Promotion program planning and evaluation

SIGNATURE ASSIGNMENT PAPER GUIDELINES

Groups of approximately 3-4 students will work together to develop a health program addressing a significant public health problem for a chosen target population. The health promotion program will be described in a 10-page minimum to 15-page maximum, paper using in-text citations with APA 6th edition references and formatting. Additional paper requirements include:

Paper Requirements:

· Title page, table of contents, section headers (Level 1) and sub-headers (Level 2), and references

· Times New Roman, 12-point, 1-inch margins, double spaced, first line hanging indent 0.5”

· Prepare and submit one comprehensive group paper. This paper should include revisions from any drafts and an evaluation plan of your health program.

· Your final paper should include all revised drafts which come together into one paper. Be sure to proof read your paper making sure sections transition smoothly, rather than being abruptly put together.

Suggestions:

· Have someone else read your paper to make sure it makes sense to them and to provide feedback on grammar.

· Read your paper out loud when proof reading your paper. Sometimes you hear the errors that your eyes have missed.

· Schedule an appointment with the National University Writing Center for assistance with writing the paper in terms of grammar, sentence structure, organization, APA 6th edition formatting, APA 6th edition in-text citations and reference page.

Please see the Grading Rubric and Course Syllabus/Outline for additional information.

Please note: All sections in bold and underlined must be used as Level 1 Section Headers. All sections that come under this section in bold are to serve as Level 2 headers. Please use the exact same words as provided below, except for chapters and page numbers which are given for your reference.

Introduction & Needs Assessment

· Public Health Problem: Clearly defines and describes the assigned public health topic (see Relevant Secondary Data below as this is how it should be defined).

· Target population: Clearly identifies 1 specific target population

· Program Planning Model (See Ch. 3): Identifies and uses an approximateProgram planning model that is used correctly throughout the paper.

· Relevant Primary Data Source (i.e., Use Content from the Key Informant Interviews): Concisely summarizes in 1-4 paragraphs a primary data source that is relevant to the chosen health topic and priority population. Data source is clearly described including: who; where they work; the nature of their work; whom they work with; how their data is relevant to the needs assessment.

· Relevant Secondary Data: Uses relevant secondary data to thoroughly and clearly describe the health problem and its impact on the priority population. Relevant data includes most of the following: death, incidence, prevalence, morbidity, and mortality rates; data demonstrating the economic burden of the problem; cultural considerations; data on social problems related to the heath problem

· Needs Assessment (See Ch 4): To include all of the following information:

· Risk factors

· Genetic Risk Factors- Clearly describes all of the genetic/biological risk factors associated with the health problem and the priority population.

· Behavioral Risk Factors- Clearly describes all of the behavioral risk factors associated with the health problem and the priority population.

· Environmental Risk Factors- clearly describes all of the environmental risk factors associated with the health problem and the priority population.

· Conclusion/Program Focus: Clearly and concisely explains the factors that will become the focus and the purpose of the intervention.

Program Planning

· Goal Statement: The program goal is simple and concise. It includes both the priority population and what will change as a result of the program.

· Process Objectives (See Box 6.5, pg. 143): Objective is written following SMART guidelines. One or more process objectives that are relevant to the program and which could be realistically achieved. Objective(s) are properly written and contain all of the following: the outcome to be achieved (what); the conditions (when the change will occur) ; the criterion for deciding when the objective has been achieved (how much change): and the priority population (who will change).

· Activities & Strategies for Reaching Process Objective(s): Specific and detailed activities strategies to reach each process objective are described. Activities are appropriate for the priority population and are likely to bring about behavior change to meet the stated objective. Activities are based on best practices, experiences, or processes.

· Impact Objective: Learning Objective(s) (See Box 6.5, pg. 143; Box 6.6, pg. 145): Objective is written following SMART guidelines. One or more learning objectives that are relevant to the program and which could be realistically achieved. Objective(s) are properly written and contain all of the following: the outcome to be achieved (what); the conditions (when the change will occur) ; the criterion for deciding when the objective has been achieved (how much change) ; and the priority population (who will change).

· Activities & Strategies for Reaching Learning Objective(s): Specific and detailed activities and strategies to reach each learning objective are described. Activities are appropriate for the priority population and are likely to bring about behavior change to meet the stated objective. Activities are based on best practices, experiences, or processes.

· Impact Objective: Behavioral Objective(s) (See Box 6.5, pg. 144; Box 6.6, pg. 145): Objective is written following SMART guidelines. One or more behavioral objectives that are relevant to the program and which could be realistically achieved. Objective(s) are properly written and contain all of the following: the outcome to be achieved (what); the conditions (when the change will occur) ; the criterion for deciding when the objective has been achieved (how much change) ; and the priority population (who will change).

· Activities and Strategies for Reaching Behavioral Objective(s): Specific and detailed activities and strategies to reach each behavioral objective are described. Activities are appropriate for the priority population and are likely to bring about behavior change to meet the stated objective. Activities are based on best practices, experiences, or processes.

· Impact Objective: Environmental Objective(s) (See Box 6.5, pg. 144; Box 6.6, pg. 145): Objective is written following SMART guidelines. One or more environmental objectives that are relevant to the program and which could be realistically achieved. Objective(s) are properly written and contain all of the following: the outcome to be achieved (what); the conditions (when the change will occur) ; the criterion for deciding when the objective has been achieved (how much change) ; and the priority population (who will change).

· Activities and Strategies for Reaching Environmental Objective(s): Specific and detailed activities and strategies to reach each environmental objective are described. Activities are appropriate for the priority population and are likely to bring about behavior change to meet the stated objective.

· Outcome Objective(s) (See Box 6.5, pg. 145; Box 6.6, pg. 145): Objective is written following SMART guidelines. One or more Outcome objectives that are relevant to the program and which could be realistically achieved. Objective(s) are properly written and contain all of the following: the outcome to be achieved (what); the conditions (when

· the change will occur) ; the criterion for deciding when the objective has been achieved (how much change) ; and the priority population (who will change).

· Health Promotion/Education Materials: Health promotion/education or other program materials needed for activities or to reach each objective are described in detail.· Marketing: Marketing materials needed for activities or to reach each objective are described in detail.· Timeline (GANTT CHART Fig 12.4, p. 326): A GANTT Chart is provided and includes due dates (program timeline) for each activity are clear, realistic and demonstrate progress towards completing the activity and reaching the objective. The GANTT Chart can be embedded directly into the paper or provided as an attachment. If an attachment, the paper still needs to have this section header and then refer the reader to the attachment.Program Evaluation· (Process): Activities: Specific and detailed activities to reach each process evaluation objective are described. Activities cover all elements of a process evaluation: fidelity, dose, recruitment, reach, response, and context.· (Process): Measure/Data (See Ch 14-15): At least 4 different measures are used and collected to conduct a process evaluation. Measures are relevant and realistic to collect.· (Impact): Learning Objective Activities & Data: Specific and detailed evaluation activities to reach each learning objective are described. All learning objectives are measured, and evaluation data are relevant and realistic to collect.· (Impact): Behavioral Objective Activities & Data: Specific and detailed evaluation activities to reach each behavioral objective are described. All behavioral objectives are measured, and evaluation data are relevant and realistic to collect· (Impact): Environmental Objective Activities & Data: Specific and detailed evaluation activities to reach each environmental objective are described. All behavioral objectives are measured, and evaluation data are relevant and realistic to collect· (Outcome): Design: Outcome evaluation design and the rationale for choosing the design are clearly and concisely described.· (Outcome): Measure/Data: Data collected to measure outcome objectives are relevant and realistic to collect.· Reporting: Evaluation reporting is clearly described in the evaluation activities. All stakeholders are included in the reporting process.References· APA style in-text citations must be used throughout the document. No direct quotes longer than 2 sentences will be accepted. Only 2 direct quotes are allowed in the entire research paper.· References page (not counted in page limit) contains reliable or scholarly sources (no non-scholarly resources such as WebMD, Wikipedia, etc. are permitted) and has no or minor errors.· Signature assignment must include at least 5 of which 3 references must be from different peer-reviewed journals; no non-scholarly references will be permitted (e.g., no WebMD, Wikipedia, etc.).

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