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| Eclectic, creative, simplified, miniaturized applications of concepts toward addressing problems |
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| Set of interrelated concepts, definitions, and propositions that present a systematic view of events or situations by specifying relations among variables in order to explain and predict the events or situations |
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| Predisposing, reinforcing, enabling constructs in educational/ ecological diagnosis and evaluation |
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| Policy, regulatory, and organizational constructs in educational and environmental development |
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| Expert methods for planning and organization within everyone’s reach |
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Social Assessment
Epi Assessment
Behavior & Environment
Admin & Policy |
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| Some Limitations of the PRECEDE-PROCEED Model (4) |
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Definition
Too comprehensive to be applied in a reasonable time period at a setting?
Requires heavy financial and human resource input to become functional
Mixture of several theories
Comparative studies lacking |
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| Planning model developed in the mid-1980s by the Centers for Disease Control and Prevention (CDC) in partnership with state and local health departments and several community groups |
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| Five key elements of the PATCH model |
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Community members participate in the process
Data guides the development of programs
Participants develop a comprehensive health promotion strategy
Evaluation emphasizes feedback and program improvement
Community capacity for health promotion is increased |
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| goal selection, intervention planning, program development, Implementation Preparations, evaluations |
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| Four parts of goal selection |
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Select health status goal
Select high-priority target pop(s)
Identify health behavior goals
Identify environmental factor goals |
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| Four parts of intervention planning |
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Definition
Identify the targets
Select objectives
Identify mediators of objectives
Select approaches |
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| Four parts of program development |
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Create program units or components
Select or develop curricula & create guides
Develop session plans
Create or acquire instructional materials, products, & resources |
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| Two parts of implementation preparations |
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Facilitate adoption, implementation, and maintenance
Select and train implementers |
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| Three steps of evaluation |
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Step 1: Conduct process evaluation
Step 2: Measure impact
Step 3: Monitor outcomes |
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Needs assessment or problem analysis
Creating matrices of change objectives
Selecting theory-based intervention methods and practical strategies
Translating methods and strategies into an organized program
Planning for adoption, implementation, and sustainability of the program
Generating an evaluation plan |
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| Assessment Protocol for Excellence in Public Health is a form of |
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| APEPH leads to development of |
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Focuses on local health department’s capacity and the community’s actual and perceived needs
Helps a local health dept. build its relationship with other local gov’t agencies, and community, state, and federal agencies
Provides a protocol through which a health department can assess health needs, set priorities, develop policy, and ensure that health needs are met
Fits local situations and resources |
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Organizational capacity assessment
Community process
Completing the cycle |
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Problem definition and description
Define the problem and consider resources
Problem analysis
Set goals
Communication program planning
Choose primary and secondary target audiences and set communication objectives
Program and evaluation development
Program implementation and management
Feedback |
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