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Behaviors that impact a person's health |
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''Using evidence-based practices and/or sound theories that provide the opportunity to acquire knowledge, attitudes, and skills needed to adopt and maintain healthy behaviors'' (Joint Committee, 2012) |
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''Any planned combination of educational, political, environmental, regulatory, or organizational mechanisms that support actions and conditions of living conducive to the health of individuals, groups, and communities'' (Joint Committee, 2012) |
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Any person or organization with a vested interest in a program |
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Those who have the authority to approve a plan |
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Health Education Specialist |
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''An individual who has met, at a minimum, baccalaureate-level required health education academic preparation qualifications, who serves in a variety of settings, and is able to use appropriate educational strategies and methods to facilitate the development of policies, procedures, interventions, and systems conducive to the health of individuals, groups, and communities'' (Joint Committee, 2012) |
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A process carried out prior to the formal planning process that allows a core group of people to gather answers to key planning questions |
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Preventive measures that forestall the onset of illness or injury during the prepathogenesis period (Avoid disease, illness or injury) |
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Preventive measures that lead to early diagnosis and prompt treatment of a disease, illness, or injury to limit disability, impairment, or dependency and prevent more severe pathogenesis (Avoid Disability, impairment, or dependency) |
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Preventive measures aimed at rehabilitation following significant pathogenesis (Avoid death) |
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Assumptions for Health Promotion |
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-Health status can be changed -Disease theories and principles can be Understood -Behavior can be changed and those changes can impact health |
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Measures dollars spent on a program versus dollars saved or gained |
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Those who are willing to take on work to complete a task |
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Those who control resources to facilitate the planning and implementation of a program |
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Group of individuals who are Responsible for creating a program and then overseeing its implementation and evaulation |
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The "human, fiscal and technical assets available" to plan, implement, and evaluate a program |
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Ensures that programs have appropriate built-in reinforcement components to assist participants with the expected level of involvement and/or behavior change |
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"The study of the distribution and determinants of health-related states or events in specific populations, and the application of this study to control health problems" |
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The process of identifying, analyzing and prioritizing the needs of a priority population |
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Step 1. Identifying appropriate background material Step 2. Titling the Rationale (A rationale for (title of program): A program to enhance the health of (priority of population) Step 3. Writing the content Step 4. Listing the referencces |
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Guidelines for setting up a planning committee |
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The composition of a balance planning committee |
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Recognizing that there are multiple levels of influence on behavior |
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"Any characteristic of a person or population that motivates behavior prior to the occurrence of behavior" |
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"Any characteristic of the environment that facilitates action and any skill or resource required to attain a specific behavior" |
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"Any reward or punishment following or anticipated as a consequence of a behavior, serving to strengthen the motivation for a behavior after it occurs" |
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Generalized Model (Figure 3.1) |
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Consists of 5 basic steps: assessing needs, setting goals and objectives, developing interventions, evaluating results |
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Planned Approach to Community Health (planning model of preference to be used in partnership with state and local health departments and local communities) |
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Assessment Protocol for Excellence in Public Health (emerged as a cooperative project among several prominent public health organizations) |
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Mobilizing for Action through Planning and Partnerships (collaborated on the development of a new model to replace APEX-PH) |
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Mobilize, Assess, Plan, Implement and Track (A way to assist communities in implementing their own adaptions of Healthy People 2020) |
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Value of understanding the Generalized Model |
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Understanding the model will help health education specialists adapt and respond to complex planning tasks in professional practice |
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Factors of selecting a specific planning model |
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1. Preferences of stakeholders 2. Time and funding availability 3. Resources for data collection and analysis 4. The degree of involvement of partners 5. Preferences of a funding agency |
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Three F's of Program Planning |
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1. Fluidity (steps are sequential) 2. Flexibility (adapt to needs of stakeholders) 3. Functionality (outcome of planning is improved health conditions, not production of the plan |
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Underlying approach of this model is to begin by identifying the desired outcome, to determine what causes it, and finally to design an intervention aimed at reaching the desired outcome |
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"predisposing, reinforcing and enabling constructs in educational/ ecological diagnosis & evaluation" |
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"policy regulatory and organizational constructs in educational & environmental development" |
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What is each phase of PRECEDE-PROCEED model? |
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1. Social assessment 2. Epidemiological assessment 3. educational& ecological assessment 4. Administrative & policy assessment and intervention alignment 5. Implementation 6. Process evaluation 7. Impact evaluation 8. Outcome evaluation |
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What are the six phases of MAPP and the four MAPP assessments? |
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1. Organizing for success& partnership development 2. Visioning 3. Four MAPP assessments 4. Identify strategic issues 5. Formulate goals& strategies 6. The action cycle |
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Social Marketing Assessment & Response Tool ( A social marketing planning framework for health promotion) |
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What are the 7 phases of the SMART model? |
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1. Preliminary planning 2. Consumer analysis 3. Market analysis 4. Channel analysis 5. Develop interventions, materials and pretest 6. Implement 7. Evaluation |
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