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Summary of intervention development HEP4213

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Module
Intervention development (HEP4213)

Institution
Maastricht University (UM)

Book
Planning Health Promotion Programs

Summary of intervention development HEP4213. All lectures and important parts of the Bartholomew Elredge 'Planning Health Promotion Programs' book are included!

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Uploaded on December 18, 2019
Number of pages 16
Written in 2019/2020
Type Summary

intervention development
hep4213
summary
health education and promotion

Book Title:Planning Health Promotion Programs

Author(s):L. Kay Bartholomew Eldredge, Christine M. Markham

Edition:2016-03-15
ISBN:9781119035497
Edition:1

Institution
Maastricht University (UM)
Education
Master Health education and promotion
Module
Intervention development (HEP4213)

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Intervention
development
I. Overview of Intervention
Mapping [ch1]
Steps of intervention mapping (iterative process though!)
1. Develop a Logic Model of the Problem based on needs
assessment
2. State Program Outcomes and Objectives  A Logic Model
of Change
3. Develop the Program Design: develop the program plan,
including scope, sequence, change methods, and practical
applications.
4. Program Production: produce the intervention, including
program materials and messages
5. Program Implementation Plan: plan program use, including
adoption, implementation and maintenance
6. Evaluation Plan: develop an evaluation plan

A. Perspectives
Perspectives in this chapter highlight the importance of needs assessment and a
consideration of community strengths as part of intervention planning

1. Perspective 1: theory and evidence
 Using theory from a problem driven perspective
o Not theory generation or single-theory testing
o Theoretical promiscuity is encouraged
 Causal theories and change theories
 Evidence goes beyond the scientific literature
o Opinions and experience of community members and
planners

2. Perspective 2: ecological models and systems thinking
 Conducting an asset assessment
 Social ecological model is consonant with and encompassed by
systems thinking
o Health is a function of individuals and of the environments in
which individuals live
o Interventions are events in which systems and other factors
within a system can reinforce or dampen the influence of an
intervention
o Focus on the interrelationships between individuals and their
environments -> look at agents at each ecological level

1

, 3. Perspective 3: participation in health promotion planning
 Broad participation of target group and other relevant stakeholders
o Intervention focus reflects actual concerns
o A greater breadth of skills, knowledge and expertise
o A greater acceptance of the intervention that is going to be
developed

B. Core processes for using theory and evidence
 Posing questions (starting with the worksheets)
 Brainstorming to figure out what the planning team already knows about
potential answers to the question
 Reviewing findings from the empirical literature for answers to the question
(breadth and depth of the search)
 Reviewing theories for additional constructs
 Assessing and addressing needs for new data
 Developing a working lists of answers, then moving on to the next question

C. Assessing and using theory
Topic approach: theories used in previous work on the topic
Construct approach: from brainstorm to theoretical constructs
General theories approach: general explanations

II. Step 1 – Logic Model of the Problem [ch4]

A. Tasks within Step 1 (p.214)
1. Establishing and working with a planning group that
includes program stakeholders
 Ensuring participation in program planning
o Composing and maintaining project work groups
 Using group management processes for productive groups
o Facilitation
o Processes for idea generation
o Processes for consensus
 Considering culture in the work of the group

2

, o Exploring personal ethnocentricity
o Exploring and working in
another culture

2. Conduct a needs
assessment using the PRECEDE-
PROCEED model to analyse
health and quality-of-life
problems and their causes 
this creates a logic model of the
problem (p.226)
 Fully analysing the problem and its
multiple causes to create a logic
model of the problem
 A full analysis is needed before selections can be made based on relevance
and changeability (requires an adequate planning group)
o Describing the priority population
 Epidemiologically and demographically defined population at
risk
 At risk group is not necessarily the target group (e.g.
intervention through parents)
o Describing health problems and quality of life
 Basic questions such as: what is the problem? What is the
incidence?
 Dimensions:
 Health problems: e.g. disability
 Quality of Life: e.g. absenteeism, stigma
o Describing possible causes of health problems (phase 3)
 Behaviour of at-risk group
 Environmental factors: indirectly or directly causes health
problem (social (e.g. behaviour of parents, legislation) or
physical (no access to resources) environment)
o Describing determinants of behavioural and environmental risks
o Acquiring needs assessment data
o Combining qualitative and quantitative data
o Finding and using archival data
o Collecting primary data

3. Describing the context for the intervention (including the
population, setting and community)
 Balancing the needs assessment with an asset assessment
 Conducting an asset assessment
 Identifying an intervention setting

4. Stating program goals

3

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