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50 Cards in this Set
- Front
- Back
Needs Assessment |
The systematic identification of needs within a population and determination of the degree to which those needs are being met. |
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Primary Data |
Data gathered by the health education specialist directly from or about the individual or population of interest. Gathered by means of surveys, interviews, focus groups & direct observation |
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Secondary Data |
Data that has already been collected by others that may or may not be directly gathered from the individual or population being assessed. |
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Stakeholders |
May be involved in program operations as program manager, program staff, partners, funding agencies, coalition members, or those served or affected by the program/project including patients, clients, advocacy groups, & community members. |
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Service Needs |
Those things health professionals believe a given population must have or be able to do in order to resolve a health problem. |
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Service Demands |
Those things people say they must have or be able to do in order to resolve their health problem. |
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Needs Assessment Limitations |
Lack of time Lack of personnel lack of money |
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6 Steps for Conducting a Needs Assessment |
1. Determine the scope of work & purpose for 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 before continuing with the planning process. |
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Epidemiological Model |
Focuses on epidemiological data (death rates, prevalence rate, birth rate, etc.) |
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Public Health Model |
Attempts to quantify health problems and often uses epidemiological data. Focuses on specific population and is mindful of limitations |
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Social Model |
investigates social or political issues that influence health |
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Asset Model |
Focuses on the strengths of the community, organization, or population and looks to find ways to use existing assets to improve health |
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Rapid Model |
Framework that is used when time and money are lacking for a needs assessment. Offers basic information but is lacking in detail |
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Roles of the Health Educator |
1. Being a resource person 2. Communicating information about the needs, concerns, and resources of the community. 3. identify gaps or overlaps in existing programs by communicating with stakeholders in the community. |
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Quantitative Data |
Used to numerically describe what is occurring (epidemiological data) |
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Qualitative Data |
usually descriptive of what is occurring or why it is occurring. |
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Primary Source Collection Methods |
1. Surveys 2. Interviews 3. Observations 4. Community forums 5. Focus groups 6. Nominal group 7. Delphi Panel 9. Community capacity inventory |
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Surveys |
Used to determine the knowledge, attitudes, beliefs, behavior skills and health status of the priority population. |
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Interviews |
Collected by telephone, face to face, etc. Used to determine the knowledge, attitudes, beliefs, behavior skills and health status of the priority population. |
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Key Informant Interviews |
When you interview someone who has knowledge of the ability to report on the needs of a corporation, hospital, organization. |
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Observations |
gather data through direct surveillance of the population. |
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Community Forums |
Bring people in a particular population to discuss their perceptions of the communities health problems. |
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Focus Group |
Communication among participants who are selected based on specific criteria. can be as small as 2 people or as large as the facilitator can handle. |
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Nominal Group |
Highly structured process in which a few representatives from the priority population are asked questions based on specific needs. |
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Delphi Panel |
Group process that generates consensus by using a series of mailed or emailed questionnaire. |
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Self-assessments |
Ask questions about health history, behavior, and screening results. |
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Secondary Data Sources |
1. Federal Government Agencies 2. Morbidity/mortality rates 3. Vital records 4. Social indicators (population, employment, etc.) 5. Statistical abstract of the United States 6. Center for Medicare and Medicaid Services 7. Health Resource Service Administration 8. Social assessment programs 9. State and local agencies 10. Vital records, disease registries, etc. 11. BRFSS & YRBSS 12. Non governmental agencies 13. Hospital data 14. Existing Data 15. Literature |
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Steps in Designing & Completing the Survey |
1. Planning a survey 2. Designing a survey 3. Collecting the data 4. Planning Data Analysis 5. Drawing the sample 6. Constructing the questionnaire 7. Pretesting the questionnaire 8. Revising the questionnaire 9. Administering the survey 10. Preparing the data 11. Verifying 12. Entering the data 13. Tabulating data 14. Analyzing the data 15. Recording & reporting |
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Standardization of data collection |
Ensures data collection is accurate, complete, & conforms to program requirements. |
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Informed Consent |
Agreement to voluntarily & willingly participate in a study based on full disclosure of what constitutes participation in study, & what the risk and benefits involved in participation are. |
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Institutional Review Board (IRB) |
Composed of researchers & community members or stakeholders who review proposed research for compliance with federal regulations governing research involving human subjects. |
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HIPPA |
Protects personal health information. In order for health data to be used, individual permission must be granted with some exceptions. |
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Factors that Influence Behavior |
1. Behavioral (lifestyle) factors 2. Environmental factors 3. Individual factors |
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Behavioral Factors |
Behaviors or actions of individuals, groups, or communities. Indicators include compliance, consumption & utilization patterns, coping, preventative actions, & self-care. |
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Environmental Factors |
Determinants outside the individual that can be modified to support behavior, health, & quality of life. |
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Individual Factors |
Educational, social, and cultural characteristics of the individual. |
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Pre-existing attitudes or beliefs |
These pre-existing attitudes or beliefs about a health problem or behavior have a major influence on the success of the program. |
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Factors to Identify During the Needs Assessment |
1. Predisposing factors 2. Enabling factors 3. Reinforcing factors |
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Predisposing Factors |
Individual knowledge & affective traits. |
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Enabling Factors |
Factors that make possible a change in behavior. |
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Reinforcing Factors |
Feedback & encouragement resulting from a changed behavior from a significant or important other. |
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Areas that Impact Health Education |
1. Social stigma associated with disease. 2. Conditions of learning environment 3. Actual physical environment 4. Current political climate |
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Assets-based Assessments |
Measures the communities capacity to solve its health problems. |
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Steps to Implementing an Assets-based Assessment |
1. Identify community resources, skills, abilities, networks, strengths, 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 any outside resources to fill gaps. |
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Resource Inventories |
Identifies gaps or needs in health education services, delivery of those services, & health education efforts being exerted. |
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Analyze Assessment Findings |
1. Analyze data, primary & secondary 2. Compare data with local, state, national, or historical situation. 3. Consider the social, cultural, and political environment 4. Set priorities |
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Primary Prevention |
Efforts are targeted toward healthy individuals to attempt to reduce risk for illness of injury |
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Secondary Prevention |
Efforts often involve screenings to help diagnose existing disease so a person can seek treatment. |
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Tertiary Prevention |
Focus on rehabilitation after a major health event or diagnosis. |
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Prioritizing Health Needs |
1. Assessing the size or scope of the problem 2. Determining the effectiveness of possible interventions 3. Determining appropriateness, economics, acceptability, resources, and legality of the possible intervention |