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Used for planning interventions Not to be used to predict or explain Provides a framework for identifying strategies to address factors linked to outcomes of interest Provides a guide through a process Starts at the end and works backwards |
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Influenced by both individual and environmental forces
2 parts Educational diagnosis (PRECEDE) Ecological diagnosis (PROCEED) |
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Predisposing Reinforcing Enabling Constructs in Educational / Environmental Diagnosis and Evaluation |
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Policy Regulatory and Organizational Constructs in Educational and Environmental Development |
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Address educational & ecological issues Social Assessment Epidemiological Assessment Behavioral & Environmental Assessment Educational & Ecological Assessment Administrative & Policy Assessment Address implementation & evaluation Implementation Process Evaluation Impact Evaluation Outcome Evaluation |
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-Way too comprehensive for it to be applied in a reasonable time period at a setting -Requires heavy financial and human resource input to become functional -Mixture of several theories -Comparative studies lacking |
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-Community’s perceived & actual needs -ID quality of life concerns -Multiple data collection activities used -Helps to understand where the community stands |
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Epidemiological Assessment |
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-ID specific health problems contributing or interacting w/ quality of life concerns of community -Original data collection or secondary data analysis -Prioritize the health needs -Establish program goals & objectives |
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ID specific health problems contributing or interacting w/ quality of life concerns of community |
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ID causative factors (genetics, behaviors, environment) |
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Original data collection or secondary data analysis |
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Hospital records Death records Clinics Health Department School nurses |
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Behavioral & Environmental Assessment |
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-Identifying Internal & External factors affecting individual’s health -Allows you to map out the factors |
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How to identify internal/external factors |
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Literature review Apply theories |
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Educational & Ecological Assessment |
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-Identify antecedent & reinforcing factors that must already exist -Help to initiate & sustain change |
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Educational & Ecological Assessment is shaped by several factors |
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Predisposing factors Enabling factors Reinforcing factors |
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Motivate or provide reason to change Knowledge, attitudes, cultural beliefs, readiness to change Already exists |
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Enable person to act on the predispositions Available resources, supportive policies, assistance, & services |
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After a behavior has been initiated Encourage repetition or continuation of behavior Continuing rewards or incentives Social support, praise, reassurance, symptom of relief |
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Administrative & Policy Assessment (4) |
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-Interventions using information gathered in the previous steps -ID barriers that can influence program -Analyzing the availability of needed resources -Develop and ID organizational policies & regulations that could affect the program implementation |
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-Preparation of evaluation procedures should begin before implementation -Once goals, objectives, and actions are determined, put the plan into action |
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-Is the program being carried out according to plan? -Is the program being received as planned? -How is the attitude of recipients of program? +/-? -If not, what changes can be made now and what changes can be made later? |
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-Assesses the immediate effect of program on target behaviors. -What changes are being made in the factors influencing the likelihood that behavioral & environmental change will occur? |
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Has the intervention affected the health and quality of life indicators? |
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