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Generalized Model for Program Planning

Generalized Model for Program Planning. By: Candice Carlson and Nina Saadati. History. Rather than a formally tested model, the Generalized Model for Program Planning is McKenzie and colleagues (author s of the textbook) summary and synthesis of multiple other programming models. GMPP.

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Generalized Model for Program Planning

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  1. Generalized Model for Program Planning By: Candice Carlson and Nina Saadati

  2. History • Rather than a formally tested model, the Generalized Model for Program Planning is McKenzie and colleagues (author s of the textbook) summary and synthesis of multiple other programming models.

  3. GMPP • The Generalized Model for Program Planning represents the foundation of health education and health promotion practice. • It’s principles are the building blocks for all other models.

  4. Benefits of GMPP • Helps to better understand all planning models. • Preparation to adapt to planning situations within a professional practice. • Helps adapt and respond to complex planning tasks experienced in professional practice. • Helps lead planning tasks and educate about the basic sequence of the planning process.

  5. Steps within the GMPP • 1) Needs Assessment • 2) Setting Goals and Objectives • 3) Developing an intervention • 4)Implementing the intervention • 5) Evaluating results

  6. Assessing Needs • 1. Determine the purpose and scope. • 2. Gather the data. • 3. Analyze the data. • 4. Identify factors linked to the health problem. • 5. Identify the program focus. • 6. Validate the prioritized needs.

  7. Conclusion of Needs Assessment • Who is the priority population? • What are the needs of the priority population? • Which subgroups within the priority population have the greatest need? • Where are the subgroups located geographically? • What is currently being done to resolve identified needs? • How well have the identified needs been addressed in the past?

  8. Setting Goals and Objectives • Goals: General statements of desired outcomes (Who, What). • Simple statements of direction. • Objectives: Specific measurable steps to achieve the goal (When, How much?) • Goals and objectives provide the foundation for planning and evaluation.

  9. Types of Objectives • Process/Administrative Objectives - Activities presented and tasks completed. • Learning Objectives - Change in awareness, knowledge, attitude, and skills. • Action/Behavioral Objectives - Change in behavior. • Environmental Objectives - Change in environment. • Program Objectives - Change in the quality of life, health status, or risk, and social benefits.

  10. Developing an Intervention • Activities to reach goals and objectives. • Methods Objectives Goals Levels of Influence on Health related behaviors 1)Intrapersonal or individual factors 2)Interpersonal factors 3) Institutional or organizational factors 4)Community factors 5)Public Policy factors

  11. Implementing the Intervention • Implementation is the actual carrying out or putting into practice the activities that make up the intervention. • At this point, the planners will learn whether the product (intervention) they developed will be useful in producing the measurable changes as outlines in the objectives.

  12. Evaluation of Results • The process of assessing the program’s effectiveness and achievement of objectives. • Plan the Evaluation • Collect the Data • Analyze the Data • Report the Results • Analyze the Results

  13. Example of GMPP: Needs Assessment • Scenario: A health educator was hired to develop a health promotion program in a corporate setting. • Assessing Needs • Read material about the company • Talked with individuals from the company • Reviewed old documents from the company • Formed a program planning committee • Result: Identify target health problem. • Higher than expected breast cancer cases

  14. Continued.. This was due in part to: 1) The limited knowledge of employees about breast cancer. 2) The limited number of employees conducting breast self-examination (BSE). 3 ) The low number of employees having mammograms on a regular basis.

  15. Setting Goals and Objectives • Increase employee’s knowledge of breast cancer from base line to after program participation. • Increase the number of women receiving mammograms by 30 percent. • Increase the number of women reporting monthly BSE by 50 percent.

  16. Developing and Implementing Intervention • An information sheet to be distributed with employee paychecks on the importance of BSE and mammography. • A mobile mammography van to be at the site every other month. • Plastic BSE reminder cards that can be hung from a showerhead distributed to all female employees. • An article in the company newsletter on the high rate of breast cancer in the company and the new program to help women reduce their risk. • Posters and pamphlets from the American Cancer Society to be displayed in the lunchroom.

  17. Evaluation • The health educator completed an evaluation to see if there was an increase in knowledge, mammograms, and monthly BSE.

  18. References • McKenzie, J. (2009). Principles and foundation of health promotion and education. San Francisco: Pearson Education, Inc. • McKenzie, J. (2009). Planning, implementing, and evaluation health promotion programs. San Francisco: Pearson Education, Inc. • McKenzie, J. (2008). An introduction to community health. Sudbury: Jones and Barlett Publishers.

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