For your module 4 SLP, you will prepare a 2 – 3 page paper in which you:
1. Make a table that shows the evaluation plan for your health education/health promotion program. Make sure you address your goal, and the 2 learning objectives and 2 behavioral objectives you developed in SLP3. If I gave you feedback about them, use the new and improved versions.
Remember that all objectives might not have all types of evaluation questions. Be sure to review information about goals, objectives, and the types of evaluation that relate to goals and objectives before you develop your plan. It will be obvious if you do not!
Here’s an example of one way to format your table. Add rows for each of the 2 learning objectives and 2 behavioral objectives you developed in SLP3.
What will you measure? (what data will you collect)
How will measure it? (how will you collect the data)
Who will help you? (if applicable)
How will you use the findings?
2. Write a summary of how your evaluation findings will be used. For example, you might want to consider these questions:
– What will you do with what you have learned from your health education program’s evaluation?
– Will your findings be applicable to current research on the health problem that you have identified?
– Will your program be used to evaluate shifts in health status?
– Will your results be used to design and implement other health education programs, perhaps for members of a different group?
3. Discuss how what you learned from this assignment will affect your practice as a health educator. Be specific.
Use this rubric to see how I will evaluate your writing. We’re nearly finished with the course. You should be writing like a pro by now! BSHS Writing Rubric
Remember that all of your work should be prepared using appropriate format.
Your SLP and your case assignments are considered scholarly works. Your final work should include a MINIMUM of 10 peer reviewed (scholarly) sources. This does not mean that you must place 10 peer reviewed sources in each module of your SLP. I anticipate that the nature of the questions which must be answered in this project will result in the accumulation of more than 10 references, but 10 is the minimum number. This means by the end of module 5, you should be able to go back and count AT A MINIMUM a total of 10 scholarly-peer reviewed publications in all of your submitted papers.
In Module 5, you will be required to submit a list of the sources used throughout the session, so keep all of your papers.
Appropriate Headings and Paper Flow
Remember that you are preparing a formal academic paper. Your paper should make use of appropriate headings and subheadings. You should not cut & paste the questions posed and answer them like a “Question and Answer” session. Your finished paper should read like an academic paper.
In order to earn full credit:
You will be assessed on your ability to explain your understanding of the module materials from the perspective of a health educator.
Please write your paper in your own words. That is the only way I can evaluate your level of understanding.
In order to earn full credit, you must clearly show that you have read the module homepage and ALL required background materials.
You are welcome to do research in addition to — but not instead of — the required readings.
Your papers will be evaluated on the following factors:
References – citations are used within the body of the paper any time you state a fact or idea that is not common knowledge and a reference list is included at the end of the paper.
Precision – you follow all instructions and you answer each part of the assignment.
Breadth – you show broad knowledge of the module’s topic.
Depth – you go into detail to show more critical thought about the specific assignment.
Clarity – the extent to which you elaborate and include discussion or examples as asked.
Application – the extent to which you apply the information to a real-life situation related to the assignment, if asked.
Note: Wikipedia is not an acceptable source of information. Use credible, professional, and scholarly sources.Recommended Readings
Centers for Disease Control and Prevention. (1999, September 17). Framework for Program Evaluation in Public Health. Morbidity and Mortality Weekly. Retrieved from http://www.cdc.gov/mmwr/PDF/rr/rr4811.pdf
Community Toolbox. (2010). The Community Toolbox. Retrieved from http://ctb.ku.edu/en/ (NOTE: This is a comprehensive resource that will help with every aspect of health education program development– once you have accessed this page, click on the "Table of Contents" link to help you find what you are looking for).
Powell, K., Edelson, V., O’Leary, J., Christianson, C., & Henrich, V. (2011). Focus Group Evaluation of Customized Family Health History Education Materials in A North Carolina Community. American Journal of Health Education, 42(3), 161-170.
Weiler, R.W., Pigg, R. M. (2004). The School Health Portfolio System: A New Tool for Planning and Evaluating Coordinated School Health Programs. The Journal of School Health, 74(9), 359. Retrieved from Proquest.
University of Colorado. (2003-2007). Coalition Building. Retrieved from http://www.beyondintractability.org/essay/coalition_building/
University of Colorado. (1999-2007). The Conflict Resolution Information Source. Retrieved from http://www.crinfo.org/
[NOTE: These are not required readings; instead, they are texts that were used in the development of the background material for this module].
National Commission for Health Education Credentialing, Inc. (2010). The health education specialist: A companion guide for professional excellence. (6th ed.). Allentown, PA: The National Commission for Health Education Credentialing, Inc.
Develop an evaluation plan that encompasses formative, impact, and summative evaluation
Develop a plan for program revisions considering formative and summative evaluation findings