Scheme design of health education and health promotion
I. Overview of Planning and Design
(A) the concept of planning and design
According to the actual situation, the organization puts forward the goal to be achieved in a certain period of time in the future and the ways and means to achieve this goal through scientific prediction and decision-making.
The plan is conducive to selecting priority projects, improving resource utilization efficiency, defining objectives, and guiding and coordinating the actions of relevant departments and personnel. Planning is the basis of quality control and effect evaluation.
(2) Principles of planning and design
1. objective principle: the plan should have clear general objectives and feasible specific objectives, so that the plan design has a clear direction, and the planning activities should be carried out closely around the objectives to ensure the realization of the planned objectives.
2. Holistic principle: Health education and health promotion plan is a part of the whole health development system. When making health education and health promotion plan, we should not only fully understand and consider the health education/health promotion project itself, but also consider the coordination between the project and the whole health development plan.
3. Forward-looking principle: when making a plan, we should predict the future, be ahead of time, and consider the long-term changes of crowd demand, resources and environmental conditions.
4. Flexibility principle: leave room when making the plan, and make adjustments according to the actual situation in the implementation process to ensure the smooth implementation of the plan.
5. The principle of proceeding from reality: In planning, we should draw lessons from other projects, carry out investigation and study, and understand the actual situation. Only by making plans according to the actual situation can we truly meet the needs of the target population.
6. Participation principle: All organizations and institutions participating in the plan should participate in the formulation of the plan, such as target groups, partners, investors, health educators, etc.
(3) General procedures of planning and design
In practice, people may plan and design according to different thinking logics and systematic working methods, and the bidding of health education projects of different institutions or organizations may also put forward specific requirements for health education plans. But generally speaking, the design of health education plan basically includes the following steps:
1. pre-planning research
(1) Analyze health problems and determine priorities;
(2) To analyze health-related behaviors and their influencing factors, so as to lay a foundation for formulating health education goals;
(3) Analyze policies, environment and resources to provide basis for determining intervention strategies of health education;
(4) Analyze the target population, so as to determine the contents and methods of health education intervention suitable for the target population.
2. Planning and design
(1) Set health education goals;
(2) Determine the intervention strategies and activities of health education;
(3) Determine the health education evaluation scheme;
(4) Formulate the activity schedule;
(5) make a budget.
Second, health education diagnosis
(A) the concept
Health education diagnosis, also known as health education demand assessment, is a process that provides basis for making health education plans scientifically. It means that when people face health problems, they comprehensively use the relevant methods and technologies of sociology, epidemiology, behavior and statistics, collect all kinds of relevant facts and materials through systematic investigation and measurement, and summarize, analyze, reason and judge these materials, thus providing basic basis for determining the objectives, strategies and measures of health education intervention.
The purpose of health education diagnosis is to understand the characteristics of the community and determine the quality of life, main health problems, organizations, policies and resources of the community.
The most representative and widely used health education diagnosis model in the field of contemporary health education is the PRECEDE _ PROCEED model put forward by Lawrence W Green, a famous American health educator, in the 1970s, also known as the Green model (figure 1 1-2).
In the look-ahead mode,
Precede-refers to the inducing factors, promoting factors and strengthening factors in education/environmental diagnosis and evaluation, which are mainly used in health education diagnosis;
Proceed-refers to the use of policies, regulations and organizational means in the implementation of education and environmental intervention, with emphasis on the implementation and evaluation of health education plans.
The first mode is not only the diagnosis mode of health education, but also the evaluation mode of health education, which is of guiding significance to the whole process of health education.
Health education diagnosis is the basis of plan design.
According to the first mode, health education diagnosis includes five aspects:
(2) Social diagnosis
1. Social diagnosis content
Content: The health, quality of life and social environment of the target population.
Quality of life: such as per capita income, housing conditions, traffic conditions, environmental quality, food supply, health services, education and social environment: analyze social, political, economic, cultural and health services and other factors that affect health, such as socio-economic development level, population education level, beliefs and customs advocated by the population, distribution of health resources and people's use of health services.
2. Social diagnosis methods
The evaluation of the quality of life of social population is usually obtained directly from the population through quantitative methods such as questionnaire survey. The questionnaire can be designed with reference to the existing quality of life scale, or specially designed according to the local actual situation or the specific problems studied.
At the same time, social diagnosis must attach great importance to qualitative research that reflects people's subjective feelings and social needs.
The commonly used methods are: ① the forum of knowing lovers, inviting community health administrative leaders, relevant health experts, community workers, relevant organizations and mass representatives to provide community demand information; 2. Individual interviews, talking with people familiar with the community situation, and understanding the issues of concern to the masses; ③ Using routine data, such as morbidity, morbidity, mortality, admission rate and discharge rate provided by the health department, and obtaining data from previous literature; ④ On-site observation; ⑤ When the above methods are still insufficient, special questionnaires can be used for sampling investigation or even general survey, but the rapid sociological evaluation method is advocated.
(3) Epidemiological diagnosis
Determine the main health problems that affect the quality of life of the target population, including physical health problems, mental health problems and social health problems, and determine the health problems that need to be solved first.
Focus on evaluating the incidence, distribution, intensity and harm of these problems.
May involve physical, psychological and social health problems.
The data can finally answer:
1. What are the main diseases/health problems that threaten people?
2. What is the severity of the disease/health problem?
3. Who are affected by these diseases/health problems and what are their characteristics, such as gender, age, education level, etc.
4. What are the characteristics of diseases or health problems, seasonality, regional distribution, duration, etc. ;
5. What diseases or health problems need to be solved first? Which disease or problem is the most sensitive and benefits the most?
Behavioral and environmental diagnosis
Distinguish between behavioral factors and non-behavioral factors that affect health problems
Taking hypertension as an example, alcoholism and high-salt diet are behavioral factors, while genetic susceptibility and diabetes are non-behavioral factors. Analyze the importance and variability of behavioral factors and determine the priority intervention behavior.
Analyze the importance and variability of environmental factors and choose the object of environmental change.
Importance of behavior:
① The close relationship between behavior and health problems.
The closer the relationship, the higher the importance of behavior;
(2) the frequency of behavior.
The frequency of occurrence is high, and the importance of behavior is relatively greater. Behavioral diagnosis usually adopts qualitative investigation methods such as individual interviews, group discussions, on-site observation, etc., and can also be carried out by consulting literature and questionnaire quantitative investigation. Behavioral and environmental diagnosis
Variability of behavior
Characteristics of low variable behavior:
(1) formed for a long time.
② Deeply rooted in traditional culture/traditional lifestyle.
(3) There have been no successful changes before.
Characteristics of highly variable behavior:
(1) The behavior is in the developing stage or just forming stage.
② Behavior is not closely related to traditional culture/traditional lifestyle.
It has been proved that it can be successfully changed in other education.
(4) the behavior that the society does not agree with.
Educational diagnosis
Analyze the factors that affect behavior: tendency, promotion and reinforcement.
Tendency factor: it is the motivation, desire or factor that induces a certain behavior.
Including knowledge, beliefs, attitudes and values.
Contributing factors: also known as realization factors, factors that promote the realization of a certain behavior motivation or desire include technologies and resources necessary to realize behavior change. Occurs before the target behavior.
Strengthening factor: it is the maintenance and development/weakening of incentive behavior.
Including social support, peer influence, evaluation of people around, personal feelings after taking actions, etc. Occurs after the behavior is generated.
Management and policy diagnosis
Analyze the policies and resources in the organization that may promote or interfere with the development of health education and health promotion projects.
Including: the resources needed and available for the proposed intervention project, the organizational obstacles or promoting factors that affect the implementation of the project, the available policies or the policies that must be changed.
Methods of obtaining information
Collect existing data: various statistical data and related documents of health departments and other relevant departments.
Qualitative analysis: expert discussion, target group interview, on-site observation, etc.
Quantitative: sampling survey or census, etc.
Third, determine the priority projects.
Principle of importance
The mortality rate of disability is high, involving a large number of people and widely distributed, and behavioral factors are closely related to the prognosis of the disease.
Variability principle
It has high variability and can be changed through intervention.
Feasibility principle
Controllable, measurable, easy to accept, low cost and high benefit.
Fourth, make plan objectives.
(A) the overall goal
It is a description of the ideal final result of the plan, which is macroscopic and gives the overall direction of the plan.
(2) Specific objectives
Specific and measurable goals aimed at achieving the overall goal.
It has the following characteristics: concrete, measurable, achievable and timely.
Who? who? Who is the target group?
What changes have been achieved? That is, what is the specific change of the goal?
When?-Time frame. How long do you plan to achieve the above changes?
Where? where? Where is the plan implemented?
How big is the change? How much has it changed?
Divided into three categories:
1. educational goal: change the content to factors that affect health-related behaviors, such as health knowledge, beliefs, attitudes, values, behavioral skills, etc. One year after the implementation of the plan, the project school:
(1) Knowledge: 80% of teenagers can name more than three kinds of health hazards caused by smoking.
(2) Attitude: 75% teenagers prefer to make friends with non-smokers.
(3) Skills: 60% of teenagers learn how to refuse the first cigarette.
2. Behavior goal: The expected change of health education and health promotion plan is a health-related behavior, which is expressed by the occurrence rate and change rate of a certain behavior. One year after the implementation of the plan, the project school: