Guided Worksheet 3: Public Health Model Organizational Setti

Guided Worksheet 3public Health Model Organizational Settingsupportd

Identify the theory or model that will serve as the framework for your project. You should introduce the selected public health or behavioral change model, describing its main tenets. Explain how this model informs the steps in your evidence-based education intervention. The model must be appropriate for the change you are advocating and should be learned from a primary source, not a textbook.

Begin with a description of your chosen change model and rationale for its selection. Clarify how the model supports your intervention planning and implementation in the community health context.

Describe the organizational setting for your intervention. Include the type of community setting (such as schools, churches, clubs, shelters, neighborhood groups, or organizations), a typical client profile, and an estimate of how many community members can be reached through your planned intervention. Specify how you will find and engage your target audience. Will you educate individuals one-on-one or groups at a time? Address whether you need permission or support from community decision-makers or stakeholders—such as the local health department or organizational leaders—and whether any virtual or written permissions are necessary. Remember, your intervention must be community-facing and NOT involve clinical or direct patient care in acute care facilities.

Paper For Above instruction

The development of an effective community health education intervention necessitates a well-established theoretical framework that guides the planning, implementation, and evaluation processes. For this project, the Health Belief Model (HBM) was selected due to its robust application in public health initiatives aimed at modifying health behaviors. The HBM emphasizes individual perceptions of susceptibility, severity, benefits, and barriers, combined with cues to action and self-efficacy, as determinants of health-related behavioral change (Rosenstock, 1974). Its focus on personal beliefs makes it particularly suitable for designing targeted educational interventions that address specific community health issues.

The primary source of the HBM is Rosenstock’s foundational work (Rosenstock, 1974), which conceptualizes health behavior change as a function of cognitive perceptions. By understanding how individuals perceive the risk and seriousness of health conditions, as well as their perceived benefits and obstacles to taking action, public health practitioners can tailor interventions to effectively motivate change. The HBM helps inform stepwise strategies such as community education sessions, personalized messaging, and action cues that resonate with community members’ beliefs and perceptions. This is especially pertinent in designing culturally sensitive and accessible health education programs that aim to foster sustained behavior change.

Choosing the HBM aligns with the specific needs of the population targeted—individuals at risk for preventable health conditions—by enabling the intervention to address misconceptions or fears and improve perceived benefits of healthy behaviors. As a theoretical foundation, the HBM offers measurable constructs that facilitate evaluation of intervention effectiveness, such as changes in perceptions or increases in protective actions taken.

The organizational setting for this intervention is a local community center that serves diverse populations, including families, youth, and seniors. The community center functions as a hub for health promotion activities, social services, and educational programs. The typical client is a community resident interested in improving their health knowledge and behaviors. The intervention aims to reach approximately 200 community members through group education sessions, printed materials, and virtual discussions tailored to adults and youth in the community.

Event planning involves collaborating with community leaders and the center’s management team, who are the key decision-makers and stakeholders. These include program coordinators, volunteer health educators, and local health department representatives. Securing their support is essential for scheduling sessions, gaining access to community spaces, and disseminating information broadly. Depending on the community’s preferences, outreach may involve face-to-face presentations, workshops, or virtual formats via platform collaborations.

Engagement strategies include timed announcements, flyers, and partnerships with local organizations to maximize outreach. Permissions will include written consent from the community center’s leadership and adherence to any virtual platform requirements for data privacy and participant confidentiality. No direct clinical care will be delivered; rather, it is an educational intervention designed to empower community members with knowledge and motivation to adopt healthier behaviors.

References

• Rosenstock, I. M. (1974). The Health Belief Model and preventive health behavior. Health Education Monographs, 2(4), 354-386.
• Janz, N. K., & Becker, M. H. (1984). The health belief model: A decade later. Health Education Quarterly, 11(1), 1-47.
• Champion, V. L., & Skinner, C. S. (2008). The health belief model. In K. Glanz, B. K. Rimer, & K. Viswanath (Eds.), Health behavior and health education: Theory, research, and practice (4th ed., pp. 45-65). Jossey-Bass.
• Glanz, K., Rimer, B. K., & Viswanath, K. (2015). Health behavior: Theory, research, and practice. Jossey-Bass.
• Gordon, R. (2019). Community health education methods: A practical guide. Jones & Bartlett Learning.
• Green, L. W., & Kreuter, M. W. (2005). Health program planning: An educational and ecological approach (4th ed.). McGraw-Hill.
• Fitzgerald, N., & McAfee, S. (2020). Applying health behavior theories in practice. American Journal of Public Health, 110(6), 713-714.
• Jeffries, R., & Straus, S. (2017). Community-based participatory research and the health belief model. Journal of Community Health, 42(4), 713-722.
• Bartholomew, L. K., Parcel, G. S., Kok, G., Gottlieb, N. H., & Fernandez, M. E. (2011). Planning health promotion programs: An Intervention Mapping approach. Jossey-Bass.
• National Cancer Institute. (2017). Theory at a Glance: A Guide for Health Promotion Practice (2nd ed.). U.S. Department of Health and Human Services.