Term
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Definition
| In order to achieve state objectives a planner needs to utilize: |
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Term
| Name the six strategies used in health education programs: |
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Definition
| Educational, health engineering, community mobilization, health communication, health policy and enforcement, and health-related community service strategies. |
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Term
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Definition
| Activities associated with classroom-based courses, workshops, distance learning courses or seminars. |
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Term
| Health Engineering Strategies |
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Definition
| I.E. Environmental changes, change the environment in which people live or work |
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Term
| Community Mobilization Strategies |
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Definition
| Involve participants in the change process- build coalitions and lobby. Community organization, building, and advolcacy |
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Term
| Health Communication Strategies |
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Definition
| All types of communication channels. Create awareness, impact knowledge, and attitudes. Provide cues to action. |
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Term
| Health Policy and Enforcement Strategies |
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Definition
| Mandate actions through laws, regulation,s policies, or rules.Justified on the basis of "the common good" |
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Term
| Health-related Community Service Strategies |
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Definition
| Includes services, tests or treatment to improve the health of the priority population. (health fairs) |
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Term
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Definition
| Health Insurance Portability and Accountability Act. Ensures confidentiality of patients and employees health status from people who do not make medical decisions. |
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Term
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Definition
| Ethical principles of Health Education Specialists, helps to ensure that the integrity and ethics of the profession are upheld. |
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Term
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Definition
| Ability of an individual to understand and respect values, attitudes, beliefs and morals that differ across cultures and to consider and respond appropriately to these differences in planning, implementing, and evaluating health education and promotion programs and interventions. |
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Term
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Definition
| Ensures that messages and images are clear and consistent, culturally relevant, and motivational. Helps refine a program to increase likelihood of success. |
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Term
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When determining what or how much information will be used in a program one must consider what things (7)? |
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Definition
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o Needs assessment data
- Culture
- Literacy level and language
- Previous experience
- Budget
- Time
- space
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Term
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What 3 things should a plan of instruction focus on? |
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Definition
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Continuity, sequence, and integration |
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Term
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To facilitate the learning process, education specialist should…. |
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Definition
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Focus on increasing participant’s motivation to learn. |
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Term
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Using several what increases ability to retain knowledge? |
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Definition
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Term
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Why is it important to provide an appropriate learning environment? |
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Definition
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To keep distractions to a minimum. |
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Term
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People learn only when they are BLANK and BLANK ready? |
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Definition
| Physically and Emotionally |
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Term
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Why is it important to establish relevance of information? |
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Definition
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People tend to learn what they perceive is important to them. |
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Term
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Why is it important to use repetition? |
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Definition
| Learning is enhanced when information is repeated several times in a variety of ways. |
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Term
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What order should educator’s present information? |
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Definition
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Start with the known and move to the unknown. |
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Term
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What pace should educator’s present information? |
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Definition
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Whatever is appropriate to meet the needs of the participants. |
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Term
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Why should educators generalize information? |
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Definition
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Learning is more likely to happen is information can apply to more than one setting or situation. |
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Term
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What two ways do we use logic models? |
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Definition
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To show stakeholders and to evaluate |
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Term
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What is the best way to show stakeholders how planning, implementing, and evaluating all fit together? |
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Definition
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Term
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Basic logic models have what 3 components? |
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Definition
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Inputs, outputs, and outcomes. |
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Term
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Definition
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resources used in a program. (Human resources, funding, equipment, supplies) |
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Term
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Definition
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Activities or interventions in a program. (Products, services, and infrastructure) |
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Term
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Definition
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Term
| What is a short-term outcome? |
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Definition
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An immediate change. (Change in awareness, attitude, knowledge, or skill) |
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Term
| What is a mid-term outcome? |
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Definition
| Change in behavior or environment. |
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Term
| What is a long term outcome? |
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Definition
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Better quality of life, risk reduction, change in health status. |
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Term
| The originators of the PRECEDE-PROCEED model |
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Definition
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Term
| The most widely used program planning model |
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Definition
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Term
| The 8 phases of PRECEDE-PROCEED |
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Definition
Phase 1: Social assessment
Phase 2: Epidemiological assessment
Phase 3: Educational and ecological assessment
Phase 4: Administrative and policy assessment
Phase 5: Implementation
Phase 6: Policy evaluation
Phase 7: Impact evaluation
Phase 8: Outcome evaluation |
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Term
Social Assessment
What phase of PRECEDE-PROCEED is this?
What occurs during this phase? |
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Definition
Phase 1
Defining the quality of life of the priority population |
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Term
Epidemiological Assessment
What phase of PRECEDE-PROCEED is this?
What occurs during this phase? |
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Definition
Phase 2
Identifying the health problems of the priority population, and determining/prioritizing behavior (individual) and environmental (external) risk factors associated with the health problem |
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Term
Educational and Ecological Assessment
What phase of PRECEDE-PROCEED is this?
What occurs during this phase? |
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Definition
Phase 3
Determine predisposing, enabling and reinforcing factors |
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Term
| Sierra conducts an assessment evaluating the culture, income levels, social support, housing, and education of the of the priority population. What phase of the PRECEDE-PROCEED model does this demonstrate? |
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Definition
| Phase 1: Social Assessment |
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Term
| Clark wants to identify health problems that affect citizens of Utah County. What type of assessment should he use from the PRECEDE-PROCEED model? |
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Definition
| Phase 2: Epidemiological Assessment |
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Term
| Craig wants to learn more about Orem teenagers who smoke. He would like to know their knowledge about smoking, ways to help them quit, and factors that would encourage them to discontinue smoking. What type of assessment should he use from the PRECEDE-PROCEED model? |
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Definition
| Phase 3: Educational and Ecological assessment |
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Term
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Definition
| Individual knowledge and affective traits |
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Term
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Definition
| Factors that make possible a change in behavior, such as a safe walking trail enabling an individual to begin an exercise routine. |
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Term
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Definition
| Feedback and encouragement for a changed behavior, perhaps rewards |
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Term
| Laurel uses the _________________ assessment from the PRECEDE-PROCEED model to determine her ability to carry out the program, which includes number of staff available and funding. |
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Definition
| Phase 4: Administrative and policy assessment |
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Term
| Shannon begins the "Buckle Up" program in Highland elementary schools. What phase of the PRECEDE-PROCEED model does this represent? |
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Definition
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Term
| Bryant conducts an evaluation during the "Click It or Ticket" campaign to determine the quality of the program and to decide if adjustments need to be made. What phase of the PRECEDE-PROCEED model does this represent? |
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Definition
| Phase 6: Process evaluation |
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Term
Administrative and policy assessment
What phase of PRECEDE-PROCEED is this?
What occurs during this phase? |
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Definition
Phase 4
Determine the resources (funding, staff, etc...) available for the program |
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Term
Implementation
What phase of PRECEDE-PROCEED is this?
What occurs during this phase? |
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Definition
Phase 5
Select strategies and activities; begin program |
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Term
Process Evaluation
What phase of PRECEDE-PROCEED is this?
What occurs during this phase? |
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Definition
Phase 6
Document program feasibility |
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Term
Impact Evaluation
What phase of PRECEDE-PROCEED is this?
What occurs during this phase? |
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Definition
Phase 7
Assess the immediate effect of an intervention |
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Term
| After the implementation of the "Get up and Go" program 5 years ago, Jake notices a 7% decrease in obese elementary school students. What phase of the PRECEDE-PROCEED model does this represent? |
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Definition
| Phase 8: Outcome Evaluation |
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Term
Outcome Evaluation
What phase of PRECEDE-PROCEED is this?
What occurs during this phase? |
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Definition
Phase 8
Determines whether long-term program goals were met |
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Term
| What does MATCH stand for? |
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Definition
| Multilevel Approach to Community Health |
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Term
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Definition
| a program planning process designed to influence the voluntary behavior of a specific audience to achieve a social, rather than a financial, objective. |
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Term
| What is the "marketing mix"? |
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Definition
| The 4 P's. Price, Place, Promotion and Product |
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Term
Determine the outcomes to be achieved.
EX: Changing behavioral risks, modifying environmental characteristics, influence public policies, or raise awareness among the media. |
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Definition
| Prior to data collection activity, researchers and practitioners must: |
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Term
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Definition
| Data collection will waste both financial and human resources without: |
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Term
Human resources (what skills do the have)and
Tangible resources(Computers, paper, writing implements, office space, transportation) |
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Definition
| What resources are needed to achieve the desired objectives? |
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Term
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Definition
| Whenever there is an opportunity, a health education specialist should always be prepared to present health education into other_______? |
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Term
| The aid of planning models, and incorporate theory when the intervention is created. |
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Definition
| The most effective health education programs will be planned with: |
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Term
Healthy People 2020,
National and state standards and benchmarks for school health education, and agency/ organization mission statements. |
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Definition
| What are some documents that can be consulted when planning for program development? |
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Term
| 2.5.1 Identify factors that foster or hinder implementation: |
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Definition
| here are many potential barriers to the implementation of health education programs, which should be anticipated early in the planning process. Barriers might include lack of community support, agency administration support, or funding. other barriers might be an over-extended Health Education Specialist with limited time for program planning, a lack of coordination of resources within the community, or territorial issues among local agencies. |
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Term
| 2.5.2 Analyze factors that foster or hinder implementation: |
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Definition
| although a program may be fully funded and perfectly designed, there may be factors that affect implementation, either negatively or positively. For example, a target audience may be reluctant to participate in a program, such as families who refuse to allow fire fighters to enter their home to conduct a home safety check or install free smoke alarms. These families may fear scrutiny of their living situation by authority figures. In addition, there may not be enough time for Health Education Specialist to carry out a program in its entirety due to scheduling changes of personnel or budget cuts due to an eroding tax base in a declining economy. In other instances, the target audience may be highly receptive to the program, such as parents who voluntarily attend a car seat checkup event shortly after the birth of their child. Health Education Specialist need to seize this "teachable moment" to recognize and take advantage of the educational opportunity, in this case, to ensure that parents appropriately restrain their infant. |
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Term
| 2.5.3 Use findings of pilot to refine implementation plans as needed: |
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Definition
| pilot studies can provide enormous benefit in ensuring that program design and implementation are sound. Oftentimes, however, real-world experience indicates that the program needs to be refined to truly be effective. In a pilot study, it might be found that content could not be delivered in the specific time period, the audience could not understand certain concepts, or the method of instruction was not the most preferred method for participants. Health Education Specialist should take information from the pilot study to modify content or delivery method for full implementation of the program. |
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Term
| 2.5.4 Develop a conducive learning environment |
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Definition
| Environments conducive to learning have both psychological and physical characteristics. Psychologically, students must feel comfortable with the pace of teaching, mix of didactic and experiential instruction, and methods of examination. Other factors affecting the learning environment include meaningfulness, open community, learning aids and consistency. Physically, the learning environment must be clean, safe, lighted, well-equipped with furniture in good repair and adequate audiovisual equipment, and heated or cooled to the right temperature. Clients or participants of a health education program may associate comfort with what is learned. Health Education Specialist should strive to ensure that their students are instructed in a conducive learning environment and should make learning satisfying. |
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Term
| Informed Consent (sometimes called waiver of liability or release of liability) |
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Definition
| requires: “(1) disclosure of relevant information to prospective subjects about the research [program]; (2) their comprehension of the information; and (3) their voluntary agreement, free of coercion and undue influence, to research [program] participation (NIH, 2006, para. 1).” |
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Term
| Obtaining Informed Consent |
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Definition
1. Explain nature and purpose(s) of the program
2. Inform program participants of any inherent risks or dangers associated with participation and any possible discomfort they may experience
3. Explain the expected benefits of participation
4. Inform participants of alternative programs (procedures) that will accomplish the same thing
5. Indicate to the participants that they are free to discontinue participation at any time. |
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Term
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Definition
| situations where competing values are at play and program planners need to make a judgment about what is the most appropriate course of action. |
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Term
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Definition
| acknowledges the dignity and autonomy (i.e. freedom) of individuals, and requires that people with diminished autonomy (e.g., children, mentally disabled, and people with severe illness) be provided special protection. |
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Term
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Definition
| "DOING GOOD" requires program planners to protect participants by maximizing anticipated benefits and minimizing harms. |
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Term
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Definition
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Term
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Definition
| requires that program planners treat participants fairly |
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Term
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Definition
| failing to act as a prudent (reasonable) person would |
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Term
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Definition
| Not doing something when you should, such as failing to warn program participants of the inherent danger in participation |
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Term
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Definition
| doing something you should not be doing, such as leading an aerobic dance program when you are not trained to do so. |
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Term
| HIPPA (Public Law 104-191) |
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Definition
| Rule of Law that sets national standards that health plans, healthcare clearinghouses, and health care providers who conduct certain health care transactions electronically must implement to protect and guard against the misuse of individually identifiable health information. |
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Term
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Definition
| exists when no one, including the planners, can relate a participant’s identity to any information pertaining to the program |
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Term
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Definition
| exists when planners are aware of the participants’ identities and have promised not to reveal those identities to others. |
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Term
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Definition
| failure to implement the health education intervention properly |
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Term
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Definition
| often defined on the basis of specific activities of daily living, work, and other functions essential to full participation in community-based living |
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Term
| Steps for an effective coalition: |
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Definition
1 analyze the issue or problem on which the coalition will focus
2 create awareness of the issue
3 conduct initial coalition planning and recruitment
4 develop resources and funding for the coalition
5 create a coalition infrastructure
6 elect coalition leadership
7 create an action plan |
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Term
| Possible obstacles to obtain input from member of the planning committee |
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Definition
-lack of time
-lack of awareness
-lack of transportation
-communication capabilities
-lack of interest |
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Term
| Recommendations to remove obstacles to obtain input from members of the planning committee |
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Definition
-make personal contact with key representatives
-provide incentives for participation
-choose easily accessible meeting locations
-conduct training programs for them |
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Term
| Key participants from the priority population who can offer support to program planners: |
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Definition
-local elected officials
-clergy
-influential members of the community
-community-based organizations
-local departments of health or related agencies
-print journalists and broadcast media representatives |
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Term
| A planning committee may consist of the following: |
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Definition
-representatives from all segments of the priority population
-active community members
-influential members of the community
-representatives of the sponsoring agency
-stakeholders
-effective leaders |
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Term
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Definition
| The people who control both formally and informally, the political climate of the community and help an “outsider” gain access to the community |
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Term
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Definition
| being aware of cultural differences within a community and effectively working within the the cultural context of the community is |
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Term
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Definition
| the person or (persons) who initially recognizes an issue in a community and gets community organizing started. Not necessarily the primary organizer. |
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Term
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Definition
| Bottom-up efforts of people taking collective actions on their own behalf, and they involve the use of a sophisticated blend of confrontation and cooperation in order to achieve their ends. Those within the community who are responsible for organizing. |
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Term
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Definition
| the process by which community groups are helped to identify common problems or goals, mobilize resources, and in other ways develop and implement strategies for reaching the goals they have collectively set |
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Term
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Definition
| orientation to community that is strength based rather than need based and stresses the identification, nurturing, and celebration of community assets. |
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Term
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Definition
| The people for whom the program is intended |
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Term
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Definition
| individuals who receive the intervention or participate in the program |
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Term
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Definition
| those who have authority to approve a plan. (ex. administrator of an organization, governing board, chief executive officer) |
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Term
| Health coaching is an example of what type of communication? |
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Definition
| Intrapersonal Communication |
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Term
| Support groups are an example of what type of communication? |
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Definition
| Interpersonal Communication |
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Term
| What are the 4 primary communication channels? |
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Definition
1. Intrapersonal communication
2. Interpersonal communication
3. Organization and community
4. Mass media |
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Term
| Church Bulletins, company newsletters and community activities use what type of communication? |
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Definition
| Organization and community |
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Term
| A PSA is a form of what type of communication? |
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Definition
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Term
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Definition
| a Method for message dissemination to the priority population |
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Term
| To identify a priority population you should use a |
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Definition
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