Guide to Evaluating Health Promotion Programs using Models and Goals/Objectives

Using Models to Guide Evaluation of Health Promotion Programs

Consider the use of the ‘models’ (e.g. Pender’s health promotion model, the Health Belief model, the Transtheoretical model Self efficacy, PRECEDE/PROCEED, Diffusion of Innovation) and how these may be used to guide evaluation of the program and interventions utilized. Healthy People 2020 gives some great examples of broad goals/objectives at the national level. The Community Tool Box gives solid guidance for developing Goals & objectives which guide evaluation! Discussion 2 Models The Evaluation chapter 10 in Murdaugh, Parsons & Pender (2019) gives a very thorough discussion of multiple options for evaluation. As you read, please focus on the Purpose of evaluation as well as the role of the Outcomes. Process (formative) evaluation examines how the intervention/education is being implemented—how is the ‘process’ working? Outcomes (summative) evaluation asks whether (and how well) the predetermined outcomes of the intervention/education were met. Qualitative or quantitative measures; measuring efficacy or effectiveness? How might you adapt your evaluation for the practice setting?  With your health promotion project, you have determined the population, health issues, a broad goal and some objectives toward the goal. All of these guide evaluation of this (or any) project. Now—reflect on the evaluation process. Your focus area (ie. Education & community based programs) One or two objectives from that area (ie. Increase the proportion of the nation’s elementary schools that have a nurse-to-student ratio of at least 1:750). Suggest how this objective might be implemented locally. (ie. Our local school board will write a grant to fund one full time nurse to float between schools). Suggest two evaluation measures you could use (ie. Process—school board develops a subcommittee to examine alternative funding sources). (ie Outcome—nurse hired but only at 75% time due to limited funds). (ie Impact—students’ immunization rates meet community norms) Find and share one professional article that addresses evaluation of a health promotion/disease prevention program such as the one you are designing. Keep the discussion less than two pages—and if it doesn’t ‘fit’ perfectly, that is OK, just discuss some of the reasons and issues involved. Comment to at least one of your group members. Are their objectives measurable, logical, simple? Do their evaluation measures make sense—are they examining the objectives realistically? Topic Threads Posts Last Post Discussion # 3: Evaluation  Group/section restrictions. Consider the use of the ‘models’ (e.g. Pender’s health promotion model, the Health Belief model, the Transtheoretical model Self efficacy, PRECEDE/PROCEED, Diffusion of Innovation) and how these may be used to guide evaluation of the program and interventions utilized. Healthy People 2030 gives some great examples of broad goals/objectives at the national level. The Community Tool Box gives solid guidance for developing Goals & objectives which guide evaluation! The Evaluation chapter 10 in Murdaugh, Parsons & Pender (2019) gives a very thorough discussion of multiple options for evaluation. As you read, please focus on the Purpose of evaluation as well as the role of the Outcomes. Process (formative) evaluation examines how the intervention/education is being implemented—how is the ‘process’ working? Outcomes (summative) evaluation asks whether (and how well) the predetermined outcomes of the intervention/education were met. Qualitative or quantitative measures; measuring efficacy or effectiveness? How might you adapt your evaluation for the practice setting?  With your health promotion project, you have determined the population, health issues, a broad goal and some objectives toward the goal. All of these guide eval