Chapter 6 Flashcards
Needs Assessment
A process that helps program planners determine what health problems
might exist in any given group of people, what assets are available in the community to
address the health problems, and the overall capacity of the community to address the
health issues.
Capacity
Refers to both individual and collective resources that can be brought up to bear
or health enhancement
Primary data
Original data gathered by the health education specialist as part of a needs
assessment; this includes data gathered from telephone surveys, focus groups, and
interviews
Secondary data
Preexisting data used by a health education specialist in a needs
assessment.
Rules of Sufficiency
Any strategies chosen must be sufficiently robust, or effective enough,
to ensure stated objectives for a health education program have a reasonable chance of
being met.
Responsibility I: Assessment of Needs and Capacity
○ Recruit and/or engage priority population(s), partners, and stakeholders to
participate throughout all steps in the assessment, planning, implantation, and
evaluation processes.
○ Obtain primary data, secondary data, and other evidence-informed sources.
Analyze the data to determine the health of the priority population(s) and the
factors that influence health.
○ Prioritize health education and promotion needs.
Responsibility II: Planning
○ Identify desired outcomes
○ Develop vision, mission, and goal statements for the intervention(s).
○ Develop objectives (SMART)
○ Determine health education and promotion interventions.
- Select planning model(s) for health education and promotion.
- Conduct a pilot test of intervention(s).
- Develop materials needed for implementation.
Responsibilty III: Implementation
Coordinate the delivery of intervention(s) consistent with the
implementation plan.
○ Train staff and volunteers to ensure fidelity.
○ Everyone has to implement the program as designed.
○ Deliver health education and promotion interventions
○ Monitor Implementation
Responsibility IV: Evaluation & Research
○ Design process, impact, and outcome evaluation of the intervention.
○ Critical to conduct an accurate evaluation
- Create a plan to assess the objectives
- Collect, analyze, and interpret data
- Use results to modify/improve current or future programs
- Communicate findings to stakeholders
Responsibility V: Advocacy
○ Identify a current or emerging health issue requiring policy, systems, or
environmental change.
○ Develop persuasive messages and materials (e.g., briefs, resolutions, and
fact sheets) to communicate the policy, system, or environmental
change.
○ Educate stakeholders on the health issue and the proposed policy,
system, or environmental change.
Responsibility VI: Communications
○ Identify the assets, needs, and characteristics of the audience(s) that
affect communication and message design (e.g., literacy levels, language,
culture, and cognitive and perceptual abilities).
○ Identify communication channels (e.g., social media and mass media)
available to and used by the audience(s).
○ Use public speaking skills.
○ Use facilitation skills with large and/or small groups.
Responsibility VII: Leadership and Management
○ Manage fiscal and material resources
○ Hiring and managing staff, interns, volunteers
○ Provide professional development and training
○ Coordinate and manage formal relationships with partners and
stakeholders.
Area VIII: Ethics and Professionalism
○ Practice in accordance with established ethical principles.
○ Promote health equity.
○ Serve as an authoritative resource on health education.
○ Engage in professional development and continuing education to
maintain and/or enhance proficiency.
○ Serve as a mentor.
○ Promote the health education profession to stakeholders, the public, and
others.
○ Explain the major responsibilities, contributions, and values of the health
education specialist.
○ Engage in service to the profession.
