Health Education Chapter 3: Planning

Chapter 3: Area of Responsibility II: Planning

• Essential to involve priority populations and stakeholders for successful program implementation.

• Strategies include outreach via social media, texting, mail, flyers, and word of mouth.

• Identify partnerships with community-based organizations (CBOs) and trusted community members to enhance engagement.

• Community-based participatory approaches:Planning Health Education and Promotion Programs

  • Health education specialists engage in planning, implementation, and evaluation of programs.
  • Chapter focuses on defining goals and objectives, strategies, and materials for effective program delivery.

  Engaging Priority Populations

  • Lay Health Advisor Models: Trained individuals promoting health within similar backgrounds.
  • Community Coalitions: Collaborative groups from various sectors working towards health education.
  • Community Advisory Boards: Local stakeholders providing guidance on program planning and evaluation.

Identifying Community Priorities

• Identifying stakeholders is crucial for program planning and evaluation.
• Stakeholders share common goals, values, or identities related to the health issue at hand.
• Community-based organizations address human, educational, and public safety needs.
• Engage stakeholders to determine community priorities and conduct needs assessments through surveys, interviews, and focus groups.

Community-Based Participatory Research (CBPR)

• CBPR involves community members in research processes to address health problems collaboratively.
• Researchers act as facilitators, encouraging community input in all phases.

Establishing Goals and Objectives

• Goals are broad expectations for long-term outcomes; objectives are specific and measurable results.
• Determine targeted health interventions based on potential causes of health problems and populations.
• Levels of prevention:
  • Primary Prevention: Focus on preventing illness (e.g., health behavior changes).
  • Secondary Prevention: Early detection and intervention (e.g., screenings).
  • Tertiary Prevention: Management and rehabilitation to slow disease progression.

SMART Objectives

• SMART stands for Specific, Measurable, Attainable, Realistic, and Time-sensitive.
• Example: By [date], [X%] of the target population will adhere to guidelines for 30 minutes of physical activity most days.

Types of Objectives

• Process Objectives: Monitor implementation and outreach effectiveness.
• Outcome Objectives: Measure program impacts on health problems (short-term, intermediate, long-term).

Vision and Mission Statements

• Vision Statement: Defines long-term aspirations and broad goals; should inspire and be easily communicated.
  • Example: "Create the healthiest nation in one generation."
• Mission Statement: Describes program objectives and overarching outcomes; concise yet captures key goals.
  • Example: Focus on community health improvements.

Importance of Engagement

• Involving the community in planning ensures alignment with their needs and increases the likelihood of program acceptance.
• Collecting data and insights from the community helps refine program content, ensuring relevance and effectiveness.### Mission Statements
• CDC focuses on disease prevention, control, environmental health, and health promotion to enhance public health in the U.S.
• The American Public Health Association aims to improve public health and health equity.
• SOPHE emphasizes global leadership in health education and promotion for society's benefit.
• Action for Healthy Kids mobilizes stakeholders for healthy eating, physical activity, and supportive school environments.

Effective Health Education and Promotion Strategies

• Use models or theories for planning health programs; they provide guidance for developing evidence-based interventions.
• Theories explain health behavior changes and identify barriers and facilitators.
• Theoretical frameworks assist planners in recognizing priority populations and evaluation methods.

PRECEDE/PROCEED Model

• A community-oriented model structured to develop effective health education programs.
• PRECEDE phases include:
  • Social Diagnosis: Understanding community needs through data collection methods.
  • Epidemiologic Diagnosis: Examining health problems using health data to define program goals.
  • Behavioral and Environmental Diagnosis: Identifying factors influencing behavior and environmental context.
  • Educational and Organizational Diagnosis: Analyzing determinants of health behaviors.
  • Administrative and Policy Diagnosis: Reviewing administrative strategies and resources impacting program implementation.
• PROCEED phases focus on:
  • Implementation: Carrying out the health education program.
  • Process Evaluation: Monitoring program fidelity to design.
  • Impact Evaluation: Assessing changes in factors influenced by the program.
  • Outcome Evaluation: Evaluating health problem resolution.

Key Concepts in Program Planning

• Consider barriers and facilitators during needs assessment to enhance program success.
• Strategies involve broad approaches, while specific interventions comprise targeted activities addressing a health issue.
• Programs consist of multiple strategies aiming at health problems, combining various interventions.

Logic Models

• Serve as organized frameworks detailing key program components including resources, activities, and outcomes.
• Identify causal relationships among program elements leading to desired results.

Adult Learning Strategies

• Approach adult learners as respectful collaborators, utilizing their experiences for contextual understanding.
• Focus on clear goals and practical relevance of information for adult learners.
• Utilize diverse instructional strategies to enhance engagement and retention: lectures, discussions, simulations, case studies, etc.

Learning Domains

• Cognitive: Focus on mental skills and knowledge acquisition.
• Psychomotor: Emphasize physical skills development.
• Affective: Address emotional growth and attitude shifts.

Pilot Programs

• Testing interventions in limited settings allows for identification and resolution of potential issues before broader implementation.
• Valuable for new, expensive, or unproven interventions to prevent resource wastage and optimize outcomes.

Implementation Phase Insights

• Well-planned programs that incorporate feedback mechanisms are more likely to succeed during implementation.
• Logic models and timelines serve as vital tools to guide and adapt program actions effectively.

This chapter explores the essential skills health education specialists use to plan, implement, and evaluate health education and promotion programs. It offers insights on engaging priority populations, defining goals and objectives, and selecting effective strategies for program development. Understand the foundational concepts needed for successful health interventions.