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*CPH Exam 2021 > Program Planning and Evaluation > Flashcards

Program Planning and Evaluation Flashcards

1
Q

Action Plan

A

how objectives will be accomplished

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2
Q

Social Assesment

A

Phase 1 of PRECEDE-PROCEED planning model.

Examines Quality of Life

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3
Q

Epidemiological Assessment

A

Phase 2 of PRECEDE-PROCEED planning model.

Examines how genetics, behaviors, and environments impact health.

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4
Q

Educational + Ecological Assessments

A

Phase 3 of PRECEDE-PROCEED planning model.

Examines predisposing, enabling, + enforcing factors of health behaviors.

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5
Q

Administrative + Policy Assessment

A

Phase 4 of PRECEDE-PROCEED planning model.

Develop educational strategies, budgets, and resources.

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6
Q

Program Implementation (PP)

A

Phase 5 of PRECEDE-PROCEED planning model.

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7
Q

Program Evaluation (PP)

A

Phases 6-8 of PRECEDE-PROCEED planning model.

  1. Process evaluation
  2. Impact evaluation
  3. Outcome evaluation
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8
Q

predisposing factors

A

knowledge, beliefs, etc. that predisposes one to change

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9
Q

enabling factors

A

resources and new skills to enable behavior change

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10
Q

reinforcing factors

A

feedback and rewards system for change

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11
Q

process evaluation

A

measures and describes how a program operates;

occurs during program implementation;

examines the degree that activities are being 1) implemented and delivered as planned; 2) if they are reaching the intended target audiences; 3) producing the desired outputs;

provides feedback on implementation, content, methods, participants, presenters, stakeholder engagement;

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12
Q

impact evaluation

A

examines whether change occurred as a result of the intervention; assesses whether goals were met

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13
Q

outcome evaluation

A

assess the effectiveness of a program in producing change; may take many years to properly assess;

are summative in nature

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14
Q

needs and resource assessment

A

used to identify, analyze, and prioritize the needs of a population

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15
Q

stakeholder involvement and feedback

A

is critical to the development of the program and VMOSA (vision, mission, objectives, strategies, and action plans)

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16
Q

objectives

A

answers Who? What? How much? By when?

should be SMART.

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17
Q

SMART

A

Specific, Measurable, Achievable, Realistic, and Time-Limited.

Ex: Bicycle helmet use will increase (what) among children ages 5-11 (who) by 25% (how much) by the end of the program (when).

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18
Q

General Model of Planning

A
  1. Understand community strengths + weaknesses (SWOT, asset mapping)
  2. Needs and resource assessment
  3. Goals + Objectives
  4. Develop intervention with theory and logic
  5. Implement intervention
  6. Evaluate results
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19
Q

PATCH

A

(1983) Planned Approach to Community Health

CDC-state-local partnership

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20
Q

APEX-PH

A

(1987) Assessment Protocol for Excellence in Public Health

used by CDC, APHA, NACCHO.

replaced by MAPP

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21
Q

MAPP

A

Mobilizing for Action through Planning and Partnerships

  1. Organize for Success + Partnership Development
  2. Visioning
  3. 4 MAPP Assessments
  4. Identify strategic issues
  5. Formulate goals + strategies
  6. Action Cycles: Plan, Implement, Evaluate
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22
Q

4 MAPP Assessments

A
  1. Community themes + strengths
  2. Local PH system
  3. Community health status
  4. Forces of Changes
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23
Q

MAP-IT

A

(2010) Mobilize Assess Plan Implement Track

implements adaptation of healthy People

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24
Q

Intervention Mapping

A

expands upon PRECEDE-PROCEED

central focus is community involvement at every step

25
Intervention Mapping Steps (6 steps)
1. Logic Model of Problem 2. Logic Model of Change 3. Program Design 4. Program Production 5. Program Implementation Plan 6. Evaluation plan
26
pre-test
measures effectiveness of adapting or creating program materials
27
strategy
general plan of action; should consider the population
28
methods
systematic approach or procedures used to share information
29
pilot testing
measures effectiveness of adapted or created intervention
30
benefits of pilot testing or pre testing
saves money, time, and resources
31
fidelity
describes whether a program is being implemented as planned
32
Ways to improve program fidelity
training and observation of staff
33
program sustainability
ensures program continues to operate effectively over time; intervention mapping helps plan for sustainability
34
ensuring sustainability requires...
preparing planning models to educate folks who will oversee sustainability
35
program evaluation
systematic investigation of the merit, worth, or significance of a program
36
formative evaluation
gathers information during early stage of implementation ore redesign; focus on whether program is being implemented as planned; done to identify program strengths and weaknesses to guide improvement.
37
process evaluation
measures and describes how a program operates; occurs during program implementation; provides feedback on implementation, content, methods, participants, presenters, stakeholder engagement; examines the degree that activities are being 1) implemented and delivered as planned; 2) if they are reaching the intended target audiences; 3) producing the desired outputs;
38
summative evaluation
occurs after program components have been implemented; assess impact and outcomes of program; conducted as a pass or fail examination that can lead to program termination.
39
CDC Evaluation Framework
1. Stakeholder Engagement 2. Describe the program 3. Focus the evaluation design 4. Gather credible evidence 5. Justify conclusions 6. Ensure use and share lessons learned
40
Reports should be...
clear, simple, action-oriented, tailored for each audience
41
CDC standards of evaluation
1. utility 2. feasibility 3. propriety 4. accuracy
42
utility
ensures the evaluation is relevant and useful to program participants and stakeholders
43
feasibility
ensures the scope and activities within an evaluation are not over-reaching
44
propriety
addresses ethical considerations on behalf of those involved
45
accuracy
addresses validity and adequacy of information used and conveyed
46
community
a group of people that share a sense of collaborative identity, common values, goals, and institutions defined by geographic, administrative, cultural, or social boundariesq
47
Community Coalition Action Theory
stages for coalition development includes engagement and consensus-building efforts requires trust and representation of priority population
48
Stages of Coalition Development (Community Coalition Action Theory)
1. Formation 2. Maintenance 3. Institutionalization
49
stakeholders
represent diverse organizations, factions, or groups that work together for the purpose of achieving a common goal
50
gatekeepers
those who formally or informally control access to a priority population or control specific aspects of a community or decision process
51
opinion leaders
respected community members who represent the view of the priority population
52
Collaboration Tips
1. Have a shared mutually agreed upon vision 2. Determine the best strategy/approach 3. Include multiple perspectives 4. Maintain open and clear communication 5. Delineate roles and responsibilities 6. Have formal and informal agreements if needed 7. Rely on collaborative and transformational leadership
53
community development
aims to develop community capacity
54
community capacity
skills, resources, relationships to support shared goals
55
community organizing
identify common problems and goals, mobile resources, and determine ways to meet goals
56
social planning
relies more on experts to solve problems
57
social action
addresses social inequities within a community
58
mobilization plan components
1. roles and responsibilities 2. action steps of stakeholder engagement 3. planning models 4. evaluation plans
59
Methods to Keep Coalitions on Track
Review VMOSA; Provide agendas and clear purposes; follow-up to maintain engagement;

*CPH Exam 2021 (10 decks)

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