Planning of
Health Promotion

Health educators’ responsibilities:
Involved in someway with program planning, implementation & evaluation.

Approaches of Health Promotion including:
• Assessing the needs of the target population
• Identifying the problems
• Developing appropriate goals & objectives
• Creating an intervention that considers the
peculiarities of the setting
• Implementing the intervention
• Evaluating the results

Product of much effort plus based
on well-developed models.

Most of the models can be classified as
"attitude" models.

There are many types of planning models for health
education/promotion program:
• PRECEDE (Green et al., 1980)
• PRECEDE/PROCEED (Green & Kreuter, 1991)
• MHEP (Ross & Mico, 1980)
• CHEM (Sullivan, 1973)
• MHEPRD (Bates & Winder, 1984)
• GHFDS (Patton et al., 1986)
• PATCH (Green & Kreuter, 1999; CDC1983)

•Developed by Green, Kreuter, Deeds & Partridge (1980)
•PRECEDE (Predisposing, Reinforcing and
Enabling Causes in Educational Diagnosis and Evaluation)

The framework based on the requirements of four
disciplines:
•Epidemiology
•Social/behavioral sciences
•Administration
•Education

It consisted of seven (7) phases:
• Social Diagnosis
• Epidemiological Diagnosis
• Behavioral Diagnosis
• Educational Diagnosis
• Administrative Diagnosis
• Evaluation

Social Diagnosis
-An assessment of the quality of life.

Epidemiological Diagnosis
-Epidemiological data works to determine
what specific health problem were contributing
to social problems.

Behavioral Diagnosis
-Identify specific health related behaviors
associated with the prioritized health problems.

Educational Diagnosis
-Planners try to assess the cause of the health behavior
buy identifying, sorting and categorizing three classes of
factors that have potential to affect health behavior.

•Predisposing factors
•Enabling factors
•Reinforcing factors

•Updated and improved by Green & Kreuter (1999)
•Most widely used health assessment and planning models
•PROCEED (Policy, Regulatory, and Organizational Constructs in Educational and Environmental Development)

It consisted of seven (7) phases:
• Social Assessment
• Epidemiological Assessment
• Behavioral & Environmental Assessment
• Educational & Ecological Assessment
• Administrative & Policy Assessment
• Implementation
• Process Evaluation
• Impact Evaluation
• Outcome Evaluation

Social Assessment
-Identify social indicators that reflect target
population with quality of life.

Epidemiological Assessment
-Data are collected to determine the incidence and
prevalence of community health problems that affect
the community’s Quality of Life.

Behavioral & Environmental Assessment
-Specific behaviors and environmental factors
that contribute to the targeted health problem
are identified and prioritized.

Educational & Ecological Assessment
-Composed of predisposing, reinforcing
and enabling factors.

Administrative & Policy Assessment
-assess the resources needed to develop and implement
the Health Education program.

Implementation
-Planners select the methods and strategies of the
intervention.

Process Evaluation
-Any combination of measurements obtained during the
implementation of program activities to control, assure or
improve the quality of delivery.

Impact Evaluation
-Measures of awareness, knowledge, attitudes,
skills and behaviors yield impact evaluation
data.

Outcome Evaluation
-Generally measured in the health field by
morbidity or mortality statistics in a population, vital
measures, symptoms, signs, or physiological indicators
on individuals.