This document outlines the implementation of health education plans. It discusses the five generic phases of implementation including engaging key individuals, specifying tasks and resources, establishing management systems, putting plans into action, and sustaining interventions. It also covers assessing readiness, collecting baseline data, ensuring cultural competence, delivering plans using various strategies, promoting plans of action, applying implementation theories and models, and pilot testing plans. Levels of readiness, the purpose of baseline data, cultural competency strategies, behavioral theories, health promotion strategies, and organizational relationships are defined. An interactive crossword puzzle and Jeopardy quiz are proposed to aid understanding.
Promoting health with campus substance use policyhealthycampuses
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This resource is the first in a series of discussion papers from CARBC that offers a potential framework for guiding thought and action on substance use policy. Dan Reist, Assistant Director, and Tim Dyck, Research Associate, encouraged 2017 SUMMIT participants to carefully consider the broad theoretical perspective of the frame, and then confer with colleagues on how it might be applied to policies within their own campus community context. The framework echoes the Okanagan Charter’s call to adopt an approach to campus well-being that promotes holistic health in all aspects of campus culture and makes it an integral, vital consideration in all policy initiatives.
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To chart a milestone-by-milestone map of an aspirational campus mental health strategy, participants at the 2017 SUMMIT followed the University of Calgary’s journey through the development, implementation, and ongoing evaluation of its strategy.
CORE Group Fall Meeting 2010. The Program Assessment Guide, Structuring Contextual Knowledge and Experience to Improve the Design, Delivery and Effectiveness of Nutrition Interventions.
The potential of the case study method to understand the heterogeneity of eff...valéry ridde
Presentation by Loubna Belaid (Université de Montréal).
Global Health Workshop: Methods For Implementation Science in Global Health.
http://www.equitesante.org/implementation-science-methods-in-global-health/
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PUH 5304, Health Behavior 1 Course Learning OutcomVannaJoy20
PUH 5304, Health Behavior 1
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
5. Examine health behavior intervention strategies.
5.1 Assess the many aspects that accompany intervention planning such as goals and objectives,
setting, community resources, and timelines.
5.2 Identify an intervention strategy that relates to intervention implementation within a community.
Course/Unit
Learning Outcomes
Learning Activity
5.1
Unit Lesson
Chapter 12
Unit VI Assignment
5.2
Unit Lesson
Chapter 12
Unit VI Assignment
Reading Assignment
Chapter 12: Translating Research to Practice: Putting “What Works” to Work
Unit Lesson
In Unit V, we addressed how theories and models such as the social cognitive theory, the health behavior
model, and the theory of planned behavior play a role in intervention planning. This unit, we will build on the
foundation of theories and models and look at how to be strategic in determining interventions. The reading
highlights the concerns that health educators should have as it relates to the design and evaluation process to
determine the successfulness of interventions for a given health behavior.
Intervention Strategizing
When a health educator is developing an intervention strategy to help with a particular health behavior, there
are a few key factors to consider: identifying the target population, selecting a setting, setting goals and
objectives, and identifying resources and a timeline. Each of these factors are a concern for health educators
when developing interventions (Powell et al., 2017).
Target population: Who are you planning the intervention for? Are there any special needs? For instance,
adolescents have special needs because they are in school during the day, so an intervention for them would
need to be after school, on the weekend, or through the school. An intervention for seniors should be held
during the day because seniors normally shy away from being out at dusk or dark. If the intervention were for
the working population, there would be better attendance in the evenings or weekends. The goal with
determining the population for the intervention is to think of alleviating any barriers that may affect most of the
population (Powell et al., 2017).
Setting: Where will the intervention be held? Is there handicap access for seniors or elevator accessibility? Is
the location easily accessible? Is there public parking? What is the room reservation process? Is the setting
outdoors, and if so, are there backup plans in case of bad weather? As the health educator, you should take
into account the best setting to meet the needs of the population that has been identified (Nilsen, 2015).
UNIT VI STUDY GUIDE
Interventions for Health Behavior
PUH 5304, Health Behavior 2
UNIT x STUDY GUIDE
Title
Goals/Objectives: The health educator should be clear on the goals and objectives of ...
CORE Group Fall Meeting 2010. The Program Assessment Guide, Structuring Contextual Knowledge and Experience to Improve the Design, Delivery and Effectiveness of Nutrition Interventions.
The potential of the case study method to understand the heterogeneity of eff...valéry ridde
Presentation by Loubna Belaid (Université de Montréal).
Global Health Workshop: Methods For Implementation Science in Global Health.
http://www.equitesante.org/implementation-science-methods-in-global-health/
A Conversation on Care Coordination for Children with Medical Complexity: Who...LucilePackardFoundation
Care coordination is an important approach to addressing the fragmented care that children with medical complexity often encounter. What are optimal care coordination services? How does care coordination intersect with care integration and case management? Learn best practices and how to implement a process that will achieve improved outcomes and value for children with special health care needs and their families.
Creative Disruption in Medical Education: 4 ExamplesJanet Corral
Keeping educational evidence and theory at the forefront, this presentation asks health professions educators to re-imagine how health professions education might evolve while judiciously incorporating technology into clinical and classroom experiences. Focusing on competent health care providers as our graduates, we don't let tech rule - we rule tech!
Introducing Child Protection Case Supervision for Community MidwifesBASPCAN
Fiona Feilberg, Senior Lecturer Robert Gordon University
Phyllis Smart, Nurse Consultant Child Protection NHS Grampian
Patrick Walker, Senior Lecturer Robert Gordon University
PUH 5304, Health Behavior 1 Course Learning OutcomVannaJoy20
PUH 5304, Health Behavior 1
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
5. Examine health behavior intervention strategies.
5.1 Assess the many aspects that accompany intervention planning such as goals and objectives,
setting, community resources, and timelines.
5.2 Identify an intervention strategy that relates to intervention implementation within a community.
Course/Unit
Learning Outcomes
Learning Activity
5.1
Unit Lesson
Chapter 12
Unit VI Assignment
5.2
Unit Lesson
Chapter 12
Unit VI Assignment
Reading Assignment
Chapter 12: Translating Research to Practice: Putting “What Works” to Work
Unit Lesson
In Unit V, we addressed how theories and models such as the social cognitive theory, the health behavior
model, and the theory of planned behavior play a role in intervention planning. This unit, we will build on the
foundation of theories and models and look at how to be strategic in determining interventions. The reading
highlights the concerns that health educators should have as it relates to the design and evaluation process to
determine the successfulness of interventions for a given health behavior.
Intervention Strategizing
When a health educator is developing an intervention strategy to help with a particular health behavior, there
are a few key factors to consider: identifying the target population, selecting a setting, setting goals and
objectives, and identifying resources and a timeline. Each of these factors are a concern for health educators
when developing interventions (Powell et al., 2017).
Target population: Who are you planning the intervention for? Are there any special needs? For instance,
adolescents have special needs because they are in school during the day, so an intervention for them would
need to be after school, on the weekend, or through the school. An intervention for seniors should be held
during the day because seniors normally shy away from being out at dusk or dark. If the intervention were for
the working population, there would be better attendance in the evenings or weekends. The goal with
determining the population for the intervention is to think of alleviating any barriers that may affect most of the
population (Powell et al., 2017).
Setting: Where will the intervention be held? Is there handicap access for seniors or elevator accessibility? Is
the location easily accessible? Is there public parking? What is the room reservation process? Is the setting
outdoors, and if so, are there backup plans in case of bad weather? As the health educator, you should take
into account the best setting to meet the needs of the population that has been identified (Nilsen, 2015).
UNIT VI STUDY GUIDE
Interventions for Health Behavior
PUH 5304, Health Behavior 2
UNIT x STUDY GUIDE
Title
Goals/Objectives: The health educator should be clear on the goals and objectives of ...
A Re-Introduction to Health Education and the knowledge in it
purpose
dimension
aspects
importance
The Change, its process and management
The Education Process
The Teaching Strategies
QUESTION 1What are the main streams of influence, according to.docxmakdul
QUESTION 1
What are the main streams of influence, according to the Theory of Triadic Influence? Please provide examples factors/attributes that belong to each of those streams. What is the relationship/correlation between each of those streams?
Your response should be at least 200 words in length.
QUESTION 2
The PRECEDE-PROCEED approach has several key assessment/diagnosis phases. Please describe the epidemiological assessment. What are some key sources of data used in this assessment? Which main questions is this assessment is trying to address/answer?
Your response should be at least 200 words in length.
QUESTION 3
What specific questions the evaluators are bringing forward as they are trying to collect the necessary evaluation data? What are the three main types of evaluation discussed in the PRECEDE-PROCEED approach? What is each of them trying to identify, measure, evaluate?
Your response should be at least 200 words in length.
QUESTION 4
What are some of the key assumptions behind the PRECEDE-PROCEED approach? What are some of the key benefits of using this approach? What are some of the “real-life” examples of using this approach?
Your response should be at least 200 words in length.
Unit Lesson Study Guide
In Unit 4, we will continue to discuss health behavior and its association with factors that could influence such behaviors. These types of influences are referred to as multilevel factors of behaviors, and they typically fall into five main categories:
1. individual factors,
2. inter-personal factors,
3. organizational factors,
4. community factors, and
5. policy factors
Consider the following scenario:
A 50-year-old man may purposely postpone getting a prostate cancer test because he is scared of finding out that he may have prostate cancer. This is an example of an individual- level factor. However, we need to look into this further and consider the following: his inaction might also be influenced by his primary physician’s failure to actually recommend and insist that he would need to take the prostate test. Another factor might be the difficulty of scheduling an appointment due to either unavailable equipment or the unavailability of staff at his local clinic. Another limiting factor could be that the fee for the exam is so high he cannot afford it, and his insurance does not cover this type of procedure. Thus, all these interpersonal, organizational, and policy factors are influencing this man’s behavior to not complete the prostate test. Therefore, for health promotion practitioners, it is very important to be aware of all these factors so effective change strategies or interventions can be prescribed.
One of the multilevel theories that will be discussed is the Theory of Triadic Influence (TTI). TTI behaviors arise due to one’s current social situation, general cultural environment, and their personal characteristics. Any health-related behaviors are influenced by an individual’s decisions.
What wo ...
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Tata Group Dials Taiwan for Its Chipmaking Ambition in Gujarat’s Dholera
Ches implementation lecture(1)
1. Area of Responsibility III
Implement Health
Education
Ellen Ashley, Olivia Jackson-Lewis, Natoya Goode,
Tia Jackson, Branda Mlo, Nakia Martin-Wright
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. 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. 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. 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. 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. Using a Variety of Strategies
Blogs
Podcasts
Feeds
Social Networking
Video Sharing
Client/Provider/Systems Centered
9. Promote Plan of Action
Consider your audience....
One size does NOT fit all!
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. 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.
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
http://www.armoredpenguin.com/crossword/bin/cro
ssword.cgi?cmd=solve&filefrag=2013.10/2717/271
73018.056.html
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!
Editor's Notes
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.