Action Writing Action Statements Writing action statements is

Action Writing Action Statements • Writing action statements is the first step in the second (action) stage of the public health nutrition (PHN) intervention management bi-cycle Ø The process of solution generation • Writing action statements is the initial task in solution generation and guides intervention planning Ø Process of collaboratively codifying a vision of the future intervention Writing Action Statements

Writing Action Statements

Intervention Planning • Intervention planning is an iterative process of generating orderly forward-looking action towards desired results • Intervention planning helps Ø reduce uncertainty about the future Ø develop an intervention appropriate to the target group Ø coordinate resources and effort for the greatest impact • Intervention planning is a collaborative process gaining support and expertise of the target population, key stakeholders and management • Intervention planning should be based on the intelligence gained from the first ‘intelligence’ of the PHN intervention management bi-cycle Writing Action Statements

Intervention Planning • Intervention planning can be time consuming but is essential to ensure intervention effectiveness and efficiency • An intervention plan outlines: Ø Ø Ø • the key aims and methods of the intervention a timescale funding budget details who is responsible for what task the evaluation and dissemination strategies Intervention plans should be clear, concise and used as a tool for managing intervention activities Writing Action Statements

Action Statements • Action statements are the goals and objectives that state the outcome and impacts the intervention intends to achieve • Goals provide the framework for program planning and must reflect the population of interest Objectives provide a statement specifying the intended impact of the intervention and should be specific, realistic and measurable • • Action statements should be feasible and based on projections from the intelligence gathered during problem, determinant and capacity analyses Writing Action Statements

Linking Analyses to Action Statements • The problem and determinant analyses provides the foundation for clearly specifying the intervention goal and objectives: Ø The intervention goal should reflect how to change the population nutrition problem Ø The objectives address the direct determinants Ø The sub-objectives address the indirect determinants • Using the determinants analysis also illustrates a causal cascade assumption: → if strategies are affective at achieving sub-objectives, there will be a positive flow-on towards the objectives being achieved and ultimately the goals being achieved Writing Action Statements

Example determinant analysis linked with action statements Low intake of vegetables and fruit Reliance on fast food Low level F&V cooking skills Low level consumer skills Price and availability Time poor Limited School nutrition education Food system inefficiencies Transport costs Food miles THE PROBLEM GOAL DIRECT DETERMINANT OBJECTIVE INDIRECT DETERMINANT SUBOBJECTIVE Writing Action Statements

Writing Intervention Goals • A goal is a statement that describes in broad terms the desired direction or outcome the intervention will achieve • Goals should be written in terms of outcomes to be achieved and have measurable indicators → can be challenging due to the lack of data and evidence • When writing goals remember to include information about: Ø Ø Ø What you are trying to change Who will be affected How they will be affected Where the change will take place By when Writing Action Statements

Example Goal Community nutrition intervention goal: ‘To reduce the number of Stordalsbu Primary School children who are overweight or obese by 5% within 3 years of commencing the intervention’ Writing Action Statements

Writing Intervention Objectives • Objectives state the change that must occur for the goal to be achieved • Objectives are much more specific and precise than goals and should be stated in terms of specific results rather than general terms • Objectives reflect the most important determinants that require changing to improve the of the PHN problem → As determinants are complex it is common for several objectives to be associated with one goal • Objectives provide the main energising and directive force for intervention action, and guide and direct intervention evaluation Writing Action Statements

SMART Objectives • Objectives should be tangible, recognisable and achievable within the available resources. • The acronym SMART is an easy way to remember the key features of well-written intervention objectives: S – specific (describe place, target group) M – measurable (define an amount that can be measured in evaluation) A – achievable (consider the circumstances and context) R – realistic change (rather than ideal) T – time specific (timeframe provided for achievement of objectives) Writing Action Statements

Short- and Long-term Objectives • Whether an objective is short or long-term is relative to the length of time needed to achieve the program goal. • As a general rule of thumb, the time frame for achievement of: Ø short-term objectives can be as short as 2– 3 months up to 2 years Ø long-term objectives is usually 2– 5 years • Short-term objectives specify the short-term, or intermediate, results that need to occur to bring about sustainable long-term changes • Long-term objectives specify the outcomes or changes needed to achieve program goals Writing Action Statements

Example Objectives Short-term objective: ‘At the end of the first year of the program, 90%of teen mothers in Stockholm will know where to get assistance for breastfeeding problems’ Long-term objective: To reduce the incidence of social and developmental problems associated with poor child nutrition in Suburb X by 2002. Writing Action Statements

Outcome and Process Objectives • • Outcome objectives consider the changes needed to achieve the intervention goal Outcome objectives can refer to the educational, behavioural, policy, process or environmental outcomes the intervention will achieve Process objectives describe what will be changed or implemented to achieve the outcome objectives Process objectives relate to the short-term or intermediate results that need to occur to bring about sustainable long-term changes. Writing Action Statements

Example Objectives Short-term objective: ‘At the end of the first year, 90%of teen mothers in Stockholm will know where to get assistance for breastfeeding problems’ Process objective: By December 2009, at least 2 of the following interventions will be implemented to enhance nutrition-related school health education: –Nutrition-related learning experiences are integrated into a course of instruction in each successive class level. –Training for teachers and other school staff on health promotion and nutrition education is health at least once per semester. –A series of extra-curricula workshops for students, staff and parents are conducted on preparing specific healthy and safe meals and completing dietary self-assessment. ’ Writing Action Statements

Types and levels of Objectives • There are several levels where change can occur in PHN interventions: • • Individual level objectives - to increase awareness of risk factors Network level objectives - to increase knowledge of opinion leaders/champions Organisational level objectives – to consider policy changes or adopting specific programs Societal level objectives - to increase the importance communities and society attach to an issue, by increasing media coverage • • Writing Action Statements

There are two formulas to assist with writing good intervention objectives: 1. To (action verb) (desired result in the problem or indicator) (target audience) by (timeframe) (resources required). e. g. ‘To increase the proportion of parents of children at Stordalsbu Primary School who intentionally purchase fruit for school lunchboxes from 10% t 0 20% within 6 months’. 2. By (date) the following results (numerical) on (target) will have been accomplished. e. g. ‘By the end of Semester 1, 35% (up from 28% in 1995) of Stordalsbu Primary School children will consume fruit at morning tea break. ’ Writing Action Statements