HS403C Chapter 3 Quiz

1. Which of the following options describes the Setting Goals and Objectives step in the Generalized Model of Program Planning? a. Process of collecting and analyzing data to determine the health needs of the popula-tion b. Identifies what will be accomplished through the intervention or program c. Putting intervention into action d. Improving the quality and effectiveness of the program

2. Which of the following options describes the Evaluation step in the Generalized Model of Program Planning? a. Process of collecting and analyzing data to determine the health needs of the popula-tion b. Identifies what will be accomplished through the intervention or program c. Putting intervention into action d. Improving the quality and effectiveness of the program

3. Which of the following options describes the Developing Interventions step in the Gener-alized Model of Program Planning? a. Process of collecting and analyzing data to determine the health needs of the popula-tion b. Identifies what will be accomplished through the intervention or program c. How the goals and objectives will be achieved d. Improving the quality and effectiveness of the program

4. Although PATCH and the Generalized Model share many similar steps, what makes PATCH unique? a. It works with an ecological perspective. b. It focuses on a partnership with the state and local health departments and the local communities. c. It relies on the cooperative project among several prominent public health organiza-tions. d. It focuses on changing the behaviors of the individual with a clinical emphasis.

5. All of the following program models focus on linking the communities, local health de-partments, and the state level health department, EXCEPT: a. PATCH b. MAPP c. PRECEED-PROCEDE d. APEX-PH

6. Which of the following program plans was created to help guide public health and health education specialists' efforts to reach Healthy People 2020? a. MAP-IT b. PATCH c. MAPP d. MATCH

7. The Educational and Ecological Assessment Phase of PRECEDE-PROCEED includes de-termining: a. predisposing, reinforcing, and enabling factors. b. educational strategies. c. genetic and environmental factors. d. health and policy strategies.

8. The benefits of the General Model of program planning include all of the following EX-CEPT: a. It streamlines the planning process with a common framework b. The principles are the building blocks for all other models c. It is linear and steps only flow in one direction in practice d. It aligns with grant writing process

9. Which of the following would NOT be a factor for choosing a health planning model? a. Preference of the health education specialist b. Time and funding restrictions c. Degree in which client/population are involved d. Resources for data collection

10. When steps in the program planning process are sequential or build on one another, they have a. fluidity. b. functionality. c. flexibility. d. formality.

11. When steps in the program planning process are adapted to the needs of stakeholders, they have a. fluidity. b. functionality. c. flexibility. d. formality.

12. In PRECEDE-PROCEED, Phase ________, which seeks to subjectively define the quality of life of those in the priority population, is called ___________________. a. II, Epidemiological Assessment b. III, Behavioral and Environmental Assessment c. IV, Administrative and Policy Assessment d. I, Social Assessment

13. Predisposing factors a. almost always involve punishment. b. include knowledge and affective traits. c. are nearly impossible to change. d. are the same thing as reinforcing factors.

14. Refusing to wear a seatbelt because friends will tease you is an example of a. a reinforcing factor. b. an enabling factor. c. a predisposing factor. d. a strategic factor.

15. Matching appropriate strategies and interventions with projected changes and outcomes occurs during which phase of PRECEDE-PROCEED? a. II, Epidemiological Assessment b. IV, Administrative & Policy Assessment c. V, Implementation d. VIII, Outcome Evaluation

16. According to PRECEDE-PROCEED, which of the following is NOT considered Impact Evaluation? a. Quitting smoking b. Weight loss c. Increased exercise d. Reduced incidence of heart attack

17. Which of the following models was designed to fill a gap in health promotion practice by translating data collected in the PRECEDE phases of PRECEDE-PROCEED into appropri-ate interventions? a. Generalized Model b. Health Plan It c. SWOT d. Intervention Mapping

18. Which of the following models was designed to strengthen in-country management train-ing capacity in the health sector of developing countries? a. Generalized Model b. Healthy Plan It c. SWOT d. Intervention Mapping

19. Which of the following models had the goal to be the planning guide or model used to as-sist communities in adapting Healthy People 2020 at the state or local level? a. PRECEED PROCEDE b. SMART c. MAP-IT d. Health Communication

20. The central focus of the SMART model is a. planners. b. stakeholders. c. constituents. d. consumers.

21. Good health programs are created by chance.

22. Planners must also understand the interaction between a priority population and the com-munities in which they live.

23. It is critical for health education specialists to select one program planning model per pro-gram, and to use all of its components.

24. The best way to obtain epidemiological data is for health education specialist to do their own survey research among priority populations.

25. Most health program models have uniquely different phases.

26. The MAPP planning model represents a planning approach common to businesses and schools.

27. The APEX-PH Model is no longer used because it was too rigid for Health Educators to apply in real world situations.

28. Community ownership and diverse partnership are both characteristics of the Healthy Communities Framework.

29. Intervention Mapping was designed to use the first three phases of the SMART model to fast track planning.

30. SWOT Analyses are particularly useful for program planners who have ample time to do in-depth planning.

31. Most program planning models share some common steps. Name the model that represents these commonalities and list its steps.

32. Responsibility II for the Health Education Specialist has four competencies. Name these com-petencies.

33. Describe and provide one example of each of the following components of the PRECEDE-PROCEED model: Predisposing factors, reinforcing factors, enabling factors.

34. List the six phases of the MAPP framework.

35. Name the seven phases of the SMART Model.

36. Describe what is different about the Healthy Plan It Model from the others presented in your text.