-Describe the behaviors or actions in which the population will engage that will resolve the health problem and move you toward achieving the program goal
-Behavioral objectives are commonly written about adherence (e.g., regular exercise), compliance (e.g., taking medication as prescribed), consumption patterns (e.g., diet), coping (e.g., stress-reduction activities), preventive actions (e.g., brushing and flossing teeth), self-care (e.g., first aid), and utilization (e.g., appropriate use of the emergency room). -Outline the nonbehavioral causes of a health problem that are present in the social, physical, psychological, economic, service, and/ or political environments.
-Environmental objectives are written about such things as the state of the physical environment (e.g., clean air or water, proximity to facilities, removal of physical barriers), the social environment (e.g., social support, peer pressure), the psychological environment (e.g., the emotional learning climate), the economic environment (e.g., affordability, incentives, disincentives), the service environment (e.g., access to health care, equity in health care), and/or the political environment (e.g., policy). -Outcome objectives are the ultimate objectives of a program and are aimed at changes in health status, social benefits, risk factors, or quality of life. -If these objectives are achieved, then the program goal will be achieved.
-These objectives are commonly written in terms of health status such as the reduction of risk, physiologic indicators, signs and symptoms, morbidity, disability, mortality, or quality of life measures. -Individual/Intrapersonal: Focusing on individual characteristics: Knowledge, attitudes, beliefs, motivations, self-concept, past experiences, skills
-Interpersonal: Focusing on relationships between people: Other people influence behavior by sharing their thoughts, advice, feelings, and emotional support
-Community/Population: Focusing on factors within social structures: Norms, rules, regulations, policies, laws social capital "the relationships and structures within a community, such as civic participation, networks, norms of reciprocity, and trust, that promote cooperation of mutual benefit"
"Social capital is a collective asset, a feature of communities rather than the property of individuals. As such, individuals both contribute to it and use it, but they cannot own it"
Greater social capital is linked to several different positive outcomes (i.e., reduced mortality, some access to health care). There are also correlational studies that show that lack of social capital is related to poorer health outcomes. -For example, first aid and safety programs need items such as CPR mannequins, splints, blankets, bandages, dressings, and video equipment.
-For example, a stress management program, may need only paper, pencils, and a CD player. -Product - what the planners are offering that will meet the consumers' needs, make it easy and convenient to do the behavior, and provide a benefit that consumers value
-Price - what it costs the priority population to obtain the product and its associated benefits
-Place - where the population has access to the product
- EXAMPLE: in New Mexico, the HABITS for Life program discovered that barriers to annual health screenings and eye exams were time, cost, and easy access . To address these barriers they provided mobile screening units at worksites, faith-based programs, senior centers, and health fairs. -Promotion - the communication strategy, including the message and associated visuals or graphics as well as the channels, used to let the priority population know about the product, how to obtain or purchase it, and the benefits they will receive. (inform, persuade, reinforce, differentiate) -Systematic and visual way for planners to share and present their understanding of the relationship between the resources they have for a program, the activities they plan to implement, and the outputs and outcomes they hope to achieve
-Logic models are tools for planning, describing, managing, communicating, and evaluating a program or intervention.
-They graphically represent the relationships between a program's activities and its intended effects, state the assumptions that underlie expectations that a program will work, and frame the context in which the program operates.
-Logic models are not static documents and should be revised periodically to reflect new evidence, lessons learned, and changes in context, resources, activities, or expectations. "Any combination of measurements obtained and judgments made before or during the implementation of materials, methods, activities or programs to control, assure or improve the quality of performance or delivery"
-Data derived from formative evaluation help assess the feasibility of program implementation and interventions, the acceptability of program methods and materials, and the potential to produce short-term results
-Formative evaluation focuses on the current status of a program and provides regular feedback to those delivering the program -Example, formative evaluation attempts to enhance program components before and during implementation so the very best products and services are offered to the priority population. Formative evaluation includes pretesting program components (e.g., curriculum, video clips, public service announcements, language for potential policy change, etc.) as well as pilot testing (testing the complete program with a small segment of the priority population before broad implementation). -Stating reason for evaluation, formulating research questions and/or hypotheses, determining the specific type of evaluation design that will be used, selecting participants and related sample sizes, deciding on the types of statistical analyses that will be used, and recruiting evaluation participants.
-Using the logic model, think through where you want to focus your evaluation, using the principles in the "utility" standard:
-Purpose(s) of the evaluation: implementation assessment, accountability, continuous program improvement, generate new knowledge, or some other purpose
-User(s): the individuals or organizations that will employ the evaluation findings
-Use(s): how will users employ the results of the evaluation, e.g., make modifications as needed, monitor progress toward program goals, make decisions about continuing/refundingReview and refine the purpose, user, and use with stakeholders, especially those who will use the evaluation findings
-Identify the program components that should be part of the focus of the evaluation, based on the utility discussion:
-Specific activities that should be examined
-Specific outcomes that should be examined
-Specific pathways from activities to specific outcomes or outcomes to more distal outcomes
-Specific inputs or moderating factors that may or may not have played a role in success or failure of the program -Testing components of a program (strategies, materials) with the target population before implementation
-Can be applied to any component of a program (specific sessions, educational curriculum, video clips that may be used, participant manuals, informational pamphlets or brochures, draft language for bills, visual structure or layout of booths for fairs etc, planned location of exercise paths, etc)
-This is final products being reviewed for any last minute adjustments priori to program use
-Most common ways to pretest are focus groups, in depth interviews, and sometimes surveys questionTwo types of cars (Deluxe and Limited) were produced by a car manufacturer last year. Quantities sold, price per unit, and labor hours follow. What is the labor productivity for each car? Explain the problem(s) associated with the labor productivity. (Answer in Appendix D)
$$
\begin{array}{lll}
& \text { Quantity } & \$ / \text { Unit } \\
\hline \text { Deluxe car } & 4,000 \text { units sold } & \$ 8,000 / \text { car } \\
\text { Limited car } & 6,000 \text { units sold } & \$ 9,500 / \text { car } \\
\text { Labor, Deluxe } & 20,000 \text { hours } & \$ 12 / \text { hour } \\
\text { Labor, Limited } & 30,000 \text { hours } & \$ 14 / \text { hour } \\
\hline
\end{array}
$$ 6th Edition•ISBN: 9780357041178Spencer A. Rathus380 solutions
2nd Edition•ISBN: 9781464113079David G Myers901 solutions
13th Edition•ISBN: 9780135225691 (1 more)Michael R Solomon449 solutions
7th Edition•ISBN: 9780078022708 (1 more)Jean Williams, Vikki Krane257 solutions
