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Summary of intervention development HEP4213
 3 keer verkocht
  • Vak
  • Intervention development (HEP4213)
  • Instelling
  • Maastricht University (UM)
  • Boek
  • 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!

Voorbeeld 3 van de 16  pagina's

Document informatie

  • Nee
  • H1 t/m 8
  • 18 december 2019
  • 16
  • 2019/2020
  • Samenvatting

Onderwerpen

  • intervention development
  • hep4213
  • summary
  • health education and promotion

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Meer samenvattingen voor studieboek

  • Summary book Planning Health Promotion Programs, an Intervention Mapping Approach
  • Lectures Health Psychology (Master Health Sciences VU)
  • Vertaling & Samenvatting stap 5 & 6 uit Engelstalig handboek (in detail)
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  • Maastricht University (UM)
  • Master Health education and promotion
  • Intervention development (HEP4213)
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Voorbeeld van de inhoud

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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