Program Planning, Research, and Evaluation in · Program Planning, Research, and Evaluation in Community Health Sciences CHS 211 A&B Winter & Spring, 2012 Lecture Mondays, 10-12 43-105

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Program Planning, Research, and Evaluation in

Community Health Sciences

CHS 211 A&B

Winter & Spring, 2012

Lecture

Mondays, 10-12

43-105 CHS Wednesdays, 10-12

43-105 CHS

Discussion sections (for the winter quarter)

Mondays, 12-1

61-269 CHS

with Patience Afulani

Tuesdays, 12-1

41-268 CHS

with Camillia Lui

Wednesdays, 9-10

61-269 CHS

with Goleen Samari

CHS 211A instructors and office hours

Deborah Glik, ScD

Email: [email protected]

Office: 26-081C CHS

Phone: (310) 206-9548

OH: Mondays, 1:30-3:00, Tuesdays 1:00-2:30

or by appointment

Michael Prelip, DPA, CHES


Office: 26-071 CHS

Phone: (310) 825-4506

OH: Mondays and Wednesdays 3:00-5:00 and Fridays

2:00-3:00

Special readers and office hours

Patience Afulani, MB.ChB, MPH


Office: 21-262 CHS

OH: Mondays 2:00-4:00

Camillia Lui, MPH


Office: 21-262 CHS

OH: Mondays 12:00-2:00

Goleen Samari, MPH, MA


Office: 21-262 CHS

OH: Tuesdays 10-12

Textbooks:

Green L, Kreuter M. Health Program Planning, 4th edition. McGraw Hill, New York, NY, 2005.

Rossi R, Lipsey M, Freeman H. Evaluation: A Systematic Approach, 7th edition. Sage, Thousand Oaks, CA,

2004.

Course website:

UCLA Common Collaboration & Learning Environment, http://ccle.ucla.edu/course/view/12W-COMHLT211A-1

mailto:[email protected]



http://ccle.ucla.edu/course/view/12W-COMHLT211A-1

http://ccle.ucla.edu/course/view/12W-COMHLT211A-1

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I. Course objectives

CHS 211 is a problem-based learning two-quarter course. This course introduces you to the development, planning, and

administration of evidence-based programs that are relevant for public health practice; basic research methods; and, the

evaluation and assessment of both existing and new programs. The overall goal of this course is for you to develop

concrete program development and evaluation skills; to learn to work successfully with colleagues to complete a project;

to develop a program and program evaluation proposal; and, to succinctly convey your ideas and findings orally and in

writing. Students will work on their class projects in groups of 4 students. Below are the objectives and related

competencies of this 2-quarter course. Key for competencies listed below, and complete competency descriptions are

available online at http://www.asph.org/document.cfm?page=851

Note: CI = Communication and Informatics, P = Professionalism, PP = Program Planning, and SBS = Social and

Behavioral Sciences.

211A course objectives ASPH competencies

a) To understand the levels of program planning (individual, group, and community) and how they

contribute to policy formulation. SB 10, CI 6

b) To identify the role of communications, community organization, and staff development in the

identification and solution of public health problems. CI 6

c) To recognize the significant and various applications of needs assessment methods of program

development at the community, organizational, and clinical levels. SBS 3

d) To conceptualize and develop intervention approaches based on behavioral and social science theories,

research, and principles. SBS 1

e) To understand the role and general methods of formative research. PP 6

f) To develop process evaluation plans for community level interventions. PP 2, PP 6

211B course objectives ASPH competencies

g) To know the basic terminology, major concepts, and logic of social science research as it is applied to

the field of health. PP 4, SBS 1, SBS 2

h) To apply these ideas in the formulation of a viable research strategy. SBS 5

i) To become research literate; to know how to critically view and analyze research articles in the health

field. SBS 7

j) To become a critical consumer of evaluation research; to know when it was done well, given the

limitations of evaluation research. SBS 7, SBS 8

k) To understand how general research principles are used in the design and execution of evaluation

research, so that you have competence in requesting and negotiating evaluations. SBS 5, SBS 8, SBS 9

l) To develop sufficient skills to be able to conduct simple evaluations yourself when necessary in a

program setting. SBS 5, SBS 8

m) To understand some of the controversies in program evaluation, so that you can anticipate problems

when using, designing, and/or conducting evaluations. SBS 7, SBS 9

211A course assignments objectives ASPH competencies

1) Problem definition and population description PP 1, SBS 1, SBS 2, SBS 3

2) Goals and objectives PP 5

3) Program strategies and activities PP 2, PP 5, SBS 5, SBS 8, SBS 10

4) Program proposal and process evaluation PP 1, PP 2, PP 4, PP 5, PP 8

211B course assignments objectives ASPH competencies

5) Research design CI 9, SBS 5

6) Research hypotheses and variables CI 9, SBS 5

7) Unit of analysis, sample, and data collection PP 5, PP 6, PP 7

8) Final proposal PP 1, PP 2, PP 3, PP 5, PP 6, PP 8, PP 10

Competencies associated with overall course: P 4, P 5, P 6, P 76, PP 3, PP 6, PP 8, PP 9, PP 10, ST 6, and ST 7.

Competencies associated with overall assignment: SBS 5, SBS 7, SBS 8, SBS 9, SBS 10, PP 9

Competencies associated with CHS 211B final exam: PP 10

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II. Discussion sections and role of the special reader

Discussion sections (for the winter quarter)

Mondays, 12-1

61-269 CHS

with Patience Afulani

Tuesdays, 12-1

41-268 CHS

with Camillia Lui

Wednesdays, 9-10

61-269 CHS

with Goleen Samari

The discussion sections are designed to help you work through your assignments and to help you clarify class lectures and

readings. Attendance at the discussion sections is required.

Each group will be assigned a special reader for CHS 211A. In CHS 211B a different reader will be assigned. Therefore,

over the course of the two-quarters your group will work with two of the three special readers. Although you are assigned

a specific reader for your projects, you are welcome to attend any of the sections and any reader’s office hours.

Guidelines for working with special readers:

1) Regularly attend discussion sessions; attendance will be taken

2) Regularly attend special readers’ office hours

3) Special readers will not read drafts of assignments

4) Special readers will not answer in-depth questions over email (include all your group members in all email

correspondence); lengthy questions should be addressed during office hours. These in-depth questions include:

a. Specifics about your project

b. Specifics about the scope and requirements of assignments

c. Issues around group dynamics

d. Questions that begin with, “Can you explain...” or, “What would be better...”

5) All group members must be present for office hours with special readers

Special readers are available during class, sections, and their office hours. Please be respectful of their schedules and only

ask for their assistance during these times, they are busy students also.

III. Course requirements

1. Examinations

There will be a final examination during the finals week of the 2012 winter quarter, Friday, March 23rd from 11:30-2:30

(location TBA), and accounts for 25% of the grade for CHS 211A. Note that there will also be a final exam for CHS 211B

during finals week. Final exams will only be given during the scheduled times. If you are unable to take either final exam

during the scheduled times, you will receive an Incomplete in the course and will have to take the final exam during the

following academic year (2013).

2. Assignments

Over the course of the two quarters, your group will prepare a proposal for an intervention to address an important

community health problem, including a plan for evaluation of the intervention. This proposal is developed over a series of

eight assignments that address specific components of the intervention and its evaluation. Expect to revise these

components as the project develops over time.

Assignments 1-4 are due during CHS 211A and Assignments 5-8 during CHS 211B. Assignments are worth varying

amounts towards the course grade. All assignments are completed by your group.

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Please attach a copy of each assignment as a word document in an email to:

1) Dr. Prelip, [email protected]

2) Dr. Glik, [email protected]

3) The special reader assigned to your group

Please do not send multiple files; each assignment must include the narrative and references within one “.doc” or “.docx”

file. If you include a title page or appendix, you must include that in the same file. Do not send assignments as a .pdf file.

All assignments must be typed, double-spaced, using 12-point font, Times New Roman, and with one inch margins. You

must follow page limitations. Reference lists do not count toward page limitations. Please format your references in the

way that is standard for public health. See the reading list section of this syllabus or any recent issue of the American

Journal of Public Health for citation guidelines.

Within each “.doc” or “.docx” file for the assignments, please include the following in the upper right hand corner:

“Group #, Assignment #”

For example, “Group 7, Assignment 3”

In the file title name, please follow this format:

“Group # Assignment #”

For example, “Group 2 Assignment 2.doc” or “Group 8 Assignment 1.docx”

In subject line of the email that you send us with your assignment file attached, please follow this format:

“CHS211A (or CHS 211B) Group # Assignment #”

For example, “CHS 211A Group 3 Assignment 2” or “CHS 211B Group 12 Assignment 6”

Remember, you must send an email to both professors and your special reader.

3. Procedures

It is expected that all assignments will be emailed on time on the date due before the start of class (10am). We will make

every attempt to return all assignments to you the following week. You will receive a confirmation email from your

special reader upon receipt of the assignment. Your special reader will notify you of any issues with emailed assignments.

When you get an assignment back, we encourage you to look at the written comments and make sure that you understand

what the comments mean. We strongly encourage you to take advantage of the faculty’s office hours. If you would like to

discuss your project, your entire group is expected to attend and be on time.

If you have problems in the course, make an appointment during office hours with a reader or an instructor. Other

suggestions are to form study groups with your friends, and read supplementary textbooks. We also encourage you to

consult with other faculty in the department or the school who are knowledgeable about the topic area of your project.

You are welcome to ask to have an assignment or examination re-graded. We will re-grade the entire assignment or

examination, not just a specific point you raise. Thus, it is possible that your grade could go down.

4. Peer Evaluation

At the conclusion of each quarter each student will complete a peer evaluation form to evaluate fellow group members.

Each student will receive up to five points each quarter based on this assessment. These peer evaluation forms are due on

the last day of class in both 211A (March 14, 2012) and 211B (TBA). Remember that the peer evaluations account for 5%

of the final grade for each quarter.

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5. Assignment due dates

The following is a chart of the 8 assignments and their due dates; exams are also listed. A description of each assignment

is provided in the course schedule section of the syllabus.

Assignment Points Due date

211A

1) Problem definition and population description 10% Wednesday, January 25, 2012 (10am)

2) Goals and objectives 10% Wednesday, February 8, 2012 (10am)

3) Program strategies and activities 10% Wednesday, February 29, 2012 (10am)

4) Program proposal and process evaluation 40% Monday, March 12, 2012 (10am)

Peer evaluations 5% Wednesday, March 14, 2012 (10am)

Final exam 25% Friday, March 23, 2012, 11:30-2:30

Assignment Points Due date

211B

5) Research design 10% TBA

6) Research hypotheses and variables 10% TBA

7) Unit of analysis, sample, and data collection 10% TBA

8) Final proposal 40% TBA

Peer evaluations 5% TBA

Final exam 25% TBA

6. Assignment examples

If you would find it helpful, feel free to review the work of students who took this course in recent years. We have put

several assignments on the course website because we believe that they are examples of quality work in 211A&B. Keep in

mind that the assignments have evolved over the years so the exact format that we are requesting this year may differ from

the examples.

CHS 211A model assignments:

Acholonu, U, Kelley, M, Sharif, M, Akilah, W. AquaAid: Providing Clean Water for Chadian IDPs. Los Angeles:

UCLA School of Public Health, 2008.

Banks, S, Elson, C, Smith, B, Tang, J. C’est Votre Choix. Los Angeles: UCLA School of Public Health, 2008.

Benassaya L, Higgins A, Lertzman C, Osei-Agyemang M. Sonrisa. Los Angeles: UCLA School of Public Health,

2007.

Bruno, M, Harpin, M, Schrager, A, Sklyar, L. DETECT: Discover Early to Eliminate CRC Today. Los Angeles: UCLA

School of Public Health, 2008.

Chang H, Cheng S, Muthengi E, Trinh S. JADE: Joining for Access, Detection, and Education: A Cervical Cancer

Screening Program. Los Angeles: UCLA School of Public Health, 2006.

Horejs M, McMullen K, O’Connor C, Thai, C. Treasure Your Health. Los Angeles: UCLA School of Public Health,

2007.

Serin-Christ S, Neel L, Estafan S, Dolan M. PASHA: Physical Activity for Student Health Alliance. Los Angeles:

UCLA School of Public Health, 2006.

Stack L, Hoffman S, Gates, J. The MAMAS Program: Less Sugar, More Healthy Actions. Los Angeles: UCLA School

of Public Health, 2005.

Threlfall S, Ross O, Khanjari-Navab B, Dudek J. YM: Youth Movement, A Teen Center. Los Angeles: UCLA School of

Public Health, 2006.

Bolduc C, Caldwell J, Hunt S, Lowe, J. SASI: Safe and Active Senior Independent Women. Los Angeles: UCLA School

of Public Health, 2009.

Afulani P, Batteate C, Boumediene S, Judd B. ARC: Anemia Reduction Campaign: To protect the health and well

being of women and children in Upper West Ghana by preventing and treating anemia. Los Angeles: UCLA School of

Public Health, 2010.

Avella A, Flaxman G, Song N, Stevens J. PRO MAMA LA: Positive Reproductive Outcomes for Mothers of Metro LA,

2011.

Espino K, Martinez-Cardoso A, Rivera G, Santiago F. Sexual-health Awareness for Empowerment of Teens, 2011.

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IV. Class sessions, readings, and assignments

Session 1: Monday, January 9. 2012

Topic: Course overview, objectives, scope, evaluation criteria, group project, group etiquette

Instructor(s): Drs. Michael Prelip and Deborah Glik

The majority of the session will be devoted to talking about the different kinds and levels of programs that can be

designed to address any given health-related issue. This discussion will draw from the readings assigned for this session

so please complete the readings before class. We also will review the syllabus for the class.

Sign-up sheets will be circulated on which you can:

1) List the members of your group and your topic

2) Choose your discussion section

Below is a series of articles that discusses various interventions. We are not expecting you to read these articles in

detail but we want you to get a flavor of them. These articles provide an opportunity to explore multiple strategies to

address various health issues using a variety of strategies. All of the readings are available on the course website.

Readings:

Felder, R. Sermon for grumpy campers. Chemical Engineering Education. 2007; 41(3):183-184.

Dietz WH, Gortmaker SL. Preventing obesity in children and adolescents. Annu Rev Public Health. 2001;22:337-

353.

Forster JL, Murray DM, Wolfson M, Blaine TM, Wagenaar AC, Hennrikus DJ. The effects of community

policies to reduce youth access to tobacco. American Journal of Public Health. 1998;88(8):1193-1198.

Glasgow RE, Terborg JR, Hollis JF, Severson HH, Fisher KJ, Boles SM, et al. Modifying dietary and tobacco use

patterns in the worksite: the Take Heart Project. Health Education Quarterly. 1994; 21(1):69-82.

Baranowski T, Cullen KW, Niklas T, Thompson D, Baranowski J. School-based obesity prevention: a

blueprint for taming the epidemic. Am J Health Behav. 2002;26(6):486-493.

Huhman ME, Potter LD, Duke JC, Judkins DR, Heitzler CD, Wong FL. Evaluation of a national physical

activity intervention for children: VERB campaign, 2002-2004. Am J Prev Med. 2007; 32(1):38-43.

Kelly JA, St. Lawrence JS, Diaz YE, Stevenson LV, Hauth AC, Brasfiel TL, Salichman SC, Smith JE, Andres

ME. HIV risk behavior reduction following intervention with key opinion leaders of populations: an

experimental analysis. AJPH. 1991;81(2):168-171.

Hingson RW, Zakocs RC, Heeren T, Winter MR, Rosenbloom D, DeJong W. Effects on alcohol related fatal

crashes of a community based initiative to increase substance abuse treatment and reduce alcohol availability.

Injury Prevention. 2005;11:84-90.

Session 2: Wednesday, January 11, 2012

Topic: Defining and selecting the problem: Creating the problem statement and needs assessment

Instructor(s): Dr. Deborah Glik

Readings:

Green LW, Kreuter MW. Health Program Planning. 2005: Chapter 1.

Carlson, BA, Neal D, Magwood G, Jenkins, C, King MG, Hossler CL. Community-based participatory health

information needs assessment to help eliminate diabetes information disparities. Health Promotion Practice.

2006:7(3)suppl, 213S-222S.

Brownson RC, Baker EA, Leet TL, Gillespie KN. Searching the scientific literature and organizing information.

In Evidence-Based Public Health. Oxford: Oxford Press; 2003:125-141.

No class Monday, January 16, 2012, MLK holiday

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Session 3: Wednesday January 18, 2012

Topic: Social diagnosis and epidemiological diagnosis

Instructor(s): Dr. Michael Prelip

Readings:

Green LW, Kreuter MW. Health Program Planning. 2005: Chapters 2 and 3.

Rossi PH, Lipsey MW, Freeman HE. Evaluation: A Systemic Approach. 2004: Chapter 4.

Krieger J, Allen C, Cheadle A, Ciske S, Schier J, Senturia K, et al. Using community-based participatory research

to address social determinants of health: lessons learned from Seattle Partners for Healthy Communities. Health

Education & Behavior. 2002;29(3):361-382.

Lee CV. Public health data acquisition. In Mays GP, Novick LF, eds. Public Health Administration: Principles

for Population-Based Management. Gaithersburg, MD: Aspen Publishers; 2001:171-201.

Session 4: Monday Jan 23, 2012

Topic: Ecological theory in program development, workshop for Assignment 1


Readings:

McElroy KR, Bibeau D, Steckler A, Glanz K. An ecological perspective on health promotion programs. Health

Education Quarterly. 1988:15(4):351-77.

Stokols D. Translating social ecological theory into guidelines for community health promotion. American

Journal of Health Promotion. 1996;10(4):282-298.

Johnson, RL. Pathways to adolescent health: early interventions. Journal of Adolescent Health. 2002; 31:240-250.

Assignment 1: Problem definition and population description

Part A: Problem definition

Discuss the problem that you plan to focus on for your

course project. Describe the issue, what is known about it,

what has already been done to address it, and who has been

most affected by it. Explain why this is an important

community health problem to address. Cite relevant

literature.

Part B: Population description

Describe your target population and explain why it is

important to address the selected problem in this particular

population. Depending on your problem, you may have

multiple targets, some indirect and some direct. Include a

complete description of your population’s characteristics.

Identify the needs assessment approaches you have used to

select this population. Discuss needs assessment that you

would ideally like to use; it is not expected that you will be

able to actually conduct the entire needs assessment. Cite

relevant literature.

Suggestions for completing assignment:

Start early

Speak to someone who has worked in your chosen

area

Parts A and B of this assignment should include the

beginning of a literature review; reference

appropriately

Have someone outside of your group review for

clarity

Assignment 1 is due at the start of class, 10am, on

Wednesday, January 25, 2012

6 pages total, not including references: o Part A: 3 pages o Part B: 3 pages

Worth 10%

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Session 5: Wednesday, January 25, 2012 ASSIGNMENT 1 DUE

Topic: Moving toward formative research: Health behavior and environmental assessment


Readings:

Green LW, Kreuter MW. Health Program Planning. 2005, Chapter 3.

Steckler A, Allegrante JP, Altman D, Brown R, Burdine JN, Goodman RM, et al. Health education intervention

strategies: recommendation for future research. Health Education Quarterly. 1995;22(3):307-328.

Biran, A., Tabyshalieva A, Salmorbekova Z. Formative research for a hygiene promotion in Kyrgystan. Health

Policy Planning. 2005;20(4):213-21.

Gans KM., et al. The development of SisterTalk: a cable TV-delivered weight control program for black women.

Preventive Medicine. 2003;37:654-667.

Panter-Brick C, Clarke SI, Lomas H, Pinder M, Lindsay SW. Culturally compelling strategies for behavior

change: a social ecology model and case study in malaria prevention. Social Science Medicine. 2006; 63:2810-

2825.

Session 6: Monday, January 30, 2012

Topic: Educational and ecological assessment


Readings:

Green LW, Kreuter MW. Health Program Planning. 2005, Chapter 4.

Rosal MC, Goins KV, Carbone ET, Cortes DE. Views and preferences of low-literate Hispanics regarding

diabetes education: results of formative research. Health Education & Behavior. 2004; 31(3):388-405.

Creed-Kanashiro HM, Bartolini RS, Fukumoto MN, Uribe TG, et al. Formative research to develop a nutrition

education intervention to improve dietary iron intake among women and adolescent girls through community

kitchens in Lima, Peru. Journal of Nutrition. 2003; 133:3987S-3991S.

Michie S, Johnston M, Abraham C, Lawton R, et al. Making psychological theory useful for implementing

evidence based practice: a consensus approach. Quality Safe Health Care. 2005; 14:26-33.

Glik DC, Parker K, Muligande G, Hategikamana B. Integrating quantitative and qualitative survey techniques.

1986-87. International Quarterly of Community Health Education. 2005-2006;25(1-2):115-133.

Changing behaviours: A practical framework. The Health Communication Unit at the Center for Health

Promotion, University of Toronto. Developed October 2000; updated June 2004.

Le PV, Jones-Le E, Bell C, Miller S. Preferences for perinatal health communication of women in rural Tibet.

JOGNN. 2009;38:108-117.

Session 7: Wednesday, February 1, 2012

Topic: Thinking about outcomes: Program goals and objectives


Readings:

Simons-Morton BG, Greene WH, Gottlieb NH. Intervention programming. In Introduction to Health Education

and Health Promotion. Prospect Heights, IL: Waveland Press; 1995:152-184.

By Sunday, February 5, 2012 at 5pm, submit 3-4 draft objectives to Dr. Prelip and Dr. Glik, [email protected],

[email protected]

Session 8: Monday, February 6th

, 2012

Topic: Thinking about outcomes: Program goals and objectives (continued)

Instructor(s): Michael Prelip



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Assignment 2: Goals and objectives

Describe the goal(s) and objective(s) that your program

will address, that is, what you plan to accomplish with

regard to the community health problem defined in

Assignment 1. Identify the level (e.g., state, community,

institution, and/or individual) at which your program will

operate. Clearly state the objectives of your program; that

is, whether it is designed to change policies, behaviors,

knowledge, etc. Explain why you have decided on these

goals and objectives (e.g., key informants, literature, past

programs) over other possibilities. Explain how you have

determined the amount of change expected. Use the

SMART format which will be described in class. Cite

relevant literature. Whatever you do, don’t forget about baselines!


Wednesday, February 8, 2012

3 pages total, not including references

Worth 10%


Topic: Moving to designing interventions: Intervention programming, strategies, and activities


Readings:

Green LW, Kreuter MW. Health Program Planning. 2005, Chapters 6-9.

DiIorio C, Resnicow K, Thomas S, Wang DT, Dudley W, Marter DV, et al. Keepin' it R.E.A.L.: program

description and results of baseline assessment. Health Education & Behavior. 2002;29(1):104-123.

Merzel C, D'Afflitti J. Reconsidering community-based health promotion: promise, performance, and potential.

American Journal of Public Health. 2003; 93(4): 557-574.

Sorensen G, et al. Changing channels for tobacco control with youth: developing an intervention for working

teens. Health Education Research. 2004; 19(3):250-260.

Session 10: Monday, February 13, 2012

Topic: Designing Interventions - A practical approach: Policy, popular media, and communications


Readings:

Solomon F, Eberl-Lefko A, Michael M, Macario E, Tesauro G, Rowland J. Development of a linguistically and

culturally appropriate booklet for Latino cancer survivors: lessons learned. Health Promotion Practice. 2005;

6(4):405-1413.

Peterson M, Abraham A, Waterfield A. Marketing physical activity: lessons learned from a statewide media

campaign. Health Promotion Practice. 2005; 6(4):437-446.

Huhman M, Potter LD, Wong FL, Banspach SW, Duke JC, Heitzler CD. Effects of a mass media campaign to

increase physical activity among children: year-1 results of the VERB campaign. Pediatrics. August

2005;116(2):e277-e284.

Glik DC, Prelip M, Myerson A. Narrowcast Campaign Guide for Community Programs: Creating Health

Messages for Targeted Media Campaigns. http://www.ph.ucla.edu/chs/hmrg/documents/narrowcast_manual.pdf

Valente TW, Murphy S, Huang G, Gusek J, Greene J, Beck V. Evaluating a Minor Storyline on ER About Teen

Obesity, Hypertension, and 5 A Day. Journal of Health Communication. 2007;12(6):551-66.

Maibach EW, Abroms LC, Marosits M. Communication and marketing as tools to cultivate the public’s health: a

proposed “people and places” framework. BMC Public Health. 2007;7(88):1-15.

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Topic: Designing Interventions - A practical approach: Education, training, coalitions, peer educators, and environmental

interventions


Readings:

Simons-Morton BG, Greene WH, Gottlieb NH. Intervention Actions. In Introduction to Health Education and

Health Promotion. Prospect Heights, Illinois: Waveland Press; 1995:186-217.

Kahan B, Goodstadt M. The Interactive Domain Model of Best Practices in health promotion: developing and

implementing the best practices approach to health promotion. Health Promotion Practice. 2001;2(1):43-67.

Kinzie MB. Instruction design strategies for health behavior change. Patient Education and Counseling.

2005;56:3-15.

Linnan L, Sorenson G, Colditz G, Klar N, Emmons K. Using theory to understand the multiple determinants of

low participation in worksite health promotion Programs. Health Education & Behavior. 2001;28(5):591-607.

Winnail S, Geiger B, Nagy S. Why don't parents participate in school health education? American Journal of

Health Education. 2002;33(1):10-14.

Miller CK, Edwards L, Kissling G, Sanville L. Evaluation of a theory-based nutrition intervention for older adults

with diabetes mellitus. Journal of the American Dietetic Association. 2002;102:1069-1074, 1079-1081.

Butterfoos F. Coalitions and partnerships in community health, chapters 1. Jossey-Bass, San Francisco, CA. and

Chapter 2

No class Monday, February 20, 2012, President’s Day holiday


Topic: Establishing a focus, logic models, overview of standards


Readings:

Framework for program evaluation in public health. MMWR Recomm Rep.1999;48(RR-11):10-40.

Patton MQ. The program's theory of action. In: Utilization-Focused Evaluation. 2nd ed. Newbury Park, CA: Sage

Publications; 1986:150-172.

Renger R, Titcomb A. A three-step model to teaching logic model. American Journal of Evaluation.

2002;23(4):493-503.

By Sunday, February 26, 2012 at 5pm, submit draft logic model to Dr. Prelip and Dr. Glik, [email protected],

[email protected]

Session 13: Monday, February 27, 2012

Topic: Logic model workshop




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Assignment 3: Intervention strategies and activities

Describe the key strategies and activities that you have

chosen to meet the goals and objectives defined in

Assignment 2. Identify the specific strategies that you will use in your

program (e.g., health education, health promotion,

institutional change, social marketing, policy change, skill

building, community organizing, community building) to

reach your goals and objectives. Describe the various activities related to each strategy. For

example, if you chose an educational intervention,

activities might include curriculum design, lectures, or skill

building. Explain how each activity relates to your strategies, goals

and objectives. The bottom line: How do you plan to

facilitate change on the part of your targets (e.g.,

individuals, groups, institutions, or communities) through

your individual strategies or the combination of strategies? Give the basis for your plan. Explain any plans to pretest or

pilot any elements of your strategies and activities. The strategies and activities section should be informed by

your needs assessment and formative research and directly

related to your goals and objectives. The strategies and

activities chosen should derive from your conceptual and

theoretical framework. That is, use theory to inform your

intervention. A common mistake is that people begin with

an intervention and try to construct a theory for framework

after the fact. Use diagrams and flow charts, if appropriate, to help clarify

your messages. Cite relevant literature.


Wednesday, February 29, 2012

3 pages total, not including references

Worth 10%


Topic: Feasibility, implementation, and process evaluation


Readings:

Rossi PH, Lipsey MW, Freeman HE. Evaluation: A Systematic Approach. 2004; Chapter 6:169-201.

Sechrest L, West S, Phillips M, Redner R, Yeaton W. Introduction: some neglected problems in evaluation

research. In: Evaluation Studies Review Annual. Beverly Hills, CA: Sage Publications; 1979:4:15-35.

Forsetlund L, Talseth KO, Bradley P, Nordheim L, Bjørndal A. Many a slip between cup and lip: process

evaluation of a program to promote and support evidence-based public health practice. Evaluation Review.

2003:27:179-209.

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Sanders RP, Martin EH, Joshi P. Developing a process-evaluation plan for assessing health promotion program

implementation: A How-to guide. Health Promotion Practice. 2005;6(134-147).

Session 15: Monday, March 5, 2012

Topic: Process evaluation continued


Session 16: Wednesday, March 7, 2012

Topic: Developing budgets, timelines, etc.


Readings:

Green LW, Kreuter MW. Health Program Planning. 2005: Chapter 5.

Breckon DJ. Budgeting. In Managing Health Promotion Programs. Gaithersburg, MD: Aspen Publication;

1997:173-182.

Lauffer A. Drawing up the budget: Expressing the narrative in numbers. In Grants, Etc. Thousand Oaks, CA:

Sage Publications; 1997.

Session 17: Monday, March 12, 2012

Topic: Capacity building and program sustainability


Readings:

Kegler MC, Steckler A, McLeroy K, Malek SH. Factors that contribute to effective community health promotion

coalitions: a study of 10 Project Assist coalitions in North Carolina. Health Education & Behavior.

1998;25(3):338-353.

Kreuter M, Lezin N, Young, L. Evaluating community-based collaborative mechanisms: implications for

practitioners. Health Promotion Practice. 2000;1(1):49-63.

Paine-Andrews A, Fisher JL, Campuzano MK, Fawcett SB, Berkley-Patton J. Promoting sustainability of

community health initiatives: an empirical case study. Health Promotion Practice. 2000;1(3): 248-258.

Assignment 4: Program proposal

In this assignment, you will expand and refine the work

that you completed in Assignments 1-3. A detailed

description of Assignment 4 will be distributed in class.

Program Proposal Major Sections:

Abstract (less than one page)

Problem statement, including description of target

populations (3-5 pages)

Goals and objectives including rationale (2-4

pages)

Strategies and specific activities (4-6 pages)

Implementation plan (3-5 pages)

Process evaluation (4-6 pages)

Budget and justification

Assignment 4 is due at the start of class, 10am, on Wednesday, March 14, 2012

20 pages total, not including abstract, budget, budget justification, or references

Worth 40%

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Each group member is required to complete a Peer Evaluation form to be turned in separately from the group project.

Peer Evaluation forms must be turned in on or before the last class session (Wednesday, March 14, 2012). If not received,

you will receive an Incomplete in CHS 211A.

Session 18: Wednesday, March 14, 2012Topic: Project Presentations Instructor(s): Deborah Glik and Michael Prelip

Each group will give a 4-5 minute brief overview of their project and what they learned. No PowerPoint slides are

allowed. We want you to talk extemporaneously about project the experience of creating an evidence-based public health

intervention.

Final Exam: Friday, March 23, 2012, 11:30-2:30, room TBA

Documents

Program Planning, Research, and Evaluation in · Program Planning, Research, and Evaluation in Community Health Sciences CHS 211 A&B Winter & Spring, 2012 Lecture Mondays, 10-12 43-105