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HUEC 3116-test 1

Terms in this set (86)

Step 1: Review results of community needs assessment
-Provides information about target population's nutritional problem or need
-When a gap in services is identified, a new program can be developed to fill the gap
-Provides information on health status, health behaviors, values of people in the community, nutrition knowledge, availability of health services

Step 2: Define program goals and objectives
-Define Goals
-Before developing objectives, ask:
-->What (are you going to do?)
-->Why (is it important to do this?)
-->Who (is going to oversee/implement activities?)
-->When (is goal date for completion)
-->How (are activities going to be implemented?)

-Outcome objectives - measurable changes in health or nutritional outcome (can be change in knowledge). Includes a time frame.

-Process objectives - measurable activities carried out by team members of program (how outcome objective will be achieved - ie: education session/ materials to change knowledge)
-->Ex: dietitian will conduct counseling sessions 2 times a week
Within one month of starting the work and pre-posed screen form will be ready to run

-Structure objectives - measurable activities surrounding budget, staffing, management, resources, coordination (help achieve process objective)

-Develop SMART objectives
-->it's the specific measureable, and achievable
-->Ex: Increase fruit and veg consumption by high school students by introducing them in the cafeteria (target audience = high school students)

Step 3: Develop a Program Plan
-Consists of:
-->Description of the proposed intervention
-->Nutrition education component
-->Marketing plan (optional for our project)
-->Can also include:
-->Number of clients expected to use/receive the program
-->Staff needed to administer/ implement
-->Material resources needed
-Design the intervention
-->Intervention strategy
-->Addresses how program will be implemented to meet target population's nutritional need
-->Can be directed toward individuals, communities, systems
**Can include 1 or more interventions
-Level I: Building awareness**
-->Change attitudes and beliefs, increase knowledge of risk factors, seldom results in behavior change
-Level II: Changing lifestyles
-->Successful with small changes over time, using combination of behavior modification and education
-->Usually includes: formal assessment, goal setting for bx change, skill development, eval. of progress
-Level III: Creating supportive environment for change
-->Create environments that support behavior changes made by individuals
-Design the nutrition education component
-Set goals and objectives for the program
-Specify the program format
-Choose program identifiers: logo or "tag line" - example?
-Develop a marketing plan
-Specify partnerships

Step 4: Develop a Management System
-Personnel structure - employees responsible for overseeing program and determining whether it meets objectives
-Data systems - manner in which data about clients, use of program, and outcome measures are recorded and analyzed
-Calculating management costs of program
-->Direct costs - salaries and wages, materials, travel, expenses
-->Indirect costs - office rental, utilities, janitorial

Step 5: Identify Funding Sources
-Funding
-->For staff
-->For materials
--.For marketing
-extramural funding- grant writing
-The Logic Model can be of benefit- may be required for grants

Step 6: Implement the Program
-Putting the program into effect - action phase of planning process
-Observe program delivery; consider ways to improve
-Enhancing program participation
-->Understand target population
-->Use evaluation research to improve program
-->Use incentives for participating
-->Build ownership
-->Promote program

Step 7: Evaluate Program Elements and Effectiveness: use of scientific method
-Why evaluation is necessary
-->Helps managers make decisions about operations of program
-->Determines progress toward goals and objectives and whether goals are still appropriate
-->To ensure that program resources are being used properly
-How evaluation findings are used
-->To influence executive or politician with authority to distribute resources or shape policy
-->To alert managers and policy makers to the need for expanding or refining programs
-Reasons for undertaking evaluations
-->Evaluation to improve your program
-->Evaluation to justify your program or show accountability
-->Evaluation to document your program in general
-Who conducts the evaluation
-->Program staff, other agency staff, outside consultants who are familiar with all aspects of the program
-Program evaluation process
-->May focus on one program element
-->May be comprehensive and examine design, delivery, and use
-Evaluation as a planning tool
-->Formative evaluation - testing and assessing program elements before implementing
-->Process evaluation - examining program activities and how program is delivered
-->Impact evaluation - determining whether and to what extent a program accomplished its goals
-->Outcome evaluation - measuring whether program changed overall health status of target population
-->Structure evaluation - evaluating personnel and environmental factors related to program delivery
-->Fiscal evaluation - how outcomes compare with costs
-->Cost-benefit analysis
-->Cost-effectiveness analysis
-Communicating evaluation findings
-->Information given to appropriate users
-->Report addresses issues perceived as important by users
-->Timely delivery and useful form
-Challenges of multicultural evaluations
-->Be sensitive to cultural differences