Theories for implementation and evaluation of prevention and health promotion

Introduction

Prevention and health promotion are complex phenomena that involve a variety of social, behavioral, and ecological factors. Theories can help guide the development of interventions and evaluations aimed at increasing health outcomes through prevention efforts. This article provides an overview of current theories used to guide the implementation and evaluation of prevention efforts in public health practice.

Effective intervention or evaluation strategy

The first step in evaluating an intervention or program is to identify the components of the proposed strategy. This can be done by reviewing published literature, surveying experts, conducting interviews with individuals who have implemented similar programs in their communities and/or assessing the results of pilot studies. Once you know what components make up your strategy, it’s time to plan how you will evaluate each one.

The next step is determining which outcome(s) will be measured; this includes establishing which outcomes are most important for determining whether or not your program has been effective at helping people improve their health status or reduce their risk factors (e.g., smoking). The final step is developing a reliable process for measuring these outcomes after implementation so that they can be compared across time periods using appropriate statistical techniques such as regression analysis and correlation coefficients between variables that may influence one another over time periods after implementation has taken place

Toward a Public Health Action Framework

Theory of reasoned action (TRA):

This theory states that individuals make decisions based on the information they have at the time. They do so in a way that is consistent with their goals, values and beliefs. The TRA model provides three steps to help people develop effective health behaviors: 1) identify a problem; 2) decide what is needed to solve it; 3) set goals for solving it.

Theory of planned behavior (TPB):

The TPB model describes how behavior can change over time through planned actions or activities (e.g., exercising regularly). The TPB approach focuses on creating environments conducive for change such as using positive self-talk when coming up with ideas about changing one’s lifestyle habits. This also involves changing one’s attitude towards exercise by making it fun rather than painful or boring!

The PRECEDE-PROCEED framework

The PRECEDE-PROCEED framework is a model for the implementation and evaluation of health promotion programs. It consists of two phases:

• The PRECEDE phase (problem identification) involves asking an open question such as, “What do you want to change?” or “How can we help?” This stage focuses on identifying your target population, setting goals, and finding resources.

• The PROCEED phase (prevention planning) involves developing a plan that includes how to implement your program and how it will be evaluated.

The Social Ecological Model

The social ecological model is a framework for understanding the influence of the environment on individual behavior. It divides the environment into three levels:

• Individual level (also called microsystem)

• Microsystem level (also called mesosystem)

• Exosystem level (also called exobiology). In this model, each of these levels has its own set of influences that affect human health and well-being.

Social Cognitive Theory

Social cognitive theory is a framework for understanding and explaining how people’s attitudes, beliefs, and behaviors are influenced by others. Social cognitive theory can be used to determine whether a behavior change technique is successful in changing health-related behaviors.

Social cognitive theory argues that the way people think about their own abilities and those of others determines what they do on a daily basis. When people believe that other people are more capable than themselves, they will naturally try harder to achieve their goals (for example). On the other hand when we think that we’re not as skilled at something as our peers, we may give up easily or avoid using it altogether because it feels too difficult; this could lead us down a negative path where instead of improving our skills over time through practice (technique), we simply stop doing things altogether because they seem impossible despite having tried hard enough times before in order to reach success (behavior).

Social learning theory describes how children learn new skills through observation of adults around them performing similar tasks successfully — watch me do this! — rather than just sitting around waiting until someone teaches them how themselves later down line because they didn’t see anyone else doing anything wrong while practicing their own task beforehand either…

Self-Determination Theory

Self-Determination Theory

Self-Determination Theory is a theory of motivation and behavior that focuses on intrinsic motivation, or the desire to be motivated by something other than external rewards or punishments. The theory was first developed by Kurt Lewin at Harvard University in 1935. It suggests that people have a strong desire to be able to control their own behavior and make choices for themselves, which can be satisfied through participation in their own activities. In order to do this effectively, they need adequate information about what they are doing and why it matters; they also need sufficient opportunity for reflection on these issues (Lewin & Maccoby).

Theory of Reasoned Action/Theory of Planned Behavior

The Theory of Reasoned Action (TRA) is a theory that suggests that people act in ways based on their beliefs and expectations. In other words, the TRA says that people’s behavior is planned or goal-directed. The TRA was developed by Ajzen and Fishbein (1977).

Theory of Planned Behavior (TPB) is an extension to the TRA by Dearing (1991). TPB uses a multivariate framework to explain why individuals are not likely to engage in preventive health behaviors because they believe it will be too time consuming or difficult to maintain over time.

Transtheoretical Model of Behavior Change/Stages of Change Model

• The Transtheoretical Model of Behavior Change (TTM) is a model that describes the process by which people move from one stage to another. It was developed by Otto Scharmer and his colleagues at the University of Maryland.

• TTM proposes four stages, each with its own set of behaviors: precontemplation, contemplation, preparation and action. People in this stage have not yet considered changing their behavior but may be interested in doing so if they are exposed to information about health or illness behaviors (e.g., by watching a health video). Those who are currently engaged in healthy lifestyles do not need motivation to change—they know how they want their lives to be lived and implement changes accordingly without external prompting; however, some people need outside guidance on how best to accomplish specific goals within their lives or careers so that they can reach them successfully.*

Conclusion

In conclusion, the theories we have discussed in this article are not meant to be a comprehensive list of theories but rather are a starting point for discussion. As with any field of study, there is much more research to be done on prevention and health promotion interventions. We hope that this article has provided an overview of some key ideas in the field that will help guide your own research!