Program Planning Implementation Evaluation Chapter 4 all pages

Program Planning, Implementation & Evaluation Chapter 4, all pages Chapter 15, pp. 519 -523 Chapter 17, all pages Chapter 18, all pages

Steps to Delivering Programs Assessment Planning • Setting Goals & Objectives • Set priorities & choose among strategies Evaluation Implementation

Steps in Program Planning 1. 2. 3. Review needs assessment results Define program goals & objectives Develop a program plan n 4. 5. 6. Design intervention Design nutrition education component Develop marketing plan Define management system Implement program Evaluate program elements & effectiveness

Step 1: Review Needs Assessment Results n Table 4 -1 – Case Study 1 – Women and Coronary Heart Disease n Page 101

Step 2 - Goals n What are they? n n Standards by which organizations can judge their performance Statement of desired result in broad, general terms to be achieved over an unspecified period of time Don’t include the means for achieving – i. e. , the “How? ” Usually related to reducing, maintaining, increasing, or improving something

Step 2 - Objectives n Statements of specific results to be achieved over a specified period of time n Outcome, process, and structure n SMART formula n specific, measurable, achievable, resources, time

Step 3 - Intervention Strategy n In what way will program be implemented? n HOW n Examples of program delivery strategies: n n n small group sessions worksite wellness programs grocery store programs cafeteria programs mass media campaigns

Step 3 - Intervention Strategy must be well suited to the target group n Should assist with motivating change in the target group

Intervention Strategies n Table 4 -3, p. 105 & 4 -4 p. 106 n Levels of Intervention 1. Build awareness 2. Change lifestyles 3. Create supportive environment n Target groups n Individuals n Communities n Systems

Step 3 - Intervention Strategy n Choose main program messages that emphasize a blance of foods rather than any one single food or meal n Several types of messages: n motivational n awareness-building n knowledge building n skill-building

Nutrition messages in programs n Messages more effective when focused on positive ways to make changes over time n Inconsistent messages result in confusion, guilt, worry, anger, fear and inaction

Nutrition messages in programs n Help consumers make wise food choices n Help consumers evaluate nutrition information they receive n Reinforce healthy behaviours

Nutrition Messages in Programs n Promote variety, moderation, & gradual change n Emphasize food patterns over time n Acknowledge importance of obtaining nutrients from foods n Stress that physical activity and food choices are key to healthy active lifestyles

Nutrition Messages in Programs n Keep it simple -- on a need to know basis n Use “consumer” language n Use illustrations where possible n Recommend specific actions

Nutrition Messages in Programs n Use practical examples n Use humour with caution n Make message relevant to audience

Slogans as Messages n May oversimplify the message n Must be done carefully and be fully pre- tested n Must be agreed upon by all partners

Develop Program Format n Endless combinations n single vs. multiple group sessions n one-shot or long-term media campaign n Format depends on goals and objectives & target population

Nutrition Messages in Programs Designed to: help consumers deal with their confusion about food/diets n help consumers make healthy eating choices n n Evidence-Based n Presented consistently

Educational Program Objectives n IF strategy is educational n need to define learner objectives n Statements show participants what to expect upon completion of program

Develop Program Format n From program objectives. . . n Develop program components to meet objectives n May need: Session objectives – p. 569 n Lesson plans – Table 17 -6, p. 570 n

Pre-test Program Materials n Materials must be tested for readability and acceptability n Possible methods include: test group sessions with target group members n focus group n individual interview n

Readability of Printed Materials n Must assess the level of readability of all print materials n Use Readability Indices n SMOG, FRY n SMOG formula in Appendix C of text

Modify Program Plan n From pretest results n modify materials or plan n Pre-test was mini-process evaluation n Termed “formative” evaluation

Program documentation n May involve Manual n Summarize policies & procedures n Outline details of activities n list of materials needed n protocol for each activity

Training of Program Personnel n Paid & volunteer workers n Train-the-trainer n Ensures consistent implementation

Develop a Marketing Plan n How will clients know about the service? n Marketing strategy depends on target group n Doesn’t need to be costly to be effective

Broadcast Media Pros and Cons n Table 18 -6, p. 591 n Cons n one-way communication n messages rarely tailored n impersonal

Broadcast Media Pros and Cons n Pros - [TV] (& Internet) permit immediate access to a mass audience n n comfortable with medium may appreciate anonymity n Percentage effectiveness lower than more personal strategies BUT larger audience may make TV highly effective medium in absolute numbers. (Warner, 1987)

Table 18 -4, p. 588 Marketing Mix

Figure 18 -6, p. 601 Heartworks for Women case study

Marketing Timetable Figure 18 -7, p. 602

Step 4 – Define the Management System n Personnel & data systems n Personnel n supervision n support n communication lines n Data Systems n how recorded, stored, analyzed

Time Line for Critical Path Figure 19 -6, p. 624

Step 5 – Identify funding sources n Developing a budget n Identify funding sources n internal n external n Direct costs n salaries, wages, materials, travel expenses, equipment n Indirect costs n space rental, utilities, janitorial services

Operating Budget Table 19 -6, p. 627

Step 6 - Implementation n Make it operational n Observe and modify implementation activities n Formative evaluation