final Exam

Question 1

Precede

Answer 1

Predisposing, reinforcing, and enabling constructs in educational/environmental diagnosis and evaluation

Question 2

Proceed

Answer 2

Policy, regulatory, and organizational constructs in educational and environmental development

Question 3

Precede/Proceed Phase 1

Answer 3

Social Assessment

Question 4

Precede/Proceed Phase 2

Answer 4

Epidemiological, behavioral and environmental assessment

Question 5

Precede/Proceed Phase 3

Answer 5

Educational and ecological assessment

Question 6

Precede/Proceed Phase 4

Answer 6

Administration and Policy Assessment

Question 7

Precede/Proceed Phase 5

Answer 7

Implementation

Question 8

Precede/Proceed Phase 6

Answer 8

Process Evaluation

Question 9

Precede/Proceed Phase 7

Answer 9

Impact Evaluation

Question 10

Precede/Proceed Phase 8

Answer 10

Outcome Evaluation

Question 11

Approaches to reducing health disparities

Answer 11

improving access to primary care and updating and more vigorously enforcing consumer and environmental protection laws.

Question 12

Health disparity

Answer 12

The disproportionate burden of disease, disability, or premature death borne by specific population groups
Population groups may be defined by demographic measures of geography, gender, age, sexual orientation, socio-economic status, race/ethnicity
A particular type of health difference that is closely linked with social or economic disadvantage.

Question 13

Health Inequality

Answer 13

An observable difference in opportunity, treatment, or status.

Question 14

Heal Inequalities (examples)

Answer 14

Racism (institutional, interpersonal, internalized)
Lower income
Built environment - Lead paint, air quality
Health insurance
Transportation
Language
Health care – access, quality
Discrimination

Question 15

Behavioral Assessment

Answer 15

Measurement of behaviors in populations
State behavior objectives
Three principals
Maintain perspective on multiple determinants of the health problem or goal,
Select and rank the behavioral and environmental determinants to become targets of the program, and
Identify factors for which strategies other then health education may be developed and concurrently used as part of the overall health promotion effort.

Question 16

Behavioral Indicators

Answer 16

Compliance
Consumption patterns
Coping
Preventive action
Self-care
Utilization

Question 17

Environmental Indicators

Answer 17

Economic
Physical
Services
Social

Question 18

Quadrant 1

Answer 18

More important, More changeable, high priority for program focus

Question 19

Quadrant 2

Answer 19

More important, less changeable, Priority for innovative program :evaluation crucial

Question 20

Quadrant 3

Answer 20

Less Important, More Changeable, Low priority except to demonstrate change for political purposes

Question 21

Quadrant 4

Answer 21

Less changeable, less important, no program

Question 22

Predisposing factors

Answer 22

knowledge or awareness, beliefs values attitudes, self efficacy

Question 23

Enabling factors

Answer 23

removal of barriers, environmental influence, skills development

Question 24

reinforcing factors

Answer 24

peer influences, significant others, social supports

Question 25

Administrative Assessment

Answer 25

Analysis of the resources and circumstances in your community or organization that could facilitate or hinder the health program required to affect the priority predisposing, enabling and reinforcing factors identified earlier.

Question 26

Formative Evaluation

Answer 26

research to produce information to be used during the developmental stages of a health promotion program to guide/improve it

Question 27

Process Evaluation

Answer 27

1. an evaluation that provides documentation on what is going on in a program and confirms the existence and availability of physical and structural elements of the program, includes documentation and description of specific program activities (how much of what, for whom, when and by whom and the satisfaction of the process) 2. aims at evaluating the program condition, status, and quality when the program is in its implementation stage 3. Example: client records, program records, monitoring reports, special purpose assessments, periodic monitoring

Question 28

Summative Evaluation

Answer 28

an evaluation that provides a summary statement of the effectiveness for a health promotion program over a specified period of time

Question 29

Program Impact Evaluation

Answer 29

an evaluation that assess the overall effectiveness of a program in producing favorable behavioral change

Question 30

Health Outcome Evaluation

Answer 30

evaluation that assesses changes or improvement in morbidity, mortality or other health status indicators for a specified group of people

Question 31

Outcome Evaluation

Answer 31

evaluation of health outcomes such as change of mortality or morbidity that resulted from the health promotion program

Question 32

Line item budget

Answer 32

one line words and amounts

Question 33

Performance budget

Answer 33

What people will be doing and the costs

Question 34

program budget

Answer 34

Very few items, overarching costs

Question 35

PERT

Answer 35

Project schedule-tasks, timeline, staffing (each activity, when it will be done and who will do it

Question 36

Reciprocal determinism

Answer 36

a person can be both an agent for change and a responder to change. Thus, changes in the environment, the examples of role models, and reinforcements can be used to promote healthier behavior.

Question 37

Fringe benefits

Answer 37

personel costs outside of salary 22% of salary

Question 38

per diem

Answer 38

daily allowance for food and lodging

Question 39

Budget Justification

Answer 39

explains all cost, where they are going, and what they are for and the reasons for them

Question 40

Standards of acceptability

Answer 40

qualifications of staff, intensity and duration of instruction, access to and appropriateness of facilities, channels of communication, cultural sensitivity, encouragement of family and peer involvement, inspections to enforce regulations, competence in community organization methods

Question 41

Validity

Answer 41

Accuracy of the measure in reflecting the concept it is suppose to measure

Question 42

Internal Validity

Answer 42

Participation or participant maturation, testing or observation, instrumentation, statistical regression and artifacts, selection, participation attrition, interactive effects How well it represents your actual group

Question 43

External Validity

Answer 43

How generalizable your data is

Question 44

Reliability

Answer 44

consistency of the measuring instrument