Evaluation Tools KAP and MSC KAP Quantitative Method

  • Slides: 15
Download presentation
Evaluation Tools – KAP and MSC

Evaluation Tools – KAP and MSC

KAP – Quantitative Method A KAP Survey collects information from the target group about:

KAP – Quantitative Method A KAP Survey collects information from the target group about: n Knowledge n Attitudes n Practice

Lesson Objectives - Tuberculosis OBJECTIVES: 1. Participants will be able to know what Tuberculosis

Lesson Objectives - Tuberculosis OBJECTIVES: 1. Participants will be able to know what Tuberculosis is and how to recognize the signs and symptoms. 2. Participants will learn how to prevent Tuberculosis.

How can KAP be used? n n n Trainer plans to teach on Tuberculosis

How can KAP be used? n n n Trainer plans to teach on Tuberculosis in three weeks. Contextualized questionnaire is developed. CHEs are given a few questions to ask their neighbors. CHEs return the questionnaire the following week. Trainers analyze the results for better understanding of KAP.

Effects of CHE program Teach lesson(s) on Tuberculosis making sure to facilitate learning in

Effects of CHE program Teach lesson(s) on Tuberculosis making sure to facilitate learning in key areas. n Feedback to committee? CHEs? from KAP survey n After six months to one year, run survey again using CHE n What changes in KAP? n

What issues might be involved? n Problems – ¨ Illiteracy ¨ Bias of CHE

What issues might be involved? n Problems – ¨ Illiteracy ¨ Bias of CHE Volunteer ¨ Not randomized

TB CHE lesson - goals n n n ATTITUDE: Facilitator is aware Tuberculosis is

TB CHE lesson - goals n n n ATTITUDE: Facilitator is aware Tuberculosis is a serious disease that can be prevented and also properly treated. Encouragement for patients undergoing treatment is vital. SKILL: Participants will be able to know what Tuberculosis is and how to recognize the signs and symptoms. Participants will learn how to prevent Tuberculosis. EVALUATION: Facilitators will know participants have learned the content of this lesson when the CHE can recognize possible signs of Tuberculosis.

Action – include short KAP survey in Key Impact CHE lessons What causes TB?

Action – include short KAP survey in Key Impact CHE lessons What causes TB? n What are the signs of TB? n How is TB spread? n How do you keep from getting TB? n If you had TB, how would you keep from giving it to others? n

KAP elements Ask structured and predetermined set of questions n Produce quantitative information from

KAP elements Ask structured and predetermined set of questions n Produce quantitative information from randomly selected individuals n Usually analyzed after the survey is completed n Can identify cultural beliefs n

KAP examples n Tajikistan – HIV and AIDS, Moral Values, and Micro-business are the

KAP examples n Tajikistan – HIV and AIDS, Moral Values, and Micro-business are the core of the ROSCA program in 41 groups

Most Significant Change Qualitative Method Most Significant Change

Most Significant Change Qualitative Method Most Significant Change

Asking one question …. . Most Significant Change

Asking one question …. . Most Significant Change

From your point of view, what is the most significant change that has resulted

From your point of view, what is the most significant change that has resulted from CHE in Karasu Village? Most Significant Change

Evaluation Most Significant Change

Evaluation Most Significant Change

Feedback to Community Most Significant Change

Feedback to Community Most Significant Change