APPLIED COMMUNITY HEALTH EDUCATION PROGRAM PLANNING

HEA 648, Fall 2003

University of North Carolina at Greensboro

 

Room:  351 HHP Building

Date and Time:  Thursdays 6-8:50

 

Instructor: Paige Hall Smith, Associate Professor

Office: 437M, HHP Building

Phone: 336-334-5520

Email: phsmith@uncg.edu

Fax: 336-334-3238 (put to my attention)

Office Hours: Thursdays 5- 6 in the student union or by appointment

 

 

COURSE OBJECTIVES AND COMPETENCIES

 

The objectives of this course are for students to:

1.      Identify their learning objectives for their internship.

2.      Develop a sound and reasonable plan for their internship.

3.      Enhance their program planning skills.

4.      Learn how to use CDCynergy, CDC’s new interactive planning tool.

 

The graduate-level competencies addressed in this course include:

1.      Conduct thorough reviews of the literature (as relevant to developing your program plan).

2.      Apply research to health education practice (through the development of an evidence-based program plan).

 

COURSE RESOURCES

 

1.      Centers for Disease Control and Prevention (2001). CDCynergy. (CD format).  You are responsible for making your own personal copy of the CD.

 

2.      Readings as assigned from CDCynergy.

 

3.      CDC’s web site for CDCynergy: www.cdc.gov/communication/Cdcynergy.htm

 

4.      Other readings as assigned

 

STRUCTURE OF THE COURSE

 

We will use CDCynergy developed by CDC, to guide development of your program plan. CDCynergy is a multi-media tool that can be used to plan health education interventions. Although CDCynergy was developed to guide development and evaluation of health communication intervention, it is adaptable to planning and evaluating other types of interventions.  There are six phases to CDCynergy’s planning process, which we will adapt for our purposes (see Attachment).

 

ASSIGNMENTS

 

(1)   Do all readings, reviews and worksheets as assigned.

(2)   Part 1 of plan due October 9 (33%); High pass (A),  pass (B), fail: fail will be required to re-do.  

(3)   Part 2 of plan due November 13 (33%); High pass (A),  pass (B), fail: fail will be required to re-do.

(4)   Part 3 due December 4 if you want feedback; (33%); High pass (A),  pass (B), fail: fail will be required to re-do.

(5)   Everything must be turn in by exam period December 11 if you want the plan to be signed before January.

 

IMPORTANT REMINDERS

 

(1)   You need your own personal copy of the CD for Aug. 26.

 

(2)   You need to be in touch with your site preceptor as you develop your program plan. Ask questions, gather materials; remember, the site preceptor must sign your program plan indicating they agree with it and will support it and you.

 

(3)   You will need to conduct an interview with your site preceptor (and other agency staff as need be) to help you with your SWOT analysis for Sept.18; you may use data collected from this for other classes.  You will need to obtain a mission statement from your organization for Sept.18.

 

(4)   I need signed copies of the Learning Plan, Institutional Agreements, and Organizational Profile (located under BB: Assignments) as soon as possible.

 

(5)   You will receive an incomplete if the final plan is not turned in, signed by all three parties (you, me, and the site preceptor) by the final exam date Dec. 11. You will be given a final grade when the signed document is turned in. You cannot start your internship until the planning and learning documents are signed by all parties.

 

(6)   You cannot collect any data until you have received IRB approval

 

COURSE OUTLINE

 

In addition to the readings assigned, read the appropriate sections in CDCynergy, listen to the “consultant” and review the examples.

 

Date

Topic

Readings

 

Other Assignment

Aug. 21

·        Introduction

·        Discuss manual Discuss internship sites, work groups

·        Work on learning plans

 

 

 

Aug. 26
  • Review internship sites
  • Review CDCynergy
  • IRB requirements

·        Review the manual

·        Review CDCynergy if possible

·        See BB: Assignments (BB= Blackboard)

·        Turn in learning plan (see BB: Assignments)

·        Turn in Organizational profile is possible (See BB: Assignments)

·        Bring the IRB Form to class (see BB: Assignments)

Sept. 4

What is planning?

·        What are planning models?

·        How does CDCynergy compare

·        Define your personal plan

1. CDCynergy read:

·        Review the entire planning process

·        Evaluation Relevance (icon to click on most steps);

·        Planned Approach to Community Health, Chapter 1, Overview of PATCH (Step 2.1; click on resources; listed under “P”)

 

·        Review the CDCynergy plan (Attachment 2) and see how you may want to modify this plan to better fit your particular project (see Attachment 1 for guidance).

·        See Attachment 2 for program plan guidelines

 

Sept. 11

Part 1: Problem Definition

Work on (1) write a problem statement, (2) relevance to agency, (4-7) further delineate and describing the problem and (8) assessing factors that can affect the project’s direction

Work on

·        Planning Team

·        SWOT Analysis

1. CDCynergy read:

·        Phase1 entirely

·        Examples of problem statement (N=3);

·        Heart disease and Stroke (Resources—documents)

·        Review SWOT Strategic Planning Worksheet from Step 1.8

·        SWOT Strategic planning worksheet (Resources—websites)

·        Read  introduction to Step 2.5  on SWOT for each intervention (not 2.3)

 

·        Review and identify relevance for your topic:

·        BRFFS WEB Site

·        Read one recent MMWR on your topic

·        Review a CDC site for your topic

·        Begin identifying other internet and scientific sources

·        Write a draft problem statement and bring to class

Sept. 18

 

Part 1: Theories and conceptual models.

Work on (1) diagrammatic illustration of the direct and indirect causes that require intervention (i.e., conceptual model)

 

1.  In CDCynergy read:

·        2.1 and all related examples

·        Aetiologic Theory Structuring Guide (Resources-documents)

·        Problem etiologic chart (Resources—documents)

·        Health Behavior factors (Resources—document)

·        Public Health Healthy People (Resources—documents)

·        Theory at a glance (Resources—websites)

2. Earp and Ennett article

3. Green article

·        Bring mission statement from agency

·        Interview agency personnel  for SWOT analysis

·        Bring to class a (at least) partially completed SWOT worksheet (see SWOT worksheet under Resources—websites)

Sept. 25

Part 1: Theories and conceptual models continued.

·        No new readings

·        Complete changability matrix (Step 1.7) –use in drafting your conceptual model

·        Bring a draft of your conceptual model

Oct. 2

Part 2: Goals and objectives  (Phase 3)

 

 

 

 

 

 

 

Defining solutions: Logic models: intervention strategies  (Step 1) and research plans

1. CDCynergy

·        Goals and Objectives (2.3, not 2.5) and examples

·        Health people 2010 toolkit, (Resources—websites), chapter on Setting health priorities and objectives

 

CDCynergy

·        2.4, 2.6 and all links and examples

·        Best practices homepage (Resources—websites)

·        Community prevention guide (Resources—websites)

·        TBA

 

·        Bring your revised conceptual model to class;

·        Bring to class worksheets from reading on Setting health priorities

Oct. 9

Part 2: Defining interventions, research plan. 

Work on (6) selecting interventions and logic models

·        CDCynergy read all of Phase  5 on Evaluation

·        Readings TBA

 

·        Part 1 Due

Bring to class as appropriate draft

·        logic model

·        intervention plan  

·        draft research plan

Oct 16:   Classes cancelled for fall break

 

Oct. 23

Part 3: 

Data collection and the IRB

·         New Reading TBA 

·        Part 2 Due

·        Bring to class your intervention plan, research plan, logic models (as appropriate)

·        Bring to class your draft IRB

·         

Oct. 30

Part 3: Data collection instruments

 

·        Readings TBA

 

·        Bring a draft of your data collection instruments

Nov 6

Class cancelled for Lawther Lecture.

 

Nov. 13

Part 3: Data collection instrument; timetable, budget and

In CDCynergy read:

·        5.8 Develop an evaluation timetable and budget

Bring to class your:

·        Revised data collection instrument and IRB

·        time line and estimated

Nov 20

Part 3: Planning your personal evaluation continued

How will you evaluate your progress

 

 

Bring your draft and link to learning objectives

 

Nov. 27: Class cancelled for Thanksgiving

 

Nov. 4

Work on document:

·        Whatever you have not done 

 

Bring to class:

·        your IRB

·        anything you want feed back on

 

Dec. 4

Last day of class

Work on document

 

Part 3 due for feedback.

Dec. 11: Complete Program Plans due in order to be signed before January. Include a title page (see Attachment 3).

 

 

 

Attachment 1

Six Phases of the CDCynergy Planning Program

 

Phase 1: Problem Definition and Description

1)      Write a problem statement

·        What "should" be occurring? (e.g., Based on the national average, no more than 20% of adolescents under age 18 in our community should smoke more than three cigarettes per day.)

·        What is occurring? (e.g., A recent survey among adolescents under age 18 in our community reported that 56% of these youth smoke at least three cigarettes per day.)

·        What could happen if the problem is not addressed? (e.g., The high rate of smoking among youth in our community may lead to an increasingly higher rate of smoking among adults in our community.)

2)      Assess the problem's relevance to your program

3)      Explore who should be on the planning team and how the members will interact

4)      Describe the problem more fully

·        Who is affected?

·        In what ways are people affected?

·        What general health, environmental, or social conditions are related to and/or are affected by the problem?

·        How common is the problem?

·        How severe is the problem?

·        Where does the problem exist geographically?

·        Where does the problem originate? What trends are related to the problem?

·        What temporal factors are related to the problem?

·        When did the problem originate?

·        What times of year is it more or less prevalent

 

5)      Determine if distinct subgroups are affected by the problem

6)      Further delineate the problem by using descriptive epidemiology

7)      Describe the problem for any subgroups you may want to explore further

8)      Assess the factors that can affect the project's direction, including related strengths, weaknesses, opportunities, and threats (SWOT)

 

Phase 2: ProblemAnalysis

1)      List or diagrammatically illustrate the direct and indirect causes of each sub-problem that may require intervention.

·        Does the health problem have a biological basis?

·        What behavioral factors contribute to the problem?

·        What environmental factors contribute to the problem?

·        What policies (or lack of policies) contribute to the problem?

·        What barriers to health or healthy behavior exist?

·        What resources or assets are lacking?

2)      Prioritize and select sub-problems that need intervention(s).

3)      Develop goals for each sub-problem. That is, specify the impact you want to have on the problem.

·        How many goals are needed for each sub-problem? For example, if smoking among teens is the sub-problem, you may have a goal for smoking cessation, one for environmental tobacco smoke, and one for prevention.

·        In the long run, what effect do you hope to have on the problem in this target population? What is the overall improvement you want to achieve?

·        How will circumstances change after your intervention?

4)      Examine relevant theories, intervention models, and best practices for potential interventions.

5)      Consider strengths, weaknesses, opportunities, threats (SWOT), and ethics of intervention options.

6)      For each sub-problem, select the intervention(s) you plan to use and develop a logic model that illustrates how each selected intervention will address the causal factors of the problem.

7)      Explore additional resources and new partners.

8)      Acquire funding and solidify partnerships.

9)      Develop plans for interaction with both staff and partners.

 

Phase 3: Identifying and Profiling Audiences

1)      For each sub-problem, decide whether communication is needed as a dominant intervention or as support for other intervention(s).

Ø      If communication is used as a dominant intervention, list possible audiences.

Ø      If communication is to be used to support Community Services, Engineering, and/or Policy/Enforcement interventions, list possible audiences to be reached in support of each selected intervention.

2)      Determine whether potential audiences contain any segments large enough and unique enough to justify a separate communication intervention.

3)      Decide which audience segment(s) you intend to reach and influence with your communication efforts.

4)      Write communication goals for each selected audience segment.

5)      Examine and decide on communication-relevant theories and models to gain insight into 1) ways to achieve your communication goals and 2) direction for your formative research.

6)      Undertake formative research by reviewing the literature and conducting necessary primary and secondary research to acquire information needed to help plan and achieve communication goals.

7)      For each audience segment, write profiles that elaborate on relevant theories and practices and that summarize the results of your formative research, including information on possible concepts/messages, settings, channel-specific activities, and support materials.

8)      Rewrite communication goals (from Step 3.4) as measurable communication objectives that explicitly state what you want each audience segment to know, feel, and do.

9)      Write a creative brief to provide guidance in selecting appropriate concepts/messages, settings, activities, and materials.

10)  Confirm plans with appropriate stakeholders, discuss the need for evaluation, and address requirements of time and resources.

 

Phase 4: Developing Communication Strategies and Tactics

1)      Work with partners to draft a timetable, budget, and plan for developing and testing concepts, messages, settings, activities, and materials.

2)      Develop and test creative concepts with intended audiences. Concepts should be based on your theoretical focus and the results of your formative research.

3)      Develop and pretest messages with intended audiences. Messages should be based on theory and the results of your formative research including concept testing.

4)      Pretest and select settings, the places where you hope to expose your audience to messages.

5)      Select, integrate, and test channel-specific communication activities.

6)      Identify and /or develop, pretest, and select materials.

7)      Decide on roles and responsibilities among staff and partners to execute communication plan.

8)      Produce materials for dissemination.

9)      Finalize and briefly summarize the communication implementation plan.

10)  Share and confirm the communication plan with appropriate stakeholders

 

Phase 5:  Developing Evaluation Plan

1)      Identify and engage stakeholders.

2)      Describe the program to be evaluated.

3)      Determine what information stakeholders need, and when they need it.

4)      Write intervention standards that correspond with the different types of evaluation that will be conducted. Decide on the sources of information and the methods that will be used to gather data on stakeholder questions and intervention standards.

5)      Develop an evaluation design that describes how methods will be applied in collecting credible data from the various sources of information you decided on in the previous step.

6)      Develop data analysis and reporting plans and feedback channels.

7)      Formulate agreements and developing internal and external communication plans with staff and partners. Prepare an evaluation timetable and budget.

8)      Formulate an evaluation implementation plan and sharing it with appropriate staff and stakeholders

 

Phase 6: Launch/Feedback

1)      Integrate communication and evaluation plans.

2)      Execute communication and evaluation plans.

3)      Manage the communication and evaluation activities.

4)      Document feedback and lessons learned.

5)      Modify program components based on feedback.

6)      Disseminate lessons learned and evaluation findings.

 

 

Attachment 2

Summary of Program Plan

 

When you have completed all three phases, combine them together as one document. It should flow well. You have one reference page and it is at the end of the text but before the appendices.

 

1)      Part 1: Problem definition and description

a)      Statement of the problem

i)        References need to include a MMRW on the topic; a CDC reference (from the WEB site)

ii)       At least 6 recent articles from the scientific literature

b)      Relevance to your agency

i)        Document needs to have mission statement as attachment

ii)       Reference needs to include conversation with agency staff

iii)     SWOT analysis worksheet including ethical consideration

 

2)      Part 2: Problem Analysis

a)      Have an introductory paragraph that indicates you are going to discuss the factors related to the problem; that you have depicted these factors in a conceptual model.

b)      If you used the changability matrix approach to limit the factors your conceptual mode, which is most appropriate, discuss this first. Attach the changability matrix as a table or appendix.

c)      Write an explanation of your conceptual model. This explanation needs to include a description of the behavioral/environmental factors leading to the outcome, an explanation of the causal factors related to the behavior/environments as you have outlined it in your model. This explanation needs to be references. You of course may include/use references from part 1 but additional references will be required. At least 6 new ones; from the literature. You can reference theory (e.g., the Glanz book for theoretical constructs). Attach your conceptual model as an appendix.

 

d)      For those doing an intervention

i)        Paragraph or two on the different approaches to the problem

ii)       Include new references; at least 4 recent articles from the scientific literature on strategies/methods and one governmental/NGO credible reference

iii)     Discussion of the selected intervention strategy. Discuss the type of intervention it is (e.g., educational, communication, behavior modification) and why you selected it

iv)     Revisited ethics analysis (based on SWOT; any new ethical considerations?)

 

e)      For those doing a needs assessment or evaluation:

i)        discuss your method discuss how others have conducted similar assessments/evaluations in the past or other places

ii)       how you plant to do this (generally speaking)


 

f)        Goals and communication objectives (if needed)

i)        Attachment includes completed a communication goals matrix

ii)       Attachment includes completed objective setting worksheets (from Setting Health Priorities reading)

iii)     Your outcome and impact goals/objectives should follow from the conceptual model; your intervention/implementation goals will be related to your logic model (not need for now).

 

3)      Part 3: Intervention/data collection, evaluation, timeline and budget

a)      Attach  your logic model as a table or appendix. Describe in the text. 

i)        For those doing a needs assessment/evaluation, the new part of the logic model = the steps you need to take to implement the needs assessment/evaluation. See below:

ii)       Intervention inputs. What do you need to do to actually implement the intervention, to provide direct services (obtain resources, develop curricula, train staff, recruit patient/clients, educate people, advertise etc)? What is the logical sequence of events? (be sure to develop your implementation goals).  Be sure to include all your implementation steps

iii)     Needs assessment/evaluation inputs: what do you need to do to actually implement the needs assessment/evaluation (form a committee, develop instrument, pilot/revise instrument, get instrument approved, recruit subjects, collect data, analyze data, write report)? (Be sure to develop your implementation goals). Attach a copy of your data collection instrument.

b)      Discuss your data collection plan in detail (sample, methods) and your instrument. Attach your data collection instrument and your IRB.

c)      Time line for implementation (develop a table)

d)      Budget (develop a table)

e)      Evaluation methods: how you will evaluate your own progress/goal attainment. (connect back to your learning goals).

 

 

 

 

Appendix 3:
Sample Program Plan Title Page

 

 

Cover Page

 

 

 

Title of Plan

Student Name

 

Agency and

Location

Site Preceptor

 

 

 

 

Signed by:

 

Student: ______________________________________                               Date:  ______

 

 

Agency Preceptor: ______________________________                               Date: _______

 

 

Internship Coordinator: __________________________                                Date: _______