MCHES TEST BANK SOLUTION MANUAL (RATED A+)
Research - Answers can be conducted with the intent to generalize findings from a sample to a larger
population. It does not always aim for, or achieve, evaluative conclusions, and it is restricted to empirical
(rather than evaluative) data.
Statement of Purpose - Answers Clearly and succinctly defines the goal of the project. Elements include
research design (quantitative study) or method of inquiry (qualitative study); variables (quantitative) or
phenomena under investigation (qualitative study); priority population; and research setting (worksite,
university, etc)
Systematic Reviews - Answers a published qualitative review of a comprehensive synthesis of
publications on particular topics. Can be helpful in identifying current gaps in a stream of literature that
can be filled in with new, data-based health education/promotion research.
Meta-analyses - Answers A systematic statistical method of evaluating data based on numerical results
of several independent studies of the same problem. Combining data from multiple sources.
Pooled analysis - Answers A method for collecting all the individual data from a group of studies,
combining them into one large set of data, and then analyzing the data as if it came from one big study.
Capacity Assessment - Answers Measure of actual and potential individual, group, and community
resources that can be inherent to and/or brought to bear for health maintenance and enhancement.
Mapping community assets also included in this assessment.
Needs Assessment - Answers Systematic identification of needs within a population and the
determination of the degree to which those needs are being met.
Qualitative Data - Answers Information that is difficult to measure, count, or express in numerical terms.
Must be careful not to introduce bias
May use interviews, observational research, case studies, content analysis, etc.
Quantitative Data - Answers Information that can be expressed in numerical terms, counted, or
compared on a scale.
Must construct questionnaire items in such a way that the responses produce data that are reliable and
valid.
Primary Data - Answers Data gathered by health education specialists directly from or about the
individual or population of interest. These data answer questions related to the specific needs
assessment. Collected by surveys, interviews, focus groups, and direct observation. Allows specialist to
obtain accurate data about problems, influences, and potential solutions to health issues specific to the
community.
20% attrition rate to account for no responses
,By convention, a significance value of 0.05 is used in health education/promotion research
Secondary Data - Answers Data that have already been collected by others that may or may not be
directly gathered from the individual or population being assessed. Examples: existing research
published in peer-reviewed journals
Sources include: CDC, MMWR, Behavior Risk Factor Surveillance System, YRBSS, vital records, US Census
Bureau, health care system, state & local agencies, literature, etc.
Stakeholders - Answers Individuals or agencies that have a vested interest in the health education
program
Social Determinants of Health - Answers Conditions in which people are born, live, work, play, and age
that affect their health risks, health, daily functioning, and quality of life.
Health disparities- differences in access to or availability of facilities and services
Health inequities- are avoidable inequalities in health between groups of people within countries and
between countries
Epidemiological Method (needs assessment model) - Answers focuses on epidemiological data (death
rates, prevalence rates, birth rates, etc.)
Public Health Model (needs assessment model) - Answers Attempts to quantify health problems and
often uses epidemiological data. This model can be more focused on a specific population and can be
mindful of limitations of resources.
Social Model (needs assessment model) - Answers Investigates social or political issues that influence
health.
Asset Model (needs assessment model) - Answers Focuses on the strengths of a community,
organization, or population and looks to find ways to use existing assets to improve health.
Rapid Model (needs assessment model) - Answers Is used when time and money are lacking for a needs
assessment. Offers basic information, but is often lacking in detail.
Needs Assessment Models - Answers Are not independent - you can use several at once.
PRECEDE-PROCEED - Answers Specific in the order and types of information that should be collected.
https://ctb.ku.edu/en/table-contents/overview/other-models-promoting-community-health-and-
development/preceder-proceder/main
, Mobilizing for Action through Planning and Partnerships (MAPP) - Answers Community driven strategic
planning process for improving community health. Facilitated by public health leaders, this framework
helps communities apply strategic thinking to prioritize public health issues and identify resources to
address them.
Intervention Mapping Approach - Answers Framework for health education intervention development.
Is composed of 5 steps:
creating a matrix of proximal program objectives; selecting theory-based intervention methods and
practical strategies;
designing and organizing a program;
specifying adoption and implementation plans; and generating program evaluation plans
PRECEDE (Predisposing, Reinforcing, and Enabling Constructs in Educational Diagnosis and Evaluation) -
Answers Phase 1: Social Assessment- define the quality of life of the priority population; define the
ultimate outcome; what outcome does the community find most important?
Phase 2: Epidemiological Assessment - Identify the health problems/issues of the priority population and
determine and prioritize behavioral, lifestyle, and environmental risk factors associated with the health
problem.
Phase 3: Educational and Ecological Assessment - determine predisposing (individual knowledge &
affective traits), enabling (those that make possible a change in behavior, such as skills), and reinforcing
(feedback & encouragement for a changed behavior, perhaps from significant other) factors. identify the
factors that will create the behavior and environmental changes you've decided on in Phase 2.
PROCEED (Policy, Regulatory, and Organizational Constructs in Educational and Environmental
Development) - Answers Phase 4: Administrative & Policy Assessment - determine the resources
available for program
Phase 5: Implementation - select strategies and activities; begin program
Phase 6: Process Evaluation - Document program feasibility; are you actually doing what you planned?
Phase 7: Impact Evaluation - Assess the immediate effect of an intervention; initial success
Phase 8: Outcome Evaluation- determines whether long-term program goals were met
Ethical Frameworks (applied to planning) - Answers Autonomy - personal right to self-determination and
choice
Criticality - the worst off benefit the most
Egalitarian - all persons of equal value; minimize disparities
