Planning

budget categories

personnel: percentage of FTE (.5 fte=half time) travel equipment supplies (hard to itemize, office supplies) communication printing and duplication consultants miscellaneous/other

SMART objective

Specific Measurable Achievable/attainable Relevant/realistic Time-bound

ethical principles for research

-no harm -beneficence -autonomy -justice -fidelity

ethical principles

-produce benefits -prevent harms -distributive justice -procedural justice, transparency -autonomy -universal human rights -confidentiality -protecting subgroups -trust

Integrated Planning and Evaluation Model

1) Assessment (P-P phase 1: social and phase 2: epi) 2) Identification of Determinants and Precursors (P-P phase 3: behavioral and environmental assessment; and phase 4: educational and ecological assessment) 3) Intervention Selection and Development (P-P phase 5: administrative and policy assessment) 4) Implementation (P-P phase 6: implementation) 5) Monitoring and Evaluation (P-P phases 7-9)

evidence-based

a program is judged to be evidence-based if evaluation research shows (usually) positive results; the evaluation is peer-reviewed; results can be attributed to the program; the program is endorsed by a federal agency or respected research organization

predisposing

antecedents to behavioral change 3 types: cognitive, emotional, and demographic factors that make a person more likely to adopt or change a behavior ex: knowledge, attitudes, skills, efficacy; these are the focus of many individually-based theoretical constructs (TPB, TTM, HBM) and can often be influenced by education and communication

enabling

antecedents to behavioral or environmental change these are conditions of the environment that facilitate the performance of an action by individuals or organizations examples: availability/accessibility of resources, transportation, policies, skills that can be developed these can be influenced by community organization, capacity-building interventions

impact evaluation

assesses change in PRE factors and determinants

criteria for data used

available/accessible; valid; consistent (methods unchanged over time); periodic collection; sensitive (can detect change over time)

changeability

behavioral determinants are more changeable when: -still in developmental stages -not deeply rooted in culture -changeable by social action and/or policy -documented evidence of changeability -compelling theory for changeability environmental: -interactive with behavior -changeably by social action and/or policy -documented evidence of changeability -compelling theory for changeability -public and/or political support

capacity assessment

capacity may include: -readiness -resources/strengths -other dimensions -competence at the individual, organizational, or community levels

outcomes

changes resulting from the program (short-term) changes in... awareness, knowledge, attitudes, perceptions, behavioral intentions, skills, etc. (medium-term) changes in... behavior, decision-making, policies, social action (long-term) changes in...conditions, social (well-being), health status, economic, environmental

outcome evaluation

design an "optimal" rather than "ideal" evaluation, considering many factors: -prioritized questions -stakeholder priorities -ethical considerations -available resources -size of project -number of participants -capacity

epi assessment

determine the importance of the health/social issue; describe the distribution of the issue; helps to determine the magnitude and distribution of the problem, and provide rationale for program priorities measures occurrence (mortality, morbidity, incidence, prevalence) measures impact: YPLL, DALY, QALY, YLD, death

outcome evaluation

determines effet on health and QOL indicators

social assessment

determines people's perceptions of their needs and quality of life; considers resources, capacity, and readiness to change find common ground between community's perceived needs, actual needs, and resources -identify stakeholders -assess quality of life and sociocultural concerns -document needs -decide on priorities and targets -assess resources available

conceptual model

diagram of proposed causal linkages and relationships between concepts related to a particular health problem can be used to guide the development of an intervention each proposed relationship must have a good reason for being in the model (data or a hypothesis); only show the relationships that will be tested does not have to include all variables but helps organize determinants and precursors

prioritization

different strategies for prioritization multi-voting technique strategy grids nominal group technique Hanlon method Prioritization matrix

outputs

direct results/products of program activities # of participants, clients served, materials produced, clinics adopting, materials distributed, people attending meetings, patients enrolled, coalitions formed, curricula developed, policies created/adopted, database established

activities

events or actions undertaken as part of the program develop, train, teach, deliver serves, develop products, network with others, build partnerships, assess, facilitate, launch, work with the media

risk factors

factors that increase the likelihood of a negative outcome

promotive factors

factors that increase the likelihood of a positive outcome

protective factors

factors that insulate individuals or groups from negative influences

process evaluation

focuses on the extent to which an intervention reached the intended participants and is carried out as planned (fidelity)

reinforcing

follow a behavior (change) and provide incentive for maintenance or repetition of the change positive or negative feedback of behavior or environmental change; examples: social support, peer approval, rewards and punishment

goal vs objective

goal: broad statement of what will change and who will be affected objective: identifies how much of a program's goal(s) will be achieved in concrete, measurable terms who will change by how much, by when, and how will it be measured; should be SMART; indicators are measures to show the results of your program

prioritization matrix

good for when health problems are considered against a large number of criteria or when an agency is restarted to focusing on only one issue 1) create a matrix by listing all issues down the y axis and all the criteria across the x axis 2) rate each health issue against each criterion 3) weight the criteria 4) calculate priority scores

behavioral and environmental assessment

identification of determinants (IPEM) systematic analysis of factors in the immediate social/physical environment that could be linked to the behavior or directly related to the outcomes 1) create an inventory of environmental factors 2) rate the importance 3) rate the changeability 4) prioritize environmental targets based on importance and changeability 5) develop objectives

causal factors

identified in P-P phase 4, Ecological and Educational Assessment predisposing, enabling, and reinforcing

prioritizing precursors

importance: consider prevalence, immediacy (how urgent? proximity to behavioral or environmental determinant) and necessity changeability: consider results of previous attempts; hierarchy of changeability (knowledge, beliefs, skills)

matching, mapping, pooling, and patching

in administrative and policy assessment phase -match the ecological levels to program components -map specific interventions based on theory and prior research to specific PRE factors -pool prior interventions and community-preferred interventions that might have less evidence to support them -patch those interventions to fill gaps in evidence-based best practices

indicators

measures used to demonstrate change in a situation, or progress of a program secondary or primary data should be valid, reliable, precise, and relevant

PRECEDE-PROCEED

population-based and ecological approach to planning Predisposing, Reinforcing, and Enabling Constructs in Educational/environmental Diagnosis and Evaluation (PRECEDE) Policy, Regulatory, and Organizational Constructs in Educational and Environmental Development (PROCEED) 9 phases: 1) social assessment 2) epi assessment 3) behavioral and environmental assessment 4) educational and ecological assessment 5) administrative and policy assessment 6) implementation 7) process evaluation 8) impact evaluation 9) outcome evaluation

unintended consequences

program may: -exacerbate the problem -identify another problem -raise people's expectations -create turf battles -displace problems rather than solve them -have a spillover effet -have positive contagion to non-participants

intervention selection

program should align with stakeholder goals, identified determinants/precursors, and appropriate SEF levels program should be efficient, effective, feasible, and ethical look through systematic reviews or EBI registries to find interventions if there are no interventions, develop your own using theory, prevention principles, and EBIs with similar populations and issues

pros and cons about EBIs

pros: -internal validity -cost effective (rather than having to create a new one) -can increase buy-in from stakeholders (often face resistance from stakeholders in trying something new) -shown to be effective in populations studied cons: -may not be generalizable -they are effective under well-funded controlled conditions -it is assumed they were implemented with fidelity

inputs

resources (new and existing) that go into a program staff, volunteers, time, money, research base, materials, equipment, technology, partners

needs assessment

review of health and social issues facing a population social, epi, capacity, and strengths/assets

strategy grid

shifts emphasis towards addressing problems that will yield the greatest results; particularly useful when agencies are limited in capacity and want to focus on areas to have the greatest impact 1) select criteria; pick 2 broad criteria (e.g, importance, need, feasibility, impact, cost 2) create a grid with 4 quadrants 3) label the quadrants 4) categorize the competing projects or activities into the boxes and prioritize which quadrant to choose (e.g., high need and high feasibility)

common criteria for prioritizing health issues

size (# of people affected) seriousness (degree to which it leads to death, disability, and impaired QOL) trends equity feasibility value (importance to community) consequences of inaction (risks associated with exacerbation of problem) social determinant/root cause (whether or not a problem is a root cause that impact more than one health issue)

logic model

systematic presentation of: -resources you plan to invest -activities you plan to implement -products you plan to create -short and long-term changes or results you hope to achieve identifies critical elements in a program; makes explicit the assumptions underlying an intervention -guides the evaluation -helps match evaluation to the program -helps us know what and when to measure inputs (process eval) activities (process eval) outputs (process and outcome) short-term outcomes (outcome) long-term outcomes (outcome)

precursors

the causal factors factors of highest priority behavioral and environmental determinants that 1) are necessary to initiate, facilitate, and sustain change; and 2) become the immediate targets of a program/intervention find these in literature and theory

program sustainability

think about how to maintain benefits; institutionalize a program within an organization, capacity building in the community 8 sustainability domains: -funding stability -political support -partnerships -program adaptation -program evaluation -communications -public health impacts -strategic planning

multi-voting technique

used when narrowing down a long list of health problems to a top few Round 1: each participant votes for their highest priority items 2: update list, and participants can vote a number of times equal to half the number of health problems on the list 3: continue until narrowed down