First part (1 page chart style) Logic Model Need a timeline done. PowerPoint and screenshot of the assignment is attached below. My Health Program i
First part (1 page chart style) Logic Model
Need a timeline done. PowerPoint and screenshot of the assignment is attached below. My Health Program is Mental Health in College Students. I will attach the previous assignments to help as well.
Part Two: Program Evaluation
Please read attachment for that one. If you feel an evaluation can be done please create an outline. If you do not please write a paper explaining why not, no more than 2 pages.
Chapter 13: Evaluation: An Overview
© 2017 Pearson Education, Inc.
Chapter 13 Lecture
1
Background Information on Evaluation
Adequate and appropriate evaluation is necessary for any program regardless of size, nature, and duration.
Two critical purposes of program evaluation are
Assessing and improving quality
Determining program effectiveness
Conducting evaluation and research is a major area of responsibility for health education specialists.
© 2017 Pearson Education, Inc.
Basic Terminology – 1
Evaluation
The process of determining the value or worth of a health promotion program or any of its components based on predetermined criteria or standards of acceptability identified by stakeholders
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Basic Terminology – 2
Formative Evaluation
Purpose is to improve the overall quality of a program or any of its components before it is too late (i.e., the program concludes)
Attempts to enhance program components before and during implementation
Process Evaluation
Assesses the implementation process in general, and tracks and measures what went well and what went poorly and how these factors contributed to the success or failure of a particular program
Measures the degree to which the program was successfully implemented and generally applies lessons learned in subsequent versions or implementations of the program
Formative and process evaluations are often used interchangeably and have become somewhat synonymous.
© 2017 Pearson Education, Inc.
Basic Terminology – 3
Summative Evaluation
Purpose is to assess the effectiveness of the intervention and the extent to which awareness, attitudes, knowledge, behavior, the environment, or health status changed as a result of a particular program
An umbrella term
Impact Evaluation
Focuses on intermediary measures such as behavior change or changes in attitudes, knowledge, and awareness
Outcome Evaluation
Measures the degree to which end points such as diseases or injuries actually decreased
Impact and outcome evaluations together constitute summative evaluation.
© 2017 Pearson Education, Inc.
Comparison of Evaluation Terms
© 2017 Pearson Education, Inc.
Start of
Implementation
Process
Impact
Outcome
Formative
Summative
Planning
End of
Implementation
Purpose of Evaluation
To determine achievement of objectives related to improved health status
To improve program implementation
To provide accountability to funders, the community, and other stakeholders
To increase community support for initiatives
To contribute to the scientific base for community public health interventions
To inform policy decisions
© 2017 Pearson Education, Inc.
(Capwell et al., 2000)
Framework for Program Evaluation – 1
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Framework for Program Evaluation – 2
Step 1 – Engaging Stakeholders
Who are the stakeholders?
Those involved in program operations
Those served or affected (directly or indirectly) by the program
Primary users of the evaluation results
The scope and level of stakeholder involvement will vary with each program being evaluated.
Step 2 – Describing the Program
Sets the frame of reference for all subsequent decisions in the evaluation process
Describes mission, goals, objectives, capacity to affect change, stage of development, and how it fits into the larger community
Logic model can be used
© 2017 Pearson Education, Inc.
Framework for Program Evaluation – 3
Step 3 – Focusing the Evaluation Design
Makes sure the interests of stakeholders are addressed
Identifies reason of evaluation, how it will be used, questions to be asked, design of evaluation, and finalizes any agreements about the process
Step 4 – Gathering Credible Evidence
Decides on measurement indicators, sources of evidence, quality and quantity of evidence, and logistics for collecting evidence
Organizes data including specific processes related to coding, filing, and cleaning
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Framework for Program Evaluation – 4
Step 5 – Justifying Conclusions
Comparing the evidence against the standards of acceptability
Judging the worth, merit, or significance of the program
Creating recommendations for actions based on results
Step 6 – Ensuring Use and Sharing Lessons Learned
Use and dissemination of the results
Needs of each group of stakeholders addressed
Four standards of evaluation:
Utility standards
Feasibility standards
Propriety standards
Accuracy standards
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Practical Problems or Barriers in Evaluation – 1
Planners either fail to build evaluation in the planning process or do so too late.
Adequate resources may not be available to conduct an appropriate evaluation.
Organizational restrictions may prevent hiring consultants and contractors.
Effects are often hard to detect because changes are sometimes small, come slowly, or do not last.
Length of time allotted for the program and its evaluation is not realistic.
Restrictions may limit the collection of data among the priority population.
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Practical Problems or Barriers in Evaluation – 2
It is difficult to make an association between cause and effect.
It is difficult to evaluate multi-strategy interventions.
Discrepancies between professional standards and actual practice exist with regard to appropriate evaluation design.
Evaluators’ motives to demonstrate success introduce bias.
Stakeholders’ perceptions of the evaluation’s value may vary too drastically.
Intervention strategies are sometimes not delivered as intended or are not culturally specific.
© 2017 Pearson Education, Inc.
Evaluation in the Program Planning Stages
Evaluation design must reflect the goals and objectives of the program.
The evaluation must be planned in the early stages of development and be in place before program begins.
Baseline data – those reflecting the initial status or interests of the participants; from a needs assessment
Initial data regarding the program should be analyzed promptly to make any necessary adjustments to the program.
By creating the summative evaluation early in the planning process, planners can ensure that the results are less biased.
© 2017 Pearson Education, Inc.
Ethical Considerations
Evaluation or research should never cause mental, emotional, or physical harm to those in the priority population.
Participants should always be informed of the purpose and potential risks and should give consent.
No individual should ever have his or her personal information revealed in any setting or circumstance.
When appropriate, evaluation plans should be approved by institutional review boards (IRBs).
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Who Will Conduct the Evaluation? – 1
Internal Evaluation
An individual trained in evaluation and personally involved with the program conducts the evaluation.
Advantages
More familiar with organization and program history
Knows decision-making style of those in the organization
Present to remind people of results now and in the future
Able to communicate results more frequently and clearly
Less expensive
Disadvantages
Possibility of evaluator bias or conflict of interest
© 2017 Pearson Education, Inc.
Who Will Conduct the Evaluation? – 2
External Evaluation
Conducted by someone who is not connected with the program (Evaluation consultant)
Advantages
More objective review and fresh perspective
Can ensure unbiased evaluation outcome
Brings global knowledge of working in a variety of settings
Typically brings more breadth and depth of technical expertise
Disadvantages
More expensive
Can be somewhat isolated, often lacking knowledge of and experience with the program
Evaluator should be credible and objective, have a clear role in evaluation design, and accurately report findings.
© 2017 Pearson Education, Inc.
Evaluation Results
Who will receive the results of the evaluation?
Different aspects of the evaluation can be stressed, depending on the group’s particular needs and interests.
Different stakeholders may want different questions answered.
The planning for the evaluation should include a determination of how the results will be used.
© 2017 Pearson Education, Inc.
,
Chapter 12: Implementation: Strategies and Associated Concerns
© 2017 Pearson Education, Inc.
Chapter 12 Lecture
1
Logic Models – 1
A logic model is a systematic and visual way for planners to share and present their understanding of the relationship among the resources they have to operate a program, the activities they plan to implement, and the outputs and outcomes they hope to achieve (CDC, 2008b; WKKF, 2004).
Can help all stakeholders understand the “big picture” of how planning, implementing, and evaluating all fit together
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Logic Models – 2
Three components of a logic model:
Inputs (resources)
Human resources, partnerships, equipment, supplies, materials, and community resources
Outputs (activities)
Products, services, and infrastructure
Outcomes (results or effects)
Short-term, mid-term, and long-term
© 2017 Pearson Education, Inc.
Basic Logic Model
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Defining Implementation
“The act of converting planning, goals, and objectives into action through administrative structure, management activities, policies, procedures, and regulations, and organizational actions of new programs” (Timmreck, 1997, p. 328)
One of the three stages of program diffusion, with the other two being adoption and sustainability (Bartholomew et al., 2011)
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Phases of Program Implementation
Phases are flexible in nature and can be modified to meet the many different situations and circumstances faced by planners.
Phases of implementation:
Adoption of the program
Identifying and prioritizing the tasks to be completed
Establishing a system of management
Putting the plans into action
Ending or sustaining a program
© 2017 Pearson Education, Inc.
Phase 1: Adoption of the Program
This phase is a part of the marketing process.
Great care must go into the marketing process to ensure that a relevant product (i.e., the health promotion program) is planned so that those in the priority population will want to participate in it.
© 2017 Pearson Education, Inc.
Phase 2: Identifying and Prioritizing the Tasks to Be Completed – 1
Many tasks need to be completed when implementing a program.
Examples: reserving space, ordering equipment, etc.
Tasks need to be identified and prioritized.
Planning timetables and timelines can help with this process.
© 2017 Pearson Education, Inc.
Phase 2: Identifying and Prioritizing the Tasks to Be Completed – 2
Types of timetables and timelines include:
Basic timelines
Task development timelines (TDTLs; Anspaugh, Dignan, & Anspaugh, 2000)
Gantt charts
PERT charts
Critical path method (CPM)
© 2017 Pearson Education, Inc.
Sample Task Development Timeline
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Sample Gantt Chart
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Phase 3: Establishing a System of Management – 1
Management – “the process of assembling and using sets of resources in a goal-directed manner to accomplish tasks in an organizational setting” (Hitt, Black, & Porter, 2012, p. 483)
Includes human, financial, and technical resources
“The efficient, satisfactory management of a health promotion program is vital to its long-term success” (Anspaugh et al., 2000, p. 124).
© 2017 Pearson Education, Inc.
Phase 3: Establishing a System of Management – 2
Good management is needed to ensure that programs are
Effective: meet stated goals and objectives
Efficient: well-organized, cost effective
Managers need technical, interpersonal, and conceptual skills.
Human Resources Management (HRM)
Four functions (or PADS):
Planning – defining personnel
Acquisition – hiring personnel
Development – training personnel
Sanction – discipline, rewards, safety
Professional Development
© 2017 Pearson Education, Inc.
Phase 3: Establishing a System of Management – 3
Financial Management
“Process of developing and using system to ensure that funds are spent for the purpose for which they have been appropriated” (Klingner et al., 2010, p. 88)
Accounting, fiscal year, fiscal accountability
Audits – internal and external
Technical Resources Management
All other resources besides human and financial
Equipment, expertise, information, material, partnerships
© 2017 Pearson Education, Inc.
Phase 4: Putting Plans into Action – 1
There are three major ways of putting plans into action: by phasing them in, in small segments; and by initiating the total program all at once.
The strategies exist in a hierarchy and it is recommended that all programs go through all three.
Pilot testing – trying the program out with a small group from the priority population to identify any problems
Phasing in – limiting the number of people who are exposed, then gradually increasing the numbers; by offerings, by location, by ability, by number
Total program – all in priority population are exposed at same time
© 2017 Pearson Education, Inc.
Putting Plans into Action
© 2017 Pearson Education, Inc.
Phase 4: Putting Plans into Action – 2
First Day of Implementation
Also referred to as program launch, program rollout, or program kickoff
Some special planning may be necessary:
Decide on a first day.
Consider launching to coincide with other already occurring event (e.g., weight loss program and New Year’s resolution).
© 2017 Pearson Education, Inc.
Phase 4: Putting Plans into Action – 3
Some special planning may be necessary (cont’d)
Kickoff in style.
Create a special event; use celebrities.
Seek news coverage, if appropriate.
Inform appropriate media representatives of your plans.
Make arrangements to meet the media representatives at the designated time and place.
Use press releases, video releases, spokespeople.
Consider a news hook; e.g., day in history.
© 2017 Pearson Education, Inc.
Phase 4: Putting Plans into Action – 4
Monitoring Implementation
Program monitoring involves the ongoing collection and analysis of data and other information to determine if the program is operating as planned.
Basic monitoring data and information for a program has the following utilities (USDJ, n.d.):
It provides operating and descriptive data and information.
It provides the basic information for comparing outcomes to the program objectives.
It provides educational information about many aspects of the program.
Monitoring data serve as a preventive maintenance function by tracking indicators of critical elements.
© 2017 Pearson Education, Inc.
Phase 5: Ending or Sustaining a Program
Planners should determine how long to run a program.
If the program met its goals and objectives and the priority population has been served to the fullest extent necessary, then the program can be ended.
Sustaining a program is more difficult. Six techniques include:
Working to institutionalize
Seeking feedback
Advocating for the program
Partnering with others
Revisiting and revising the rationale
Establishing a resource development committee
© 2017 Pearson Education, Inc.
Implementation of Evidence-Based Interventions
The focus of implementation science is to study how interventions, which have been shown to be effective in one setting, can be applied to sustain improvements to population health (Lobb & Colditz, 2013).
Tomioka and Braun (2013) created a four-step fidelity assurance protocol:
Deconstruct the program into its components.
Identify agencies that are ready to replicate the intervention.
Closely monitor the fidelity of the program.
Use the evaluation tools of the program to track progress.
© 2017 Pearson Education, Inc.
Concerns Associated with Implementation – 1
Safety and Medical Concerns
Most programs are designed to improve health; thus give attention to the safety and medical concerns associated with the program.
Informed consent
Explain nature of program.
Inform participants of risks or dangers and any possible discomfort.
Explain expected benefits.
Inform of alternative programs.
Indicate that they are free to discontinue participation at any time.
Allow participants to ask questions.
Informed consent forms (waiver of liability or release of liability) do not protect planners from being sued.
They just make participants aware of special concerns.
© 2017 Pearson Education, Inc.
Example Informed Consent Form
© 2017 Pearson Education, Inc.
Concerns Associated with Implementation – 2
Safety and Medical Concerns (cont’d)
If the act of participating in the program puts anyone at medical risk (e.g., cardiovascular exercise programs), then these individuals need to obtain medical clearance before participating.
Medical clearance signed by a physician
Steps must be taken to ensure the safety and health of all associated with the program:
Safe program location; appropriate security
Building codes met and facilities free from any hazards
Qualified instructors
Plan in case of emergency
© 2017 Pearson Education, Inc.
Checklist of Items to Consider When Developing an Emergency Care Plan
© 2017 Pearson Education, Inc.
Concerns Associated with Implementation – 3
Ethical Issues
Situations where competing values are at play and judgment must be made on what is the most appropriate course of action
Code of Ethics for the Health Education Profession guides the work of health educators.
Planners should have integrity, and be honest, loyal, and accountable.
The Belmont Report: Ethical Principles and Guidelines for the Protection of Human Subject Research has three fundamental ethical principles:
Respect for persons
Beneficence – maximizing benefits; doing good
Justice – fairness
© 2017 Pearson Education, Inc.
Concerns Associated with Implementation – 4
Legal Concerns
Negligence – failing to act in a prudent (reasonable) manner. Arises from two acts:
Omission – doing nothing when you should
Commission – doing something you should not
© 2017 Pearson Education, Inc.
Concerns Associated with Implementation – 5
Reducing the Risk of Liability – key to avoiding liability is to reduce risk by planning ahead
Be aware of legal liabilities.
Be aware of professional standards.
Keep knowledge and skills up-to-date.
Use certified instructors.
Use good judgment.
Require informed consent.
Get medical clearance.
Limit work to expertise.
Provide a safe environment.
Purchase insurance.
© 2017 Pearson Education, Inc.
Concerns Associated with Implementation – 6
Program Registration and Fee Collection
Establish payment procedures and a system of payment
Procedures for Recordkeeping
HIPAA
Records should be kept, but ensure anonymity/confidentiality
© 2017 Pearson Education, Inc.
Concerns Associated with Implementation – 7
Procedural Manual and/or Participants’ Manual
There may be a need to create a manual for the program to:
Ensure that everyone understands the program and its parameters
Standardize the intervention so it can be replicated and avoid Type III errors
Provide ideas for facilitation
Provide additional background information on the topic
Provide citations for additional resources.
Program Participants with Disabilities
Programs should meet the needs of participants with disabilities.
© 2017 Pearson Education, Inc.
Concerns Associated with Implementation – 8
Training for Facilitators
Program facilitators need to be familiar with the intervention.
Either by participating in the planning of the intervention or through a training session
Dealing with Problems
Planners should anticipate and deal with problems that might arise.
Documenting and Reporting
Keep others informed about the progress of the program for:
accountability
public relations
motivation of present participants
© 2017 Pearson Education, Inc.
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6
Mental Health in college students
Alexis Heard
Columbus State University
SP 22’ Program Design in Kinesiology
Dr. G. Palevo
February 17, 2022
Mental Health in College Students
Health status
Mental health issues encompass factors that affect cognitive, emotional, and behavioral well-being. Any deviation of mental health status from normal may lead to any of the following mental disorders, schizophrenia, anxiety, depression, and physical symptoms like fatigue, insomnia, back pain, and headaches. Mental health problems have statistically proven to be highly prevalent among college students. For example, in a survey involving Australian students, higher levels of psychological distress were noted. In another state-wise survey by the American Psychological Association (APA), 95% of college counseling centers directors reported alarming and growing concerns over growing numbers of mental health issues among college students (Auerbach et al., 2016). Anxiety is the topping concern with a prevalence rate of 41.6%, followed by depression at 36. 5%, other mental distresses concerns relationships and accounts for 35.8%. These prevalence’s can be attributed to a busy college schedule, financial issues, and lack of balance between having fun and studying.
College lends itself a host to many new things: independence, freedom, opportunity, and autonomy. The transition from high school to college also takes a hefty toll on contributing to deleterious health consequences to college students (Bruffaerts et al., 2018). For instance, lack of engagement can be a sign of depression, excessive worrying, increased dependence on a substance such as excessive drinking to numb emotions, or a changing relationship with food. In such cases, one no longer pays attention to eating patterns and tends to avoid socializing when there is food or exercise excessively. According to Lee et al. (2022). mental health problems can affect students' concentration, energy, mental ability, dependability, optimism and hinder performance. Depression, for example, is associated with low-grade point averages, truancy, and dropouts. In the end, roommates, peers, staff, family members may end up suffering consequences of poor relationships, poor work productivity, and profound grief from suicides.
Community description
The program's scope is on college students across the state and beyond. Global estimates of mental health problems suggest that one in four people globally have experienced or will experience mental health issues in their lifetime (Pedrelli et al., 2015). It is the third leading cause of mortalities among young people. Therefore, the program aims to assess the health needs of all reachable college students locally, state-wise, and even nationally.
Needs Assessment
Based on qualitative needs assessments done through focus groups, projects, scenarios, case study reports, introspection, visual texts, role-play simulation, and direct observations, major health needs of the students were identified. The majorly identified health needs include helping erase suicidal feelings and thoughts, eating disorders, overactivity and poor concentration, obsessive-compulsive disorder, low mood, and depression.
Naturally, a human's body and mind are not separate; it is therefore not surprising that mental health problems impact the body. For example, depression can cause fatigue, headaches, and digestive problems. The overall effects on the quality of life range from a feeling of distress, lack of control, choice, and autonomy, low confidence, diminished activity, and feeling of hopelessness and demoralization (Sazakli et al.,2021).
Major identified causes of mental health problems among college students include pressure to succeed in academics, uncertainty, financial distress, and increased social media use.
Non-specific combat strategies needed in the schools includes
a) Promotion of healthy eating habits
b) Encouraging physical activity
c) Promotion of healthy sleeping habits
d) Social Media use sensitization campaigns to minimize excessive social media use, inactivity, and visiting unauthorized sites.
Quantitative assessments focus on numbers or quantities and gather the information that yields results that can be quantified. A report by Karyotak et al. (2020) showed that one-third of students screened positive for at least a single in six mental health illnesses. With a prevalence of 27% exhibited over 12 months, the study demonstrated a possible lifetime prevalence of 28.7%. This calls for an array of measures, including the following.
a) Once a month mental health seminar in college institutions in California.
b) Employment of an adequate number of psychiatric mental health practitioners across institutions to balance student: psychiatrist ratio.
c) Install at least two support group meetings for students to guide each other towards shared goal recovery.
d) Complementary and Alternative Medicine (CAM) – CAM includes treatment practices typically not associated with standard care.
e) Self-help plans- self-help plans are severely lacking among college studies in the United States. They may, however, have a hand in helping students implement strategies to promote wellness recovery and identify warning signs.
Community link
The United States government currently offers various programs and services to support people with mental health needs, including students. They include income support, disability services, community support, workforce participation programs, and housing.
In hospitals, the current most common way of treating mental health illnesses and challenges includes psychotherapy, also called talk therapy and counseling (Auerbach et al., 2016).
The proposed program will come in a batch of complementary programs to support existing programs in boosting mental health issues among college students. Salient things the program will include:
1) Enhancing counseling and psychotherapy through maximum stakeholder engagement and online campaigns
2) Technology use in mental health programming-technology is likely to address problems of minimal healthcare-seeking behavior among college students. Through technology-based diagnosis, and well-coordinated psychotherapeutic and pharmacotherapeutics approaches, confidentiality will be enhanced, fewer financial expenses will be incurred, and accessibility will be enhanced since services will happen through simple web-search.
3) Community support and awareness campaigns will also help promote awareness, reduce discrimination and stigma, supporting social inclusion and recovery while preventing mental disorders.
References
Auerbach, R. P., Alonso, J., Axinn, W. G., Cuijpers, P., Ebert, D. D., Green, J. G., … & Bruffaerts, R. (2016). Mental disorders among college students in the World Health Organization world mental health surveys. Psychological medicine, 46</
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