Program Evaluation
Please see attached file for instructions.
2 years ago 30
Instructionsprogramevaluation.docx
TeenCOPE_Evaluation.pdf
Instructionsprogramevaluation.docx
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Instructions |
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Read chapters 13-15 of your text book to plan the evaluation of your program. The 2–3-page evaluation plan will measure the quality and effectiveness of your health program and how you will share the information. Checklist · Start this assignment on the same file as your Needs Assessment and Program Planning. You will add this on to what you turned in last week. · Read the Evaluation sample(s) before you start ( PLEASE NOTE: the samples provided are longer than you are required to submit. You should be able to address all required information in 2-3 pages) Teen COPE_Evaluation.pdf · Address and discuss all BOLDED items below · Use at least 2 sources from your textbook, government reports or scholarly/peer reviewed journals · List all references (sources) at the end in correct APA 6th Edition format and in alphabetical order · Cite each reference on your reference list at least once inside the text of your paper · Do not use any quotations in your paper – write everything in your own words · Proofread what you wrote · Grade what you wrote using the Program Evaluation rubric · Utilize NU resources (see Resources below) to help with your paper
Program Evaluation ( Reference Figure 14.1 and Box 14.2 in addition) · Process Evaluation: · Activities: Provide specific and detailed evaluation activities to reach each process objective. Activities cover all elements of a process evaluation: fidelity, dose, recruitment, reach, response, and context. · Impact Evaluation: · Learning Objective Activities & Data: Provide specific and detailed evaluation activities to reach each learning objective. All learning objectives are measured, and evaluation data are relevant and realistic to collect. · Behavioral Objective Activities & Data: Provide specific and detailed evaluation activities to reach each learning objective. All behavioral objectives are measured, and evaluation data are relevant and realistic to collect. Environmental Objective Activities & Data: Provide specific and detailed evaluation activities to reach each learning objective. All environmental objectives are measured, and evaluation data are relevant and realistic to collect. · Outcome Evaluation: · Design: Describe your outcome evaluation design and rationale for choosing the design. · Measure/Data: Data collected to measure outcome objectives are relevant and realistic to collect. · Reporting: Describe how you will report your evaluation activities/findings. Include stakeholders in the reporting process.
Resources http://library.nu.edu RefDesk@nu.edu NU library chat: http://nu.libanswers.com/ Writing Center: https://www.nu.edu/studentservices/writingcenter/ Writing Skills Handbook: found under the “Student Resources” link in the course |
TeenCOPE_Evaluation.pdf
PRECEDE-PROCEED Phase 6: Process Evaluation
Pilot testing of the program will measure the quality of the program so changes and
improvements can be made if needed before the program kickoff. A Gantt chart will provide
measurements of the timeline of the program’s activities. An attendance sheet will provide data
on the students’ attendance of two 60-minute sessions. After the end of the program, a survey
will be given to the students of Shasta High School to evaluate the overall satisfaction of the
program and the guest speaker’s presentation. A hired evaluator consultant will make direct
observations of the quality of the program’s activities, presentations, and interactions between
the program staff and students for evaluation.
PRECEDE_PROCEED Phase 7: Impact Evaluation
An impact evaluation provides information about the effectiveness of a program (CDC,
n.d.). The impact evaluation focuses on the learning, behavioral, and environmental objectives of
the program. The learning objectives include the students being able to identify symptoms of
depression and anxiety, being able to list at least two symptoms of depression and anxiety as
well as two positive coping strategies and being able to replace negative thoughts and beliefs
with a healthier, positive thought and belief. There will be pretest surveys given to the students
before the program, presentation, and each learning activity. After the presentation and
completion of each group activity worksheet, surveys will be given to students to evaluate their
awareness, knowledge, and attitude. In addition, the program staff and the evaluator will directly
observe the students during each learning activity.
The behavioral objective is for the students of Shasta High School to practice positive
coping strategies that reduce depression and anxiety symptoms. To evaluate the behavioral
objective, the students will be given a pre-test survey prior to the programs start date. The
students will also be given a post-test survey after the learning (behavioral) activities.
Additionally, the program staff and evaluator will directly observe the students during the
learning (behavioral) activities.
The environmental objectives include access to the school’s new mobile application and a
newly added Community/Wellness Resources page on the school’s website page. To evaluate the
mobile application and school’s website, data will be from the number of visits to the website
and downloads and deletions of the mobile application. The students will also be directly
observed by the evaluator and program staff during the mobile application activity for
evaluation. Program planners will sign up all students who want to join the school’s new COPE
club and will constantly observe participant sign-up. Additionally, post-test surveys will evaluate
on the satisfaction and use of the new school mobile application and website and the new COPE
club.
PRECEDE-PROCEED Phase 8: Outcome Evaluation
By the end of the program, we will have gathered enough data to evaluate whether
symptoms have decreased in 75% of the students from Shasta High School and how efficient
they are at understanding, identifying, and preventing signs and symptoms of anxiety and
depression. Shasta High School has been selected for the program implementation since they are
in the state of California and Hispanics are considered the second highest ethnicity at risk of teen
anxiety and depression (Saluja et al., 2004). Since the school has a good population that is at
risk, results should be evaluated early to determine if there was a significant change after the
Teen COPE program. With early evaluation of signs of anxiety and depression we seek to have
teens receive counseling and help as soon as possible to avoid a severe case of anxiety and
depression as both are highly treatable and manageable. We will be comparing the data from
Shasta High School (experimental group) and Enterprise High School (comparison school), both
schools are in Redding, California and have similar race within the students that attend those
schools. In addition, we will have a pretest and a posttest measurement for outcome with the
quasi-experimental design. The quasi-experimental design has been selected as the most
appropriate for this type of program since there will not be any random assignment (McKenzie et
al., 2017).
Reporting: The test results, in addition to diagnoses of anxiety and depression during the
school year, will be presented to school counselors and the Teen COPE staff to make sure there
was a positive impact on early detection and treatment. After it gets presented to the staff, it will
be presented to the parents of Shasta High School’s students to seek the full support for an even
bigger participation from all students. The results of the Teen COPE program will be presented
to parents, community leaders, local public health staff, and other principals in the area to expand
the outreach of the program to more high schools. Some of the ways that results will be
presented include a meeting with power point presentation, graphic displays, and pamphlets to
take and review as needed. Key informants will be asked to do an evaluation on how the
program is going, compared to how it started, and to identify any areas of improvements if any.
After the evaluation of key information maybe the Teen COPE program can reach a greater
number of schools at the county and state level, possibly reaching other states or with a high
prevalence of at-risk teens. The bigger the outreach, the more teens would benefit from the
program and get an early diagnosis of anxiety and depression that will lead to less severe cases
as adults and better coping measures.
Instructionsprogramevaluation.docx
|
Instructions |
|
|
Read chapters 13-15 of your text book to plan the evaluation of your program. The 2–3-page evaluation plan will measure the quality and effectiveness of your health program and how you will share the information. Checklist · Start this assignment on the same file as your Needs Assessment and Program Planning. You will add this on to what you turned in last week. · Read the Evaluation sample(s) before you start ( PLEASE NOTE: the samples provided are longer than you are required to submit. You should be able to address all required information in 2-3 pages) Teen COPE_Evaluation.pdf · Address and discuss all BOLDED items below · Use at least 2 sources from your textbook, government reports or scholarly/peer reviewed journals · List all references (sources) at the end in correct APA 6th Edition format and in alphabetical order · Cite each reference on your reference list at least once inside the text of your paper · Do not use any quotations in your paper – write everything in your own words · Proofread what you wrote · Grade what you wrote using the Program Evaluation rubric · Utilize NU resources (see Resources below) to help with your paper
Program Evaluation ( Reference Figure 14.1 and Box 14.2 in addition) · Process Evaluation: · Activities: Provide specific and detailed evaluation activities to reach each process objective. Activities cover all elements of a process evaluation: fidelity, dose, recruitment, reach, response, and context. · Impact Evaluation: · Learning Objective Activities & Data: Provide specific and detailed evaluation activities to reach each learning objective. All learning objectives are measured, and evaluation data are relevant and realistic to collect. · Behavioral Objective Activities & Data: Provide specific and detailed evaluation activities to reach each learning objective. All behavioral objectives are measured, and evaluation data are relevant and realistic to collect. Environmental Objective Activities & Data: Provide specific and detailed evaluation activities to reach each learning objective. All environmental objectives are measured, and evaluation data are relevant and realistic to collect. · Outcome Evaluation: · Design: Describe your outcome evaluation design and rationale for choosing the design. · Measure/Data: Data collected to measure outcome objectives are relevant and realistic to collect. · Reporting: Describe how you will report your evaluation activities/findings. Include stakeholders in the reporting process.
Resources http://library.nu.edu RefDesk@nu.edu NU library chat: http://nu.libanswers.com/ Writing Center: https://www.nu.edu/studentservices/writingcenter/ Writing Skills Handbook: found under the “Student Resources” link in the course |
TeenCOPE_Evaluation.pdf
PRECEDE-PROCEED Phase 6: Process Evaluation
Pilot testing of the program will measure the quality of the program so changes and
improvements can be made if needed before the program kickoff. A Gantt chart will provide
measurements of the timeline of the program’s activities. An attendance sheet will provide data
on the students’ attendance of two 60-minute sessions. After the end of the program, a survey
will be given to the students of Shasta High School to evaluate the overall satisfaction of the
program and the guest speaker’s presentation. A hired evaluator consultant will make direct
observations of the quality of the program’s activities, presentations, and interactions between
the program staff and students for evaluation.
PRECEDE_PROCEED Phase 7: Impact Evaluation
An impact evaluation provides information about the effectiveness of a program (CDC,
n.d.). The impact evaluation focuses on the learning, behavioral, and environmental objectives of
the program. The learning objectives include the students being able to identify symptoms of
depression and anxiety, being able to list at least two symptoms of depression and anxiety as
well as two positive coping strategies and being able to replace negative thoughts and beliefs
with a healthier, positive thought and belief. There will be pretest surveys given to the students
before the program, presentation, and each learning activity. After the presentation and
completion of each group activity worksheet, surveys will be given to students to evaluate their
awareness, knowledge, and attitude. In addition, the program staff and the evaluator will directly
observe the students during each learning activity.
The behavioral objective is for the students of Shasta High School to practice positive
coping strategies that reduce depression and anxiety symptoms. To evaluate the behavioral
objective, the students will be given a pre-test survey prior to the programs start date. The
students will also be given a post-test survey after the learning (behavioral) activities.
Additionally, the program staff and evaluator will directly observe the students during the
learning (behavioral) activities.
The environmental objectives include access to the school’s new mobile application and a
newly added Community/Wellness Resources page on the school’s website page. To evaluate the
mobile application and school’s website, data will be from the number of visits to the website
and downloads and deletions of the mobile application. The students will also be directly
observed by the evaluator and program staff during the mobile application activity for
evaluation. Program planners will sign up all students who want to join the school’s new COPE
club and will constantly observe participant sign-up. Additionally, post-test surveys will evaluate
on the satisfaction and use of the new school mobile application and website and the new COPE
club.
PRECEDE-PROCEED Phase 8: Outcome Evaluation
By the end of the program, we will have gathered enough data to evaluate whether
symptoms have decreased in 75% of the students from Shasta High School and how efficient
they are at understanding, identifying, and preventing signs and symptoms of anxiety and
depression. Shasta High School has been selected for the program implementation since they are
in the state of California and Hispanics are considered the second highest ethnicity at risk of teen
anxiety and depression (Saluja et al., 2004). Since the school has a good population that is at
risk, results should be evaluated early to determine if there was a significant change after the
Teen COPE program. With early evaluation of signs of anxiety and depression we seek to have
teens receive counseling and help as soon as possible to avoid a severe case of anxiety and
depression as both are highly treatable and manageable. We will be comparing the data from
Shasta High School (experimental group) and Enterprise High School (comparison school), both
schools are in Redding, California and have similar race within the students that attend those
schools. In addition, we will have a pretest and a posttest measurement for outcome with the
quasi-experimental design. The quasi-experimental design has been selected as the most
appropriate for this type of program since there will not be any random assignment (McKenzie et
al., 2017).
Reporting: The test results, in addition to diagnoses of anxiety and depression during the
school year, will be presented to school counselors and the Teen COPE staff to make sure there
was a positive impact on early detection and treatment. After it gets presented to the staff, it will
be presented to the parents of Shasta High School’s students to seek the full support for an even
bigger participation from all students. The results of the Teen COPE program will be presented
to parents, community leaders, local public health staff, and other principals in the area to expand
the outreach of the program to more high schools. Some of the ways that results will be
presented include a meeting with power point presentation, graphic displays, and pamphlets to
take and review as needed. Key informants will be asked to do an evaluation on how the
program is going, compared to how it started, and to identify any areas of improvements if any.
After the evaluation of key information maybe the Teen COPE program can reach a greater
number of schools at the county and state level, possibly reaching other states or with a high
prevalence of at-risk teens. The bigger the outreach, the more teens would benefit from the
program and get an early diagnosis of anxiety and depression that will lead to less severe cases
as adults and better coping measures.
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