Planning, Implementing, & Evaluating Health Promotion Programs

Series
Pearson
Author
James F. McKenzie / Brad L. Neiger / Rosemary Thackeray  
Publisher
Pearson
Cover
Softcover
Edition
7
Language
English
Total pages
496
Pub.-date
February 2016
ISBN13
9780134219929
ISBN
0134219929
Related Titles


Product detail

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9780134219929
Planning, Implementing, & Evaluating Health Promotion Programs
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Description

For undergraduate courses in Health Education, Promotion, and Planning.

 

Provide Students with the Tools They Need to Be Successful in Health Promotion

Planning, Implementing, and Evaluating Health Promotion Programs: A Primer provides students with a comprehensive overview of the practical and theoretical skills needed to plan, implement, and evaluate health promotion programs in a variety of settings. The Seventh Edition features updated information throughout, including the new Responsibilities and Competencies generated from the Health Education Specialist Practice Analysis–2015 (HESPA-2015), and reflects the latest trends in the field.

 

Features

  • NEW! Information on developing evidence-based programs.
  • NEW! Materials on short-term, intermediate, and long-term objectives, including a SMART objectives checklist.
  • NEW!  Coverage on the expansion of the socio-ecological approach as it applies to creating interventions.
  • NEW! Content on motivational interviewing, the built environment, behavioral economics, professional development, and the Affordable Care Act as it relates to health promotion programs, and the limitations of interventions.
  • NEW! Expanded information on logic models, monitoring implementation, and the implementation of an evidence-based intervention (Chapter 12).
  • UPDATED! Information on CDC’s Framework for Program Evaluation, more context for the reasons evaluations should be conducted and for evaluation standards, and inclusion of CDC’s characteristics of a good evaluator (Chapter 13).
  • Coverage on using volunteers as a program resource, and program funding by governmental agencies (Chapter 10).
  • Responsibilities and Competencies boxes in all chapters, generated from the Health Education Specialist Practice Analysis—2015 (i.e., HESPA-2015).
  • Information on the recently completed Health Education Specialist Practice Analysis 2015, including implications for the health education profession (Chapter 1).
  • Information on the importance of needs assessment in the accreditation of health departments and for not-for-profit hospitals, on using technology while conducting a needs assessment, and on organizational health assessments (Chapter 4).
  • Examples of wording questions that result in different levels of measurement, how data from different levels of measurement can be presented in charts or graphs, how to write questions and response options for a data collection instrument, and guidelines for the layout and visual presentation of data collection instruments, activities, and Web links (Chapter 5).
  • Information on terminology and context for internal and external validity, and context for experimental, quasi-experimental, and non-experimental designs (Chapter 14).
  • NEW! Feature boxes categorized as “Responsibilities and Competencies,” “Highlights,” “Focus On,” and “Application” for ease of student comprehension.
  • Context for data management and data cleaning and the transition to data analysis, and the relationship between levels of measurement and selection of statistical tests, including parametric and non-parametric tests (Chapter 15).
  • A straightforward, step-by-step format makes concepts clear and the full process of health promotion programming understandable.
  • Theory and practice are combined with more real-life examples and activities for developing a health promotion program.
  • Student activities are included at the end of each chapter to provide hands-on experience.
  • Chapter introductions, learning objectives, key terms, summaries, review questions, activities, and web links appear in each chapter.
  • Application boxes feature real-world examples of the stage or concept covered in the chapter.
  • A glossary including all the Key Terms adds much needed reference material.
  • A companion Web site includes quizzes and examples of student plans created by former students.

 

New to this Edition

  • Information on developing evidence-based programs.
  • Materials on short-term, intermediate, and long-term objectives, including a SMART objectives checklist.
  • Coverage on the expansion of the socio-ecological approach as it applies to creating interventions.
  • Content on motivational interviewing, the built environment, behavioral economics, professional development, and the Affordable Care Act as it relates to health promotion programs, and the limitations of interventions.
  • Expanded information on logic models, monitoring implementation, and the implementation of an evidence-based intervention (Chapter 12).
  • UPDATED! Information on CDC’s Framework for Program Evaluation, more context for the reasons evaluations should be conducted and for evaluation standards, and inclusion of CDC’s characteristics of a good evaluator (Chapter 13).
  • Feature boxes categorized as “Responsibilities and Competencies,” “Highlights,” “Focus On,” and “Application” for ease of student comprehension.

 

Table of Contents

  1. Health Education, Health Promotion, Health Education Specialists, and Program Planning
  2. Starting the Planning Process
  3. Program Planning Models in Health Promotion
  4. Assessing Needs
  5. Measurement, Measures, Measurement Instruments, and Sampling
  6. Mission Statement, Goals, and Objectives
  7. Theories and Models Commonly Used for Health Promotion Interventions
  8. Interventions
  9. Community Organizing and Community Building
  10. Identification and Allocation of Resources
  11. Marketing: Developing Programs That Respond to the Wants and Needs of the Priority Population
  12. Implementation: Strategies and Associated Concerns
  13. Evaluation: An Overview
  14. Evaluation Approaches and Designs
  15. Data Analysis and Reporting

 

Author

Jim McKenzie was the first to publish a book that combines program planning, implementing, and evaluating all in one place. A Professor at Penn State Hershey and a Professor Emeritus at Ball State University, he is a Master Certified Health Education Specialist (MCHES). He also serves as the Coordinator of the Division Board of Certified Health Education Specialists of the National Commission for Health Education Credentialing.

 

Brad Neiger is the chair of the Health Science Department at Brigham Young University. Brad has also served in the field within the Utah State Department of Health and the National Health Institute.

 

Rosemary Thackeray is an Associate Professor at Brigham Young University. She has revised the marketing chapter, her area of expertise, as well as the measurement chapter.