Precede-Proceed Planning Approaches PDF

Planning Approaches: PRECEED/PROCEED  PLANNING APPROACHES: THREE STEPS Assessment Development Evaluation PRECEDE-PROCEED PRECEDE-PROCEED is one such comprehensive planning approach, organized in stages or phases. Outcome Impact Evaluatio Evaluatio n n PRECED...

Planning Approaches: PRECEED/PROCEED  PLANNING APPROACHES: THREE STEPS Assessment Development Evaluation PRECEDE-PROCEED PRECEDE-PROCEED is one such comprehensive planning approach, organized in stages or phases. Outcome Impact Evaluatio Evaluatio n n PRECEDE-PROCEED PHASE 1: SOCIAL ASSESSMENT What is it?: understanding the community in which you’re working Assessment of quality of life and social factors surrounding one or more health problems; ranking or positioning the health problems in context. PRECEDE-PROCEED PHASE 1: SOCIAL ASSESSMENT Sources of information: Social indicators like Employment rates Availability of health care services Education Crime Housing facilities, etc. PRECEDE-PROCEED PHASE 1: SOCIAL ASSESSMENT What this tells you: Connections – health & other factors Social/quality of life outcomes Importance PRECEDE-PROCEED PHASE 1: SOCIAL ASSESSMENT This phase allows us to get participation from community members Potential intervention implementers Potential participants Outcome Impact Evaluatio Evaluatio n n  PHASE 2: EPIDEMIOLOGICAL ASSESSMENT What is it?: Assessment of prevalence/incidence of a health condition, any co-morbid conditions, and affected populations.  PHASE 2: EPIDEMIOLOGICAL ASSESSMENT Sources of information Local surveillance data from Public health sources Schools Emergency rooms Police (depending upon the issue).  PHASE 2: EPIDEMIOLOGICAL ASSESSMENT What this tells you: The nature and extent of a health problem or problems, patterns and trends, and the affected populations. PHASE 2: EPIDEMIOLOGICAL ASSESSMENT Terms: Morbidity - disability Mortality – death Comorbidity – “When two disorders or illnesses occur in the same person, simultaneously or sequentially, they are described as comorbid. Comorbidity also implies interactions between the illnesses that affect the course and prognosis of both.”  PHASE 2: EPIDEMIOLOGICAL ASSESSMENT Terms continued: Incidence = # new cases of a disease in a year/ # of people in the at-risk population Prevalence = # people living with a disease/ # of people in the at-risk population Outcome Impact Evaluatio Evaluatio n n PHASE 3: BEHAVIORAL AND ENVIRONMENTAL ASSESSMENT What is it?: Assessment of the behavioral and environmental risk factors contributing to the health conditions you want to address (as identified in the epidemiological data).  PHASE 3: BEHAVIORAL AND ENVIRONMENTAL ASSESSMENT Sources of information: Local surveys Focus groups, or other data from public health sources, or from schools, community groups, or work related sources (e.g., unions); Environmental risk data from environmental agencies Public health agencies or organizations.  PHASE 3: BEHAVIORAL AND ENVIRONMENTAL ASSESSMENT What this tells you: Behaviors and environmental conditions that you may need to target in an intervention in order to address the identified health problem(s).  PHASE 3: BEHAVIORAL AND ENVIRONMENTAL ASSESSMENT Think of behavioral risk factors as internal or related to persons (what people do) Think of environmental risk factors as external to persons (conditions/situations)  PHASE 3: BEHAVIORAL AND ENVIRONMENTAL ASSESSMENT Sometimes Phase 2 and Phase 3 are combined into 1 Outcome Impact Evaluatio Evaluatio n n  PHASE 4: EDUCATIONAL AND ECOLOGICAL ASSESSMENT What is it?: Assessment of Attitudes Knowledge Social/cultural norms Community organizations and other factors that contribute to the behavioral and environmental risk factors identified in Phase 3.  PHASE 4: EDUCATIONAL AND ECOLOGICAL ASSESSMENT Sources of information: Local surveys Focus groups Local research or specialized data collected for the assessment.  PHASE 4: EDUCATIONAL AND ECOLOGICAL ASSESSMENT What this tells you: attitudes, norms, social support systems, and other close-in factors.  PHASE 4: EDUCATIONAL AND ECOLOGICAL ASSESSMENT Information from Phase 4: Presdisposing factors Enabling factors Reinforcing factors  PHASE 4: EDUCATIONAL AND ECOLOGICAL ASSESSMENT Data for this phase may be more limited. Outcome Impact Evaluatio Evaluatio n n  PHASE 5: ADMINISTRATIVE/ POLICY ASSESSMENT “logic framework” individual, social, environmental and behavioral factors + health condition Guide for intervention  PHASE 5: ADMINISTRATIVE/ POLICY ASSESSMENT Phase 5 is more practical Helps us deal with the challenge of implementing an intervention in the real world  PHASE 5: ADMINISTRATIVE/ POLICY ASSESSMENT What is it?: Assessment of administrative, organizational, and political resources available to support the development and implementation of a health promotion program. Examples: organizations, task forces, committees, local politics PHASE 5: ADMINISTRATIVE/ POLICY ASSESSMENT Sources of information: Key community leaders Focus groups Surveys of the nonprofit sector, colleges, and universities. PHASE 5: ADMINISTRATIVE/ POLICY ASSESSMENT What this tells you: The practical details about putting a program into action. Outcome Impact Evaluatio Evaluatio n n  PHASE 6: IMPLEMENTATION Time for hands-on! PROCEED Evidence based Outcome Impact Evaluatio Evaluatio n n PHASES 7, 8 AND 9: EVALUATION PHASE 7 Process Evaluation Process evaluation: An assessment of program implementation. Did you do what you said you were going to do (implement the components)? PHASE 7 Process Evaluation CDC: Types of Evaluation PHASE 8 Outcome Evaluation Outcome evaluation: An assessment of the short-term impacts of a program. Often refers to change in attitudes, knowledge, etc. PHASE 9: Impact Evaluation Impact evaluation: An assessment of the long-term effects of your program, the kinds of effects that might happen in several years or more. Outcome Impact Evaluatio Evaluatio n n