Health Promotion Programming

Health Promotion Programming

Order Details:

Step One: Assessing Needs (Title)

1. What is the difference between health education and health promotion?
2. What community is the focus for the health promotion program (a.k.a. The
Priority Population)?
3. What is a Needs Assessment? Why is it important?
4. How will your data be gathered? Identify two methods to gather primary data
and two methods to gather secondary data. Notes: Even though this is a
process, you will need to provide some detailed data from a secondary
data source.
Hint: go to your local health department website and look at data relating to
health problems, such as rates of obesity, violence, smoking, drug use, etc.
5. When analyzing the data, what should you (the planner) look for? What differences do you (the planner) see between the health status or conditions of the priority population and the program and services available to close the gap between what is and what ought to be available? Example: High rates of childhood obesity (poor health status) in the community and no afterschool physical activity programs for children (no resources that provide opportunities for children to exercise)
6. What problems have been identified in the community? Describe each public health issue – what it is and how it affects health. Notes: Even though this is a fictitious process, you will need to identify a list of health problems in your Community-based on the secondary data you found and an educated guess about
public health problems in your community
7. What public health issue (from list #5 above) will be the focus of change?
Explain why this particular health problem has been identified as a priority?
8. What risk factors have been identified as contributing to the problem? Example: lack of exercise/poor fitness (risk factor) contributes to heart disease (public health issue)
9. What are (one each) predisposing, enabling and reinforcing factors that seems to have a direct impact on a targeted risk factor(s)? Example: Heart disease (public health issues) è lack of exercise/poor fitness (risk factor) è population does not know how to exercise properly (predisposing) è population does not have access to a fitness facility (enabling) è people in the community do not value the importance of exercise (reinforcing) Summary: At the conclusion of the Step One, Needs Assessment, you (the planner) should be able to answer the following questions, at minimum:
a. Who is the priority population?
b. What are the needs of the priority population?
c. Which subgroups within the priority population have the greatest need?
d. Where are the subgroups located geographically?
e. What is currently being done to resolve identified needs?
f. How well have the identified needs been addressed in the past?
Step Two: Setting Goals and Objectives (Title Slide)

1. What is your overall goal of the program? Example: “To help employees reduce stress” “To reduce the number of teen pregnancies in the community” “To help cardiac patients and their families deal with the lifestyle changes that occur after a heart attack” “To reduce childhood obesity”
2. What objectives will you use to reach your overall goal? Include a minimum of three objectives Hint: page 91, Box 3.1
Step Three: Developing a Program/Intervention (Title Slide)

1. What level of prevention (i.e., primary, secondary, or tertiary) will the program be aimed?
2. What level of influence will the program be focused? (i.e., individual, familial, groups, organizational, public policy, physical environment, culture). Example: To reduce the prevalence of smoking in the community (Goal) è encourage one on one counseling (individual), offer smoking cessation programs (groups), enact laws to prohibit smoking in public places (public policy)
3. What strategies will be used (a minimum of 3) to reach the objectives and overall goal? Hint: page 87, Table 3.2. Example: Change the attitudes of community members toward a new landfill (Goal) è strategies: distributing pamphlets door to door (health education), writing articles in a local newspaper (health education), and speaking to local service groups (community advocacy)
4. Are there already established resources available to implement the intervention selected? Hint: Money, time, personnel, and/or space
Step Four: Implementing the Program/Intervention (Title Slide)

1. Where will the program be implemented? (i.e., In the community, schools, Health Department, Fitness Center, etc.). Will it be “phased” in? If yes, how?

Example: A
local Health Department wants to provide smoking cessation programs for all smokers in the community (priority population). Instead of initiating one big intervention for all, the planners divide the priority population by residence location. Classes would be offered on the south side of town during the first month and then start to implement them on the west side.
Step Five: Evaluating the Results (Title Slide)

1. What is the difference between a formative evaluation and a summative evaluation? What kind of summative evaluation will you conduct, impact or outcome? Why and how? Example: If you started an afterschool program in your community then you could gather data about the number of kids involved (registration data), an improvement over time of the children’s fitness levels by tracking the number of laps the children could complete at the beginning of the program vs. how many they could complete at the end (impact evaluation)

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