This section will be the collaboration of all research and community profile information collated from research conducted during NURBN1004. As a group consider the following questions whilst developing your health promotion program. Think about the ‘Who, Why, Where, How, What & When’ whilst making your decisions. Remember to also utilise the information from LGA health & Wellbeing Plans and Priority areas of Local, State or Federal governments.
Question 1:
What evidence do you have from your community to specify the health issue and focus population for this program?
(What data tells you there is a problem here? Who is at risk?) ·The data collected from eastern Melbourne governmental and hospital records determined that in the year 2014-15 financial year, there were more than 18,000 hospital admissions recoded
Question 2:
What social, environmental and behavioural determinants of health are contributing to this health issue? How?
(What is CAUSING this issue? Why?) Several social, environmental and behavioral determinants enhance diabetic condition in patients. These factors are responsible for the food intake and nutrient related imbalance in the community.
The social factors include education, economy, communication and political factors. Behavioral factors include food and diet habit, life style and activity level. Environmental factors include level of pollution, social environment and presence of influence I the society (Dennis et al., 2012). Researcher Lewis, (2015) has determined that due to health illiteracy and low income, there are several countries who are suffering from diabetes related disorders. Behavioral determinants such as social isolation, and discrimination can be another reason Due to these, the community is not being able to seek help for their diabetic condition from the facility, Hence, leading to severe diabetic symptoms.
Question 3:
Are there any existing programs/policies etc., already addressing this issue in this community? If so, what are they and are they being effective?
(What is already being done? What gaps are there?) There are several health promotional programs have been formulated by the central and the state government This has been done so that the eastern older adult community of the Melbourne can be saved from diabetic condition. The first program that should mentioned in this condition, is the Royal Melbourne hospital related health education, in which, health education was provided on social level to the older adults (Harris et al., 2012). The second health promotion program is the DESMOND program in the eastern Melbourne so that the patients can be taught the strategies through which, the diabetic condition can be managed. This program was successful in its first edition and now will again be arranged by its authority so that more knowledge related to disease management can be spread in the public.
There are several barriers that can become gaps for further healthcare promotional programs for diabetes. The first gap can be proper distribution of the healthcare promotional or literacy related program. As there are locations where the heath literacy is higher, however such programs were arranged, that limited the scope of the program. This is because, arrangement of such health literacy in places having lowest health literacy could have been more effective (Lewis, 2015). Secondly, the healthcare programs were just providing knowledge related to the diabetic condition. Besides these, the program can also provide primary heath heck ups and medication so that people with low income families can have their treatment with quality medication
Question 4:
What resources, assets or strengths does your community have?
(What can you use from within your community to help your program?) ·There are several things that can be taken from the health promotional program.
This section will demonstrate the considerations you have needed to make when planning your program and what you want to achieve. It will include the processes you will need to put in place to achieve your goals, the objectives you wish to address in order to get there and any challenges you might need to be overcome? What cultural or political considerations might need to be made? Why you might make the decisions you have in terms of how you wish your program to appear or what you would like it to do for your target audience?
Question 1:
What is the goal of your program?
This is the broad overall aim (long term changes) and who is your target population? – relates to outcome evaluation
(What do you want to achieve? Who do you want to achieve it?) The first goal will be directing the program to a set direction of proving healthcare information and strategies to control the type 2 diabetic condition. To clarify the population of eastern Melbourne about the effects and outcomes of their behavior that can lead to diabetes. Provide them with healthcare education, so that their health literacy can be enhanced. Influence the target population that is older adults to adapt to new lifestyle and include activities such as exercises, so that behavioral determinants can be eliminated from the diabetic condition. Further, promote healthy habits and arrange sessions like quit smoking, running or jogging campaigns so that the secondary factors that can lead to type 2 diabetic condition, can be eliminated (Goetzel et al., 2014).
Question 2:
What are the objectives that relate to the goals? How will you realise these goals? – relates to impact evaluation
(What do you need to do to achieve the goal?) To achieve the goals, a time limit and measurement will be decided this will made the goals SMART or specific to a community, measureable, attainable, relevant to the health concerns and timely. Further, employment of temporary and permanent healthcare employees such as registered nurses, enrolled nurses, physicians, volunteers and self volunteers so that implementation of these goals can be made easier (Sallis, Owen & Fisher, 2015). Objectives will be decided so that using them, addressing the issues can be done properly. And should be bound within a period so that achieving smaller targets becomes easier. Such interventions will be decided of which, implementation and using them in daily life becomes easier for older adults and therefore they can easily use that every day in their life. Before implementation, these interventions will be assessed so that faster and appropriate health treatment and preventing strategy can be provided to patients.
Question 3:
What are the strategies, or activities related to the objectives? What things will take place on the ground? -relates to Process evaluation
(What actions will you take to do this?) The first strategy and activity will be for employments, and for that, local newspapers and social media will be used to collect employees. A detailed analysis of the eastern Melbourne communities will be provided to each employee and they will be provided with locations where they will arrange health promotional campaign for type 2 diabetes. Thirdly, all the adults having diabetes in the community will be provided the information of health promotional campaign date and place, so that they can come and have a productive session to understand the level of their disease and complication (Eldredge et al., 2016).
Question 4:
What are your timelines? How will you know when you have realised your objectives?
(How long do you need to make things happen?) ·For this healthcare campaign in Melbourne eastern area, a time line of 6 months will be used
This section will demonstrate the considerations you will need to make to implement your program into your community. It will look at the framework you have based your processes on, the ‘Who, Where, When and Why’ factors that you need to address when presenting or delivering your program. You will need to consider the decisions being made as to how you wish to make the best impact through your program design.
Question 1:
What health promotion model or models is the program going to utilise and why?
(Eg: Health Belief Model, Stages of Change, Ottawa Charter, etc?) Health belief model
Stages of change
Ottawa Charter
It was a health promotional program developed in Ottawa’s and was implemented with a primary goal of responding to growing expectations for a new public health movement around the world. It included several aspects of health such as food, shelter, education, peace, income, sustainable resources, justice, and environment so that health can be achieved (Solhi et al., 2012).
Question 2:
What is the setting/supportive environment where your program will take place? Is this the most appropriate given your target population? Why?
(What venue/location will you use? How will it be accessed? What facilities are required, etc?) The chosen venues will be government schools, town halls, hospitals and auditoriums so that under one roof, such crowd of populations can be addressed. The government and non-governmental healthcare, and diagnosis and counseling facilities will be used so that providing detailed suggestion to the patients becomes easier. Thirdly, access to their authorized facility will be required as those equipment can help the healthcare officers associated with ‘care for you’ can determine the effectiveness (Gauba et al., 2012).
Question 3:
What individual health education (or personal skills) need to be considered? What knowledge deficits do you need to address?
(What education is needed or gap in knowledge recognised? For Whom? Why?) The Educational gap, which was identified in the older community of eastern Melbourne, will be the gap related to details of nutrition and diet, so that controlling diabetes becomes easier. The second educational gap, which was determined, related to medication, and patients were reluctant to take medication for their diabetic condition.
Question 4:
What other stakeholders need to be involved in your program? And why?
(Who else could be involved? How might they contribute?) There are a number of stakeholders that can be involved in this session. These can be :
1.One psychiatrist
2.physiotherapist
3.Healthcare fitness expert
4.Nutritionist
5.Mental healthcare professional
While going through diabetes, there are several negative thought that can arise and hence, mental healthcare expert and psychiatrists can help in such situation. Nutritionist can provide on spot education regarding the food and diet habit to the patient. As diabetes can also occur due to inactivity and living a sedentary life, fitness expert and physiotherapists (Gauba et al., 2012) will provide them with educational training regarding fitness and exercise.
This section will demonstrate your thoughts around the appropriate way to evaluate the effectiveness of your program. Evaluation of your program must be considered throughout the development, not just at the end to evaluate if it has been successful. Think about how you might continuously reflect on the processes being under taken in order to gather information and make your decisions.Consider the challenges you have to face to measure the impact of your program. Think about the strategies you have chosen in order to reach your goal, are they appropriate? How do you know? What changes may have been necessary along the way?
Question 1:
Outcome Evaluation
How will you know that you have reached your goal? Or that your strategies have been addressed?
(What tells you your intended outcome has been achieved?) To understand the achievement of goals, after 6 months, all the patients will be asked to provide their feedback. Secondly, they will be asked to determine their current food, diet, activity related habits so that understanding of goal achievement can be understood (Bauman & Nutbeam, 2013).
Question 2:
Impact Evaluation
How will you know when you have reached your objectives?
(What is telling you that changes have occurred?) This will be done by using questionnaires that will be filled by patients so that achievement of targets can be understood. The healthcare program will again ask those patients regarding their knowledge of diabetes and from this the health literacy related data will be understood (Neiger et al., 2012).
Question 3:
Process Evaluation
How will you assess that the strategies, or activities related to the objectives are effective? What day to day mechanisms can help you to evaluate the success of these activities of the program?
(How will you know if what you are DOING in your program is effective?) To understand that, in small intervals, outcomes of the breath promotional camp will be measured, so that the understanding of shortcomings and strengths can be understood. Further, senior healthcare experts in the hospital and other governmental organizations will be asked to guide us in a right was so that we can understand our faults (Neiger et al., 2012).
Question 4:
Evaluation Tools
What tools will you use to measure the effectiveness related to the areas above in each of the evaluation phases? Informal and formal
(What resources will provide data or information regarding your program’s success?) To understand this, community based survey, questionnaires and feedbacks will be collected and after proper assessment, the result can be determined. If maximum patients are benefitted with healthcare promotional campo, they will success in their mission (Colley, Brownrigg & Tremblay, 2012).
References:
Bauman, A., & Nutbeam, D. (2013). Evaluation in a nutshell: a practical guide to the evaluation of health promotion programs. Mcgraw hill.
Colley, R. C., Brownrigg, M., & Tremblay, M. S. (2012). A model of knowledge translation in health: the Active Healthy Kids Canada Report Card on physical activity for children and youth. Health promotion practice, 13(3), 320-330.
Colley, R. C., Brownrigg, M., & Tremblay, M. S. (2012). A model of knowledge translation in health: the Active Healthy Kids Canada Report Card on physical activity for children and youth. Health promotion practice, 13(3), 320-330.
Dennis, S., Williams, A., Taggart, J., Newall, A., Denney-Wilson, E., Zwar, N., … & Harris, M. F. (2012). Which providers can bridge the health literacy gap in lifestyle risk factor modification education: a systematic review and narrative synthesis. BMC family practice, 13(1), 44.
Eldredge, L. K. B., Markham, C. M., Ruiter, R. A., Kok, G., & Parcel, G. S. (2016). Planning health promotion programs: an intervention mapping approach. John Wiley & Sons.
Gauba, A., Bal, I. S., Jain, A., & Mittal, H. C. (2013). School based oral health promotional intervention: Effect on knowledge, practices and clinical oral health related parameters. Contemporary clinical dentistry, 4(4), 493.
Gauba, A., Bal, I. S., Jain, A., & Mittal, H. C. (2013). School based oral health promotional intervention: Effect on knowledge, practices and clinical oral health related parameters. Contemporary clinical dentistry, 4(4), 493.
Gerend, M. A., & Shepherd, J. E. (2012). Predicting human papillomavirus vaccine uptake in young adult women: Comparing the health belief model and theory of planned behavior. Annals of Behavioral Medicine, 44(2), 171-180.
Goetzel, R. Z., Henke, R. M., Tabrizi, M., Pelletier, K. R., Loeppke, R., Ballard, D. W., … & Serxner, S. (2014). Do workplace health promotion (wellness) programs work?. Journal of Occupational and Environmental Medicine, 56(9), 927-934.
Harris, J. R., Cheadle, A., Hannon, P. A., Lichiello, P., Forehand, M., Mahoney, E., … & Yarrow, J. (2012). A framework for disseminating evidence-based health promotion practices. Preventing chronic disease, 9.
Korda, H., & Itani, Z. (2013). Harnessing social media for health promotion and behavior change. Health promotion practice, 14(1), 15-23.
Lewis, S. (2015). Qualitative inquiry and research design: Choosing among five approaches. Health promotion practice, 16(4), 473-475
Neiger, B. L., Thackeray, R., Van Wagenen, S. A., Hanson, C. L., West, J. H., Barnes, M. D., & Fagen, M. C. (2012). Use of social media in health promotion: purposes, key performance indicators, and evaluation metrics. Health promotion practice, 13(2), 159-164.
Sallis, J. F., Owen, N., & Fisher, E. (2015). Ecological models of health behavior. Health behavior: Theory, research, and practice, 5, 43-64.
Solhi, M., Ahmadi, L., Taghdisi, M. H., & Haghani, H. (2012). The Effect of Trans Theoretical Model (TTM) on exercise behavior in pregnant women referred to dehaghan rural health center in. Iranian Journal of Medical Education, 11(8), 942-950.
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