The pioneering model proposed by Lawrence Green, a famous American health educator, is the most widely used and authoritative model in the field of health education.
Planning and design steps
Needs assessment:
1. Social diagnosis.
Including three aspects to evaluate the quality of life of the target community or population, determine the main health problems that affect the quality of life, and understand the policies and community resources related to the social, economic and cultural environment of the target community or population.
2. Epidemiological diagnosis.
After the main health problems affecting the quality of life are determined by sociological diagnosis, the seriousness and harmfulness of health problems are further clarified by epidemiological methods, so as to clarify the main health problems and main risk factors of health problems in the community, and finally determine which health problems should be given priority in the analysis process.
3. Behavior and environmental diagnosis.
Determine the behavioral and environmental factors that affect health status, and determine the behavioral lifestyle and environmental factors that should be given priority intervention.
Behavior diagnosis and analysis should follow the following procedures:
① Distinguish between behavioral and non-behavioral factors that cause health problems: For a known health problem, it is necessary to analyze whether it is caused by behavioral factors.
Taking hypertension as an example, excessive drinking and high-salt diet are behavioral factors, while genetic susceptibility and age are non-behavioral factors.
② Distinguish important behaviors from unimportant behaviors.
Two principles: 1. Behavior is closely related to health problems, and scientific research has proved that there is a clear causal relationship between them. 2. Frequent behaviors.
③ Distinguish between high-variability behaviors and low-variability behaviors.
The so-called high-variability behavior and low-variability behavior refer to the difficulty of intervening a certain behavior through health education to make it change directionally.
The highest variability is:
1. Behavior that is in development or just formed.
2. It has little to do with cultural traditions and traditional lifestyles.
3. There are positive examples of successful changes in other plans.
4. Social disapproval.
Low variability behaviors include:
1. Travel time is long.
2. Deeply rooted in cultural traditions or traditional lifestyles.
3. There was no power for successful change in the past.
4. Education and organizational diagnosis.
The task is to analyze the factors that affect health-related behaviors and environment, and provide basis for formulating health education intervention strategies.
In the antecedent model, the factors affecting health-related behaviors are divided into three categories: inducing factors, promoting factors and strengthening factors.
5. Management and policy diagnosis.
The core is to evaluate the resources and environment of health education, including organizational resources, external forces and policy environment.
6. Determine the priority.
Through the needs assessment, we can find that the needs of the community are multi-faceted and multi-level. However, in reality, limited resources make it impossible to solve many health problems at the same time. To meet people's various needs, it is necessary to determine the first health problems to be solved and the first behaviors to be intervened, and on this basis, determine the priority health education projects.
Determine the goal of health education
Any health education plan must have clear objectives, which is the premise of formulating project intervention strategies and activities, and also the basis of plan implementation and effect evaluation. If there is no clear goal, the whole plan will be meaningless.
1. The overall goal of the plan.
Also known as the purpose of the plan, it refers to the expected final result after the implementation of the plan.
2. Specific objectives of the plan.
Also known as the planned goal is a more specific description of the overall goal, which is used to explain and explain the specific connotation of the planned overall goal.
Therefore, the specific objectives of the health education plan need to include specific, quantitative and measurable indicators, and the specific objectives of the health education plan should be able to answer the following questions.
Who?-to whom?
What changes have been achieved (knowledge, belief, behavior, morbidity, etc.). )?
When-how long will this change be realized?
Where and to what extent did this change come about?
How come? How much has changed?
According to the expected effect of health education project, the specific goals can be divided into four categories: health goals, behavioral goals, environmental and policy goals and cognitive goals.
Formulate intervention strategies
The intervention strategy of health education is the principle and strategy to achieve the goal of health education, and the ways and methods to achieve the goal at a certain height are the guiding ideology of each specific intervention activity.
1. Education strategy.
The core is to educate people to form healthy knowledge and skills. From the factors that affect health, that is, role and tendency also act on strengthening factors.
2. Environmental strategy.
3. Policy strategy.
Develop an implementation and evaluation plan.
What is the quality of health education strategies and activities? Whether the activities can be completed according to the time requirements of the project is directly related to the success or failure of the project. Therefore, health education plan should include implementation plan and evaluation plan.
The implementation and evaluation of the plan will be introduced tomorrow.