to read format |
|
|
Term
|
Definition
| Is the use of commericial marketing techniques to promote behavior that will improve society. |
|
|
Term
| What is evidence based decision making? |
|
Definition
| Policy maker who practice evidence based decisions by making sure that they see hard evidence before they are willing to come to conclusions. |
|
|
Term
|
Definition
| Educators work with lawmakers to make positive changes in government. |
|
|
Term
| What can be done to measure reading abilities? |
|
Definition
| Fry Readingability scale SMOG FOG-Gunning Index Flesch-Kincaid |
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Term
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Definition
| Individuals who continue to resist innovation |
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Term
| What grade level should health communication be geared to? |
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Definition
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Term
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Definition
| is when a health educator uses the media to publicize the need for changes to a health policy. |
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Term
| What 3 organizations might you contact to speak to High School students |
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Definition
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Term
| Priority population is used for ________ before implementation of a program. |
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Definition
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Term
| Cognitive abilities, values and attitudes, skills and capabilities are assessed on this group? |
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Definition
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Term
| Publicity, first meeting, and kick-off describe what event? |
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Definition
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Term
| Organizers, conductors, facilitators, and motivators are a part of what process? |
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Definition
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Term
| Health Educators must possess what skill when dealing with different ethnic groups? |
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Definition
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Term
| This group of people leads meetings, creates agendas, and strives to model effective group leadership? |
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Definition
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Term
| A set of responsibilities to employers, to the public, to the profession and in delevering health education? |
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Definition
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Term
| A program that is implemented in increments is known as? |
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Definition
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Term
| Workshops, skill development, incentives, and self-paced methods are used as? |
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Definition
| Behavior Change Activities |
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Term
| Getting target population to buy into the program is called? |
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Definition
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Term
| This process is putting the program into action? |
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Definition
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Term
| In order to improve a programs intervention and strategies these types of models and theories should be used? |
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Definition
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Term
| In order to successfully implement a program, you must have what kind of skills and knowledge? |
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Definition
| Ability to use technology, Timlines, Manage Resources, Evaluation skills |
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Term
| For Health Educators to remain on the cutting edge, they should know how to use what kinds of instructional technology? |
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Definition
| Basic Word Processing, Electronic Spreadsheets, Power Points, E-mail, Databases |
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Term
| True or False-It is not important for a health educator to know anything about the creation, processing and editing of images, audio, and video because these skills have nothing to do with health? |
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Definition
| False- The health educator should be media literate. |
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Term
| What are three types of Instructional Technology that can be used to reach the target audience? |
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Definition
| The computer, Cd's and Dvd's, Pictures from scanners and digital cameras. |
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Term
| What is the first and last steps out of the five Generic phases of implementation process in health education? |
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Definition
| Gain acceptance for the program, Ending or Sustaining the program |
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Term
| Phase four of the implementation process, "Put the plans into action", can be acheived through what three actions? |
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Definition
| Pilot-Testing, Phasing-in, Total Implementation |
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Term
| What two things do program planners need to consider when determining how long a program should run? |
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Definition
| 1. The program goals and objectives. |
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Term
| A set of interrelated concepts, definitions and propositions that present a systematic view of events or situations is known as? |
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Definition
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Term
| Generalized, hypothetical descriptions that draw on a number of theories to help understand a specific problem in a particular setting or context are known as? |
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Definition
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Term
| Behavioral capability, expectations, expectancies, self-control, emotional coping responses, reciprocal determinism, and self efficacy are major components of what theory? |
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Definition
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Term
| What model is often reffered to as the stages of change model? |
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Definition
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Term
| What is the first stage in the Transtheoretical Model? |
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Definition
| Precontemplation- The person is not intending to take action in the next six months; unaware or in denial about the problem. |
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Term
| When someone has zerop temptation to return to the old behavior and 100 percent self-efficacy they are in what stage of the Transtheoretical Model? |
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Definition
| Termination- The last stage of the Model |
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Term
| Perceived Susceptibility is a major component of what model? |
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Definition
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Term
| What Theory looks at a person's attitude toward the outcome, the social norms of people important in the person's life, and the person's level of self-confidence and behavioral control? |
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Definition
| Theory of Planned Behavior |
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Term
| The Diffusion of Innovations Theory describes? |
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Definition
| The rate at which a new program or activity will spread throughout a community. Community-Level |
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Term
| Establishing and maintaining a wide range of contacts in the community who can be called on when needed is known as? |
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Definition
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Term
| Health Educators use a grassroots approach to help the community by? |
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Definition
| Working with community leaders and members to initiate change. |
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Term
| The one-size-fits all approach in programs has been replaced by what? |
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Definition
| Tailored and targeted programs based on the ethnic and demographic characteristics of the population being served. |
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Term
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Definition
| True- In most situations, a variety of interventions and strategies will be needed. |
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Term
| Interventions focused on preventing a condition is? |
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Definition
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Term
| Secondary Prevention focuses on? |
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Definition
| Treating or limiting the condition |
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Term
| When developing implementation strategies it is important to remember what issues? |
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Definition
| Legal, Safety, and Ethnical Boundries |
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Term
| When considering Legal Issues what should be used to inform participants about the aspects of the program? |
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Definition
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Term
| Location, Lighting, Parking Facilities, Condition of Equipment, and Availability of Medical Assistance are examples of what issues? |
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Definition
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Term
| When developing and conducting interventions it is imperative that the health educator acts according to? |
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Definition
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