Competency 3.1: Implement a plan of action.

Phase 5 of the implementation process: Ending or sustaining a program or intervention.

The final phase of the implementation process includes determining how long a program or intervention should run. To best determine the fate of the program or intervention, HES need to consider the program outcomes, type of resources needed, and support from community partners.

Phase 4 of the implementation process: Put the plans into action.

This can be accomplished through pilot testing, phasing-in, or total implementation.

Total Implementation

When the entire program begins at the same time. This may be easier to accomplish when the number of interventions and intervention strategies are limited and focused on one audience.

Phase 1 of the implementation process: Engagement of individuals or organizations that make a decision to adopt an intervention or a program.

Acceptance of the intervention or program by the priority population and by individuals or organizations delivering the intervention is critical to implementation. If needs assessment and planning processes included these individuals or groups, Phase 1 may have been accomplished at that time.

Phase 2 of the implementation process: Specify tasks and estimate resources.

During this phase the HES develops a detailed list of program activities and identifies the relationships between and among them. Especially important aspects of the program that are necessary for other components to take place. Resources needed may include personnel, space, supplies, equipment, marketing, communications, and direct educational needs.

Phasing-in

During this process the program is offered in increments rather than all at once; It is not considered a trial run. This process can be done by limiting the number of participants, locations, or interventions offered.

Health literacy

Low health literacy skills or Limited English Proficiency (LEP) in an audience affects the way an intervention is delivered. Poor health literacy is linked to poor health outcomes. Health information for people with LEP needs to be communicated plainly in their primary language, using words and examples that make the information understandable

Phase 3 of the implementation process: Establish a system for program management.

Once all of the activities, corresponding tasks, and resources have been identified, a system should be developed to ensure that the program progresses as planned. Typically, personnel and financial resources need to be managed.

3.1.4 Use a variety of strategies to deliver a plan of action

Sub-Competency: An intervention may include single or multiple strategies and methods through which program goals and objectives are achieved. The implementation of an intervention requires a variety of skills and knowledge by the HES, including the capability to use technology, create appropriate timelines, manage program resources, and carry out an evaluation.; Behavior is multifaceted; therefore, multiple strategies are often needed to change behavior. These include planned strategies, activities for groups or individuals, or activities focused on organizational, community, environmental policy change levels, or client-, provider- or systems-centered. When selecting individual strategies or activities, make sure that each one has evidence of efficacy.; New communication technologies such as Web 2.0 (blogs, mashups, podcasts, feeds, social networking sites, video sharing, and wikis), text messages or short-message service, PDAs and other technologies offer methods for delivering health education strategies, interventions, and programs.

3.1.3 Use strategies to ensure cultural competence in implementing health education plans

Sub-Competency: Culturally and linguistically competent HES value diversity, develop the capacity for self-assessment, raise awareness of dynamics inherent when cultures interact, use organizational processes to institutionalize cultural knowledge, and strive to develop individual and organization adaptations to diversity. Literacy level, preferred language, and preferred media sources should be considered when delivering health messages.

3.1.1 Assess readiness for implementation

Sub-Competency: HES should consider readiness for implementation at organizational and individual levels. He or she should compare goals and objectives with the characteristics of groups, communities, or organizations that might have experience in delivering the intervention strategies. Identifying and contacting individuals whose professional background and experience would be skills and abilities to help groups, communities, or organizations will increase readiness to implement health education programs. Where and when necessary, the HES should help facilitate capacity-building among key stakeholders to increase readiness to move health education programs forward. Several methods for determining capacity exist, some using outside experts and others using only local individuals and organizations.

3.1.2 Collect baseline data

Sub-Competency: Prior to program implementation, the HES should review available quantitative and qualitative data from national, state and local resources to assess health knowledge, beliefs, attitudes, and values of the intended audiences related to the health topic, and their psychomotor capabilities or skills related to outcomes. Many times primary data collection is required, especially if the HES wants to understand the local impact of a health issue. It may not be necessary to collect new information for each intervention. Secondary data sources might also provide information needed for a program. Some common secondary data sources include the U.S. Census and BRFSS. The type of data needed might also be available through other sources in the community, such as local organizations with an interest in the same population. Baseline data are important because they provide the beginning measure for evaluating changes in behavior, practices or skills associated with the program goals.

Cultural Competence

The integration and transformation of knowledge about individuals and groups of people into specific standards, policies, practices, and attitudes used to increase the quality of services, and improve outcomes.

Piloting, pilot testing, or field testing

This allows for a trial run of the program on a small scale. For this to have maximum utility, interventions should be conducted with individuals of the priority population in the same setting and delivered by individuals as intended for full implementation.