Applying the Precede-Proceed Model
Shaunglazier
resources.docxModule 5: Precede-Proceed Model and Intervention Mapping (Weeks 8–9)
Aymelek is a middle-aged employee at a metropolitan health department. She supports a group of Middle Eastern refugees living in a rural community where community and religious groups have been mobilized to offer support. A plan is needed to offer direction to these groups, so the Middle Eastern refugees can be provided with essential necessities and assistance.
Health-related issues are often very complex. Making sense of all the aspects of the issue can be challenging. Planning models such as Precede-Proceed and Intervention Mapping are often described as maps, blueprints, or GPS systems, and are useful tools to help public health and health education professionals analyze and make sense of such problems.
Precede-Proceed and Intervention Mapping provide direction to plan, implement, and evaluate effective health programs and interventions. These models use the theories and their constructs/levels to enable successful planning and to develop interventions that address defined health issues for specific target populations. Unlike the theories/models you have examined previously, these models do not attempt to explain or predict behavior. Rather, they allow the planner to systematically create programs utilizing those theoretical constructs to create successful outcomes. These models also provide guidance for the application of theories/models and the development of effective evaluation methods within interventions.
Applying the constructs of the Precede Proceed Model, what impact might the model have on planning the essential needs and services for the Middle Eastern refugees that Aymelek is working with?
In this module, you will examine and apply the Precede-Proceed and Intervention Mapping models to design various health programs and interventions.
Please Note:
Two different versions of the Precede-Proceed Model are evident in your resource materials. The difference between the two depictions of the Model, is that one has 8 phases and one has 9 phases. The differences are in actuality quite minor, with the 8 phase description simply combining, in phase 2, Epidemiological with Behavioral and Environmental Assessment ( Behavioral and Environmental Assessment are a separate phase in the other depiction of the Model). The combining of the two, shifts the numbering system for the other phases, as well. You will find the other phases remain the same, but their numbers are off.
Resources
· Chapter 19, “Planning Models for Theory-Based Health Promotion Interventions” (pp. 359–383) Retrieved from https://ebookcentral.proquest.com/lib/waldenu/reader.action?docID=4180250&ppg=377
https://journals-sagepub-com.ezp.waldenulibrary.org/doi/10.4278/ajhp.130820-QUAL-438
https://search-proquest-com.ezp.waldenulibrary.org/docview/2001020589?accountid=14872
http://sites.bu.edu/ciis/files/2016/06/PRECEDEPROCEED-Model-Cheat-Sheet_CGA.pdf
https://search-proquest-com.ezp.waldenulibrary.org/docview/1857324765?accountid=14872
https://www.ruralhealthinfo.org/toolkits/health-promotion/2/program-models/precede-proceed
