Applying a Model to Develop an Intervention
In this week’s Discussion you will examine how the PRECEDE-PROCEDE, Intervention Mapping, and Mobilizing for Planning and Partnership (MAPP) models are used to develop intervention programs.
for this Discussion, your Instructor will assign you to one of three groups (based on your last name):
Group A: The PRECEDE-PROCEED model
Group B: The MAPP model
Group C: The Intervention Mapping model
Next, imagine that you are a health educator or other health professional that is planning a prevention program that relates to
assigned Healthy People focus area. Your goal is to develop a program that reduces the incidence of the disease and decreases the risk factors associated with the disease.After reviewing this week’s readings, articles from the library, credible websites, etc., you will learn how other organizations have developed programs related to this particular Healthy People assigned focus area. Have they used a planning model in their program design? If so, which model?
a comprehensive response to the following questions:
Respond within the group with your assigned model in the title.)
How could you apply the assigned model to develop a culturally-competent intervention program to reduce the incidence of a particular disease?
Explain how some of the constructs (components) of the model would be considered in your program design.
What are some of the strengths and weaknesses of the planning model you were assigned?
Do you think the model you chose is the best model (from others mentioned in the readings or in the literature) to use for addressing this particular disease/health issue? Why or why not?
Be sure to cite your supporting documentation appropriately in correct APA format. Initial postings must be 250Ã¢â‚¬â€œ350 words (not including references).
Chapter 13, “Planning Health Promotion and Disease Prevention Programs”
This chapter focuses on the models often used to guide the development intervention programs. It also explores the various settings where health promotion and disease prevention programs are implemented.
Chapter 14, “Community-Based Approaches to Health Promotion”
There are a variety of community-based intervention programs throughout the country. Some people believe that community-level interventions have the greatest potential for challenging health disparities. This chapter discusses the benefits and challenges of creating health promotion programs.
Hussain-Gambles, M. (2003). Ethnic minority underrepresentation in clinical trials: Whose responsibility is it anyway? Journal of Health Organization and Management, 17(2), 138Ã¢â‚¬â€œ143. Retrieved from http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?did=454006411&sid=10&Fmt=3&clientId=70192&RQT=309&VName=PQDThis article explores the fact that ethnic minorities are often under-represented in clinical trials and proposes how this fact can be reversed or improved.
National Cancer Institute, U.S. Department of Health and Human Services, National Institutes of Health. (2005). Theory at a glance: A guide for health promotion practiceYou’ve read part of this manual in the beginning of this course. For this week, read “Part 3: Putting Theory and Practice Together.”
Cancer Control P.L.A.N.E.T.http://cancercontrolplanet.cancer.govThis site describes the five steps involved in developing a cancer intervention program, which can be extrapolated to many other types of health promotion and disease intervention programs.
Education Development Center. (2010). Link between health and learning [Audio recording]. Retrieved from http://www.hhd.org/resources/audio/link-between-health-and-learning
Laverack, G., & Labonte, R. (2000). A planning framework for community empowerment goals within health promotion. Health Policy and Planning, 15(3), 255Ã¢â‚¬â€œ262.
Health Behavior Constructs: Theory, Measurement & Researchhttp://cancercontrol.cancer.gov/brp/constructs/
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