Ches implementation lecture(1)


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  • Welcome to area of responsibility III, implementing health education. We will discuss competency 3.1, which is implementing a plan of action. Your collaborating health educators are Ellen Ashley, Olivia Jackson-Lewis, Natoya Goode, Tia Jackson, BrandaMlo, Nakia Martin Wright. Thank you for your time.
  • An action plan for program implementation describes how goals and objectives will be achieved, identifies resources needed and defines how responsibilities will be assigned.
  • Attention to the 5 generic phases of the implementation process are important to ensure success of your program. Acceptance by your target population and by the people who deliver your program is critical, as well as making sure you specify what tasks you need to perform and estimating what resources you will need, including personnel, space, equipment and supplies. Then, put those plans into action! Hopefully we can make a difference and our rewards will be improved health for the community or the individual. Finally, we determine how long a program should run by considering the program outcomes, the type of resources needed and what support from the community partners.
  • When you are implementing a plan of action, there are many steps involved. These steps, or sub-competencies, are crucial for a health educator to master. Not only do we assess readiness of the community to implement a program on the individual level, but we consider it at the community level as well. We help facilitate cooperation among key stakeholders in order to increase the effectiveness of our program for maximum benefit of the target population. We use data that we collect or use valid secondary data sources to set a baseline from which we can measure the effectiveness of our program. Using proven behavioral theories and models of implementations to plan programs that use various intervention strategies that demonstrate cultural competency is a key component in this sub-competency.
  • A good Health educator should strive to be an effective communicator and expert networker. Fostering relationships among stakeholders helps to build your capacity and broaden your resources to help make your program successful.
  • In order to prove the effectiveness of your program and its impact on your target population, it is important to study your outcomes. But in order to see if you have made an improvement, you must see where you are starting. Baseline data will give you a starting point from which to prove you have met your goals.
  • It is extremely important to always consider your audience when you plan your health education strategies. An good health educator practices cultural competency and considers literacy levels among their target population in order to deliver the most effective interventions.
  • Because human behavior is so multi faceted, many different strategies are needed to effect change. Some interventions may be focused on individual change, some on organizational change while others tackle community change. Keeping yourself educated about changing technology will assure you reach the widest possible audience.
  • Health messages should appeal to your audience’s needs, preferences and health concerns. Tailored messages should be focused on your target population, preferably using information obtained from them.
  • Theories serve as guides to human behavior and can give us a good idea of how we can expect people to act. Models draw from a number of theories to help understand how to deal with certain problems in certain contexts. They both allow health education specialists to be able to choose different strategies based on the knowledge of their constructs.
  • The ecological models take into account the interaction of the individual and environment. Health educators must be aware of strategies for policy and environmental change in addition to individual behavioral change strategies.
  • In order to launch a plan of action, many people must be involved, not just the health education specialist. The ability to form these crucial relationships will be helpful for them in the planning and allocating of time and resources.
  • We invite you to check out our crossword puzzle and check your understanding.
  • Ches implementation lecture(1)

    1. 1. Area of Responsibility III Implement Health Education Ellen Ashley, Olivia Jackson-Lewis, Natoya Goode, Tia Jackson, Branda Mlo, Nakia Martin-Wright
    2. 2. Implement a plan of action 3.1 Lecture
    3. 3. The 5 generic phases of implementation process in health education 1. Engage key individuals and organizations to adopt an intervention or program 2. Specify tasks and estimate resources 3. Establish a system for program management 4. Put the plans into action 5. End or sustain an intervention or program
    4. 4. Implement a plan of action 3.1 Sub-competencies  Assess readiness for implementation  Collect baseline data  Use strategies to ensure cultural competence in implementing health education plans  Use a variety of strategies to deliver a plan of action  Promote plan of action  Apply theories and models of implementation  Launch plan of action-Pilot testing and Phasing-In
    5. 5. Levels of Readiness There are several variables Health Education specialists should consider to determine organizational and individual levels of readiness for program implementation:  Program goals and objectives  Characteristics of local and/ or professional groups, communities or organizations experienced in delivering the intervention strategies  Capacity of stakeholders
    6. 6. What is Baseline data? Baseline data is the starting point or initial status of health indicators prior to implementation. Base line data is significant in program implementation because it provides the beginning measures for evaluating changes associated with the program goals
    7. 7. Reception of the instruction Cultural competency is the ability of health organizations and practitioners to recognize cultural beliefs, value, attitudes, traditions and languages. If interventions cannot be offered in other languages, when addressing health literacy, they should aim to instead improve reception of the instruction.
    8. 8. Using a Variety of Strategies  Blogs  Podcasts  Feeds  Social Networking  Video Sharing  Client/Provider/Systems Centered
    9. 9. Promote Plan of Action Consider your audience.... One size does NOT fit all!
    10. 10. Behavioral Theories Theory Description Social Cognitive Theory Learning is an interaction between a person and his or her environment, cognitive processes, and behavior Transtheoretical Model/Stages of Change Incorporates components of many theories. It is useful in that planned interventions can target people where are are in their motivation for a behavior. Health Belief Model An individual level model with six major constructs thought to affect behaviour change: perceived susceptibility, perceived severity, perceived benefits, perceived barriers, cues to action and self efficacy These theories recognize behavioral intention as key in Theory of Reasoned Action/Theory of determining behavior and assume that behavior change is influenced by a person's attitude toward the outcome and the Planned Behavior social or subjective norms of people important in the person's life.
    11. 11. Health promotion strategies There are five levels of health promotion strategies posed by ecological models: Individual 2. Interpersonal 3. Organizational 4. Community 5. Public Policy 1.
    12. 12. Organizational relationship 4 types of organizational relationship: 1. Networking 2. Coordinating 3. Cooperating 4. Collaborating
    13. 13. Game time!  This crossword puzzle is designed as an interactive activity to help you understand the concepts of implementation. Click below to aid your understanding of this competency ssword.cgi?cmd=solve&filefrag=2013.10/2717/271 73018.056.html
    14. 14. Quiz Me! You've just watched and participated in the lecture and activity about implementing a plan of action. Now let's test your knowledge in a ten question Jeopardy quiz on the next PowerPoint!