Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
35 Cards in this Set
- Front
- Back
|
Systematic identification of needs within a population of the degree to which those needs are being met
|
Needs Assessment
|
|
|
Data gathered directly from or about the individual or population of interest
|
Primary data
|
|
|
Data that has already been gathered by others that may or may not be directly fom the individual or population being assessed
|
Secondary data
|
|
|
Data gathered through direct surveillance of the population
|
Observation
|
|
|
Public meetings
|
Community forum
|
|
|
Communication among participants who are selected based on specific criteria
|
Focus group
|
|
|
Represenatives are chosen from the priority population and asked to repond to a questionaire based on specific needs
|
Nominal group process
|
|
|
Group process that generates consensus by using a series of mailed or e-mailed questionaires
|
Delphi panel
|
|
|
Instruments that require people to answer questions about their health history, behavior, and screening results
|
Self-assessment
|
|
|
Sources of secondary data
|
CDC
National Center for Health Statistics United States Census Bureau United States Department of Health and Human Services County, city, and state health departments Health care system Existing records Literature (peer-reviewed journals) |
|
|
Steps in designing and completing a survey
|
1. Planning the survey
2. Designing the survey 3. Collecting the data 4. Planning data analysis 5. Drawing the sample 6. Constructing the questionaire 7. Pretesting the questionaire 8. Revising the questionaire 9. Administering the survey 10. Preparing the data 11. Verifying 12. Entering data 13. Tabulating 14. Analyzing 15. Recording and reporting |
|
|
Advantages to a mail survey
|
-Saves time and money
-Eliminates interviewer bias -Greater assurance of anonymity -Accesibility to a wide geographic area -Promotes inter-rater reliability |
|
|
Disadvantages to a mail survey
|
-Lack of flexibility
-Low response rate -Likelihood of unanswered questions -No guarantee of return by due date -Inability to use complex questionaire format |
|
|
Advantages to a telephone survey
|
-Faster than mail survey
-Accessibility to a wide geographic region -Increased monitoring and quality content |
|
|
Disadvantages to a telephone survey
|
-Loss of visual component
-Interviewer has little control; respondent may hang up at any time -Low response rate -Respondents may see the call as a hoax |
|
|
Advantages to a face-to-face interview
|
-Higher response rate
-Ability to use more complex questionaire -Personalization of the survey to one participant -Spontaneity and no possible help from others -Control over question order |
|
|
Disadvantages to a face-to-face interview
|
-Expensive
-Increases interview bias -Time-consuming -Lack of anonymity -Difficulty in summarizing the findings |
|
|
Advantages to an internet survey
|
-Quick response
-Low cost -Data gathering process is automatic -Administered to a large number of participants |
|
|
Disadvantages to an internet survey
|
-May not be anonymous
-Hardware and software can be costly -Limited ability to monitor returned surveys -Can limit time frame within which respondent can access survey |
|
|
Steps to conducting a needs assessment
|
1. Determine the purpose of the needs assessment
2. Gather the data 3. Analyze the data 4. Identify any factors linked to the health problem 5. Identify the focus for the program 6. Validate the need |
|
|
An assessment that focuses on individual and group resources to analyze a community's strengths
|
Asset-based assessment
|
|
|
Steps to an assest-based assessment
|
1. Identify community resources, abilities, skills, networks, strengths, and talents
2. Create or strengthen the relationships between community members and community organizations 3. Mobilize the community around its strengths/resources 4. Rally the community to develop a healthy vision of the future 5. Introduce outside resources to fill gaps |
|
|
Actions of individuals, groups, or communities. Including compliance, consumption and utilization patterns, coping, preventative actions, and self-care
|
Behavioral (lifestyle) factors
|
|
|
Determinants outside the individual that can be modified to support behavior, health, and quality of life. Including economic factors, access to health care, and public services.
|
Environmental factors
|
|
|
Educational, social, and cultural characteristics of an individual. Including knowledge, attitutes, beliefs, and perceptions.
|
Individual factors
|
|
|
Individual knowledge and affective traits.
|
Predisposing factors
|
|
|
Factors that make possible a change in behavior.
|
Enabling factors
|
|
|
Feedback and encouragement resulting from a changed behavior.
|
Reinforcing factors
|
|
|
Steps used to infer the need for health education from obtained data.
|
1. Analyze date: primary and secondary
2. Compare data with local, state, national, or historical situation 3. Consider the social, cultural, and political environment 4. Set priorities |
|
|
Steps to set priorities.
|
1. Assessing the size or scope of the problem
2. Determining the effectiveness of possible interventions 3. Determining the appropriateness, economics, acceptability, resources, and legality of the possible intervention |
|
|
What is involved in assessing the size or scope of a health problem?
|
-Percentage of the population direclty affected
-Seriousness of the problem -Urgency/critical nature of the problem -Severity of the problem -Morbidity/mortality severity, duration, and/or disability associated with the problem -Potential number who may be affected by the problem |
|
|
What is involved in determining the effectiveness of possible interventions?
|
-How effective are health education interventions in addressing the problem?
-Are they meeting stated goals and objectives/ -Are the potential interventions accessible to the affected population/ -How were the needs for the potential programs determined? -Are the needs of the population being met? If not, why? |
|
|
What is involved in determining the appropriateness, economics, acceptability, resources, and legality of the possible intervention?
|
-What health education programs are presently available to the population(s) affected?
-Are the programs being utilized? If not, why? -Given the population, is the intervention appropriate and in accordance with societal/group norms? -Are there sufficient resources for implementation? -Is the intervention legal? |
|
|
Examples of secondary data from government, state, and local agencies.
|
-Morbidity/Mortality Weekly Report (MMWR)
-Vital Records -Statistical Abstract of the United States -Centers for Medicare and Medicaid Services (CMS) -Health Resources Service Administration (HRSA) -Behavioral Risk Factor Surveillance System (BRFSS) -Youth Risk Behavior Surveillance System (YRBSS) |
|
|
Examples of secondary data from non-government agencies, organizations, and existing records.
|
-Hospital discharge data
-Emergency room visit data -Injury/hospitalization records -American Diabetes Association -American Heart Association -American Cancer Society -Clinical records -Data from immunization programs |
