The Assigned Target Population For Module 5 Assignment ✓ Solved

The Assigned Target Population For The Module 5 Assignment

The Assigned Target Population for the Module 5 Assignment (Applying the Precede-Proceed Model) is school children. From an ecological perspective, the Precede-Proceed model has been used to plan effective behavior change programs for over three decades. It was originally developed as the Precede model, with the Proceed part concentrating on intervention and evaluation added later. The PRECEDE acronym stands for Predisposing, Reinforcing, and Enabling Constructs in Educational and/or Environmental Diagnosis and Evaluation. While the PROCEED acronym represents Policy, Regulatory, and Organizational Constructs in Educational and Environmental Development.

The following phases make up the Precede part: Phase 1: Social Assessment Phase 2: Epidemiological, Behavioral, and Environmental Assessment Phase 3: Educational and Ecological Assessment Phase 4: Administrative and Policy Assessment and Intervention Alignment The Proceed part of the model consists of: Phase 5: Implementation Phase 6: Process evaluation Phase 7: Impact evaluation Phase 8: Outcome evaluation The focus of the model is on the outcome rather than the activities. Using the eight phases, you will be asked to apply the Precede-Proceed model to a specific health topic and target population. Planning, implementing, and evaluating a successful intervention requires planners to have a framework by which to track the critical aspects of the intervention.

Intervention Mapping provides for a sort of scope and sequence timeline, with key decision points, so that decisions can be made efficiently and effectively at these key points of planning, implementation, and evaluation. Intervention Mapping allows planners to use theory constructs to assess needs and strengths of a population, and design initiatives to address or utilize these needs and strengths in a systematic order. As with any event, the process requires specific planning, and in public health education, Intervention Mapping can be a meaningful tool. Both the Precede-Proceed model and Intervention Mapping will assist you in utilizing theory and effectively designing health interventions. Using theory and planning models as a basis for designing health interventions will result in more successful outcomes for target populations.

While the target population will be assigned by your Instructor, you will be asked to select a topic from the Topics document found in this module’s Resources. To prepare: Download the Topics document from your Learning Resources and select one topic to focus on. Review the Module 5 Resources. Submit a 6- to 7-page paper that includes the following: Title page, Section headers addressing each of the following required sections for the narrative: In your own words, provide a brief description of the Precede-Proceed model. Using the Phase 2: Epidemiological, Behavioral, and Environmental Assessment, expand upon the factors you selected for this phase. Discuss/compare the behavior/lifestyle and environmental factors for your topic and target group. Explain why these were selected and deemed important to the health topic and target group. Using the Phase 3-Educational and Ecological assessment, discuss the predisposing, reinforcing, and enabling factors for your topic and target group. Explain why these were selected and deemed important to the health topic and target group. Using the Phase 4-Administration and policy assessment and Intervention Alignment, discuss the health education and policy regulation factors for your topic and target group. Explain why these were selected and deemed important to the health topic and target group. Briefly discuss how Phases 5–8 of the Proceed part of the model apply to your topic and target group. Summarize the Precede-Proceed Model and its application to your selected target group and assigned health topic. Include a reference list using APA format. Cite the sources within your text where you refer to them, using APA format.

Be sure to include peer-reviewed journal articles that establish the evidence-based research for your responses. Be sure to present your narrative in paragraph form and avoid simply listing or bulleting the information. Your final document should include title page, the narrative and an APA reference list presented in the format as described in the instructions.

Paper For Above Instructions

The Precede-Proceed model, developed in the late 20th century, serves as a systematic framework for planning health interventions with an ecological perspective. Its application in public health is instrumental for addressing complex health issues, specifically among school children, who represent a target population with unique health challenges. The model consists of two main components: the Precede component, which outlines the planning stages, and the Proceed component, which emphasizes the implementation and evaluation of health interventions. The acronym PRECEDE stands for Predisposing, Reinforcing, and Enabling Constructs in Educational and Environmental Diagnosis and Evaluation, whereas PROCEED stands for Policy, Regulatory, and Organizational Constructs in Educational and Environmental Development (Green & Kreuter, 2005).

The phases of the Precede-Proceed model begin with social assessment, which identifies the needs and priorities of the target population. This is followed by epidemiological, behavioral, and environmental assessments, educational and ecological assessments, and administrative and policy assessments. Each phase provides critical insight into the factors influencing health behaviors and outcomes, allowing stakeholders to devise tailored interventions that are effective and sustainable (Hovell et al., 2019).

Phase 2 of the model focuses on epidemiological, behavioral, and environmental assessments. Here, specific factors affecting school children's health can be identified. For instance, in addressing childhood obesity, behavioral factors such as dietary habits and physical activity levels must be assessed alongside environmental factors like accessibility to healthy foods and safe spaces for exercise (Story et al., 2008). The importance of these factors lies in their interconnectivity; promoting healthy behaviors requires an environment conducive to such changes. This dual approach ensures that interventions are both relevant and effective (Wang et al., 2015).

By examining the predisposing, reinforcing, and enabling factors in Phase 3, public health planners can further dissect the complexities surrounding health behaviors among school children. Predisposing factors might include knowledge about nutrition, while reinforcing factors could involve family support for healthy eating. Enabling factors may encompass the availability of resources like school meal programs that provide balanced nutrition (Neumark-Sztainer et al., 2010). Recognizing these factors is essential, as they unveil the layers of influence that either support or hinder healthy habits within the target population.

The administrative and policy assessment in Phase 4 plays a pivotal role in linking health education with policy regulation. Such assessments may scrutinize existing policies, such as those governing food sold in schools, to determine how they can be optimized (Gordon et al., 2016). It is vital to align policies with educational initiatives to ensure that they reinforce the desired behavior changes rather than conflict with them. Effective policy changes can facilitate healthier environments conducive to improving school children's health outcomes.

Moving on to the Proceed component, Phases 5 to 8 encompass implementation, process evaluation, impact evaluation, and outcome evaluation. Effective implementation necessitates a strategic plan tailored to the community's specific needs and resources (Bartholomew et al., 2011). Process evaluation allows for the monitoring of implementation fidelity, ensuring that interventions are delivered as designed. Impact evaluation assesses immediate changes in behaviors or conditions, while outcome evaluation examines long-term effects on health outcomes (Rosenfield et al., 2020). Each of these phases provides essential feedback to refine and enhance the intervention continuously.

Summarizing the application of the Precede-Proceed Model reveals its significance in designing health interventions for school children. The model’s systematic approach ensures comprehensive assessments of behavioral and environmental factors, thus facilitating the development of evidence-based interventions that are responsive to the community's unique needs. By employing both the Precede and Proceed phases, public health practitioners can operationalize strategies that promote health and well-being efficiently and effectively, paving the way for more successful outcomes in childhood health promotion efforts.

References

• Bartholomew, L. K., Parcel, G. S., Kok, G., & Gottlieb, N. H. (2011). Planning Health Promotion Programs: An Intervention Mapping Approach. Jossey-Bass.
• Gordon, L. J., et al. (2016). "Food policies to promote a healthy diet among children: A systematic review." Nutrition Reviews, 74(5), 341-357.
• Green, L. W., & Kreuter, M. W. (2005). Health Program Planning: An Educational and Ecological Approach. McGraw-Hill.
• Hovell, M. F., et al. (2019). "The Precede-Proceed Model: The role of health education in the management of childhood obesity." American Journal of Public Health, 109(10), 1409-1414.
• Neumark-Sztainer, D., et al. (2010). "Family meal patterns: Associations with weight and nutritional status." Journal of Adolescent Health, 47(5), 207-214.
• Rosenfield, A., et al. (2020). "Outcome evaluations in the Precede-Proceed model: A review of the literature." Health Promotion Practice, 21(4), 510-518.
• Story, M., et al. (2008). "The role of schools in obesity prevention and treatment." Pediatrics, 122(Supplement 4), S285-S293.
• Wang, Y., et al. (2015). "Childhood obesity prevention: The role of the school environment." The Journal of School Health, 85(10), 722-730.