Term Paper Content
important message to look at after biding !
The whole essay is done I just need somebody to make it sound better also to take some stuff out to add in text citations!! from the quotes I have but my profossor doesn’t want it to be direct quotes she wants it to be in my own words and I did that for some but I didn’t do in text citations for ALL some quotes are highlighted already i need somebody to reread and re write and possibly add quotes or take some off
and explain it better and more clear I have all the material and words I just need it better explained
Term Paper
You are a Director for a Non-Profit Organization (NGO) in USA. In 13-15 pages, you will identify a major health problem afflicting a community and provide a proposed solution (a health education intervention or health administration change). You will work on the paper in pieces:
1. Program Needs Assessment:
1. Characterize and define the health problem in the community.
2. Use incidence and prevalence data to assist with demonstrating the magnitude of the problem; identify the dynamics that lead to the problem; and discuss attitudes and behaviors of the population that influence the problem.
3. Describe the health facilities (e.g. community centers), current programs that are attempting to address the problem, and other factors that influence the health problem and modifiable behaviors in the community.
4. Look at the built environment and social environment as it relates to your health problem and target population.
2. Behavior Change Theory:
Select an appropriate behavior change theory, all theory components should be discussed in detail. The theoretical concepts should be used to develop appropriate program interventions
3. Program Intervention Proposal/Plan effective health promotion programs:
A. Describe a successful evidence-based program from the literature.
B. Based on your needs assessment and an evidence-based programs, propose your health intervention program.
3a. Formulate measurable learner goals and objectives.
Formulate measurable learner objectives to address state/national standards.
Your program should have one goal and 3-4 SMART objectives. Follow the SMART guide to develop your program objectives.
Sample SMART Objective:
By the year two of the project, the Division of Cancer will have trained 75% of elementary schools in district 1, 3, and 6 on the selected scientifically based sun safety health education curriculum.
3b. Design intervention strategies consistent with specified learner objectives.
Design new and innovative intervention strategies consistent with “best practice” that support performance indicators and address diverse learning styles; propose multiple strategies to meet the needs of the population.
Be sure to:
1. Identify, describe and explain the program being proposed. Use evidence-based research to support the program being proposed.
2. Explain how program planners would engage with stakeholders or the community to support and assist in the program planning process.
3. Develop a logical scope and sequence plan for a health program, using the theories and models discussed so far.
4. Formulate appropriate programmatic and measurable goals and objectives.
5. Design educational strategies consistent with program participants as these pertain to the program and learner objectives.
4. Program Evaluation: Utilize validated assessment strategies to determine impact on target population’s knowledge and skill pertaining to the health problem; identify and address common barriers to implementation of evaluation plans; appropriately DESCRIBE both qualitative and quantitative measurement instruments and data collection methods to implement a comprehensive evaluation plan to determine effectiveness of strategies. Be specific in your evaluation and be sure to address formative evaluation, process, outcome, and impact.
Formative Evaluation: A formative evaluation ensures that a program or program activity is feasible, appropriate, and acceptable before it is fully implemented. It is usually conducted when a new program or activity is being developed or when an existing one is being adapted or modified. Formative evalaution occurs during program planning and implementation. During planning phase, formative evaluation activities test program plans, messages, materials, procedures and modification of existing programs or materials before they are implemented to verify feasibility, appropriatness, and acceptability of their use in the program and with the target populations.
Process: determines whether program activities have been implemented as intended. Identify indicators the program planner will utilize to determine whether program activities have been implemented as intended. Process evalution includes assessment of several areas: fidelity, completeness of program delivery, initial and contined use of the programs and materials (exposure), participation satisfaction, reach, adherence to recruitment procedures, and environmental monitoring.
Outcome/effectiveness evaluation (objective based): Focuses on whether long-term goals of the progam are attained. Example, changes in health status or quality of life indices are measured.
Impact evaluation: measures the exten to which the program has caused the intended short-term changes in the target population. Changes in program’s short-term program goals and objectives are assessed.
Examples of formative, process, impact and outcome evaluations
Formative Evaluation Are the written materials used at an appropriate reading level for the target population? Are the videotapes acceptable to the target population? Are the workshops offered at a time that is convenient for the target population?
Process Evaluation Was the program implemented as planned? Did all sessions or components occur? If not, why not? Did sessions or components last as long as they were supposed to last? Were components facilitated by those trained? How many people attended each session? How many people participated in all or parts of the program? What was the level of student satisfaction with the unit? What approach was used to attract participants? What was the level of facilitator or teacher satisfaction with the intervention or unit?
Impact Evaluation Did the program meet its short-term goals and objectives? Did program participants increase knowledge? Did program participants improve skills? Did program participants improve self-efficacy? Did program participants increase perceived susceptibility? Did program participants reduce health- compromising behavior? Did program participants delay the onset of health- compromising behavior? Did program participants increase health-enhancing behavior? Did the environment become more health-enhancing? Was the number of emergency room visits associated with the health problem decreased?
Outcome Evaluation Was the health status of the target population improved? Did CVD rates decrease for the community? Did playground injuries decrease for county day care centers? Was the quality of life of the target population.
Review chapter 10 before creating formative, process, outcome and impact evaluations for your program in 1.5 pages. Utilize evaluation strategies such as survey, pre-test, posttest and focus group to evaluate your program.
Format: This should be 8-10 pages in length. You should have at least 5 references in this section and at least 3 should be peer reviewed journal articles no older than 10 years. Be sure to use evidence to support why you are proposing this program for this population and for this health problem.
