Transcript Slide 1

Community Assessment
Where do We Stand?
Assessing
your
Community
Establishing
Goals &
Objectives;
Planning for
Evaluation
Finding
Evidence
Selecting Best
Fitting EBAs
Adapting
Implementing &
Evaluating
Session Objectives
• Discuss how community assessment can improve
processes for selecting, adapting, and evaluating an
evidence-based approach
• Know what types of questions to answer using community
assessment
• Identify sources of secondary and primary data
• Know how to develop health goals and
behavioral/environmental objectives based on community
assessment data
Definition
A Community Assessment is a systematic data collection
to look at the difference between what is and what should be
in a group and situation of interest,
AND the identification of resources available to address this gap.
(Adapted from Gilmore & Cambell cited in Green & Kreuter, 2005)
Why Community Assessment?
• Identify and prioritize health problems
in your community
• Describe target population
- including their health goals and priorities
• Identify community strengths, needs & available resources
- including behavioral & environmental factors that
may support or inhibit goal attainment
Why Community Assessment?
• Identify factors that affect health in a target population
(e.g., determinants of health)
- especially modifiable factors that you may work to change
• Locate service gaps and opportunities for your organization
• Obtain data
- to inform program planning
- for evaluation
- for use in grant writing
Activity: Community Assessment
Worksheet
Brainstorming Activity Instructions:
Community Assessment
1. List three things that you would like to know about
your community before developing a health
promotion plan.
Ex. For obesity prevention activities, you may want to know
the proportion of people in a group or community that meet
minimal physical activity guidelines
2. Where can you find this information?
Ex. You could find this information in the CDC’s Behavioral
Risk Factor Surveillance System (BRFSS)
Assessment Questions
A Community Assessment can be conducted in a
community by addressing the constructs of the
PRECEDE phases in the PRECEDE-PROCEED Model.
Phase 4:
Determinants of
Behaviors
Phase 3:
Behavioral and
Environmental
Factors
Phase 2:
Health
Problems
Phase 1:
Quality of
Life
Sources: Green & Kreuter, 2006; Bartholomew et al., 2006
PRECEDE: Predisposing, Reinforcing, and Enabling Constructs in Educational/Environmental Diagnosis & Evaluation (leads up to the intervention)
PROCEED: Policy, Regulatory, and Organizational Constructs in Educational and Environmental Development
Determinants of Health Behaviors
The range of social, environmental and personal factors
that influence health behaviors
• Social factors
E.g., social support for change
• Environmental factors
E.g., parks, access to healthy foods
• Personal factors
E.g., Socio-economic position, religious & cultural values,
knowledge, attitudes & beliefs about health risks and behaviors
Questions to Answer about Your Community
Phase 1: Quality of Life
Life expectancy
Example Questions
What is the average lifespan?
Phase 2: Health Problems
Chronic disease rate
Which diseases are most prevalent?
Phase 3: Behavioral Factors
Behaviors
What behaviors put people at risk?
Social factors
Where do people spend most of their time?
Phase 3: Environmental Factors
(e.g., social, built, and media environment)
Environmental
What facilitates/hinders healthy behaviors?
Demographics
Where do they live?
Communication
Where do people obtain health information?
Sources: Emory Prevention Research Center & Bartholomew et al., 2006
Questions to Answer about Your Community
Phase 4: Determinants of Behaviors
Health problems
What are their health problems?
What are barriers to improving health care?
Values
What is important to them?
Individual factors
What are the personal knowledge/attitudes
regarding the health issue/behavior?
Social and
cultural factors
What are commonly held beliefs and attitudes
about health, health care, or particular health
behaviors such as exercise?
Demographics of
target population
Where do people live?
What are the ethnicities, education levels, ages,
etc.?
Sources: Emory Prevention Research Center & Bartholomew et al., 2006
Asset-focused Assessment
A community asset or resource is:
anything that improves the quality of community life.
Assets include:
– Capacities and abilities of community members.
– A physical structure or place.
For example, a school, hospital, church, library, recreation center, or
social club. Other places such as parks or open spaces are also
relevant.
– A business that provides jobs & supports the local
economy.
– Civic or Cultural associations (a Neighborhood Watch or a
Parent Teacher Association)
– Local private, public, & nonprofit organizations.
Community Assessment
Data Collection Methods
• Primary:
Data that you collect
• Secondary:
Data that has already been
collected and published in a
report, website, publicly available
dataset or journal article
Data from Secondary Sources
• Demographics (U.S. Census)
• Vital statistics (State and Local
Health Departments)
• Disease prevalence & incidence
• Morbidity and mortality reports
• Behavioral risk factors
What other sources would YOU include?
List of Secondary Sources: Handout #1
National Data Source Example:
Cancer Control P.L.A.N.E.T.
Example: What is the CRC Incidence in Salt Lake County?
Scroll down to
Salt Lake
National Data Source Example: BRFSS
National Data Source Example:
CDC National Center for Health Statistics
Conducting Literature Reviews
• A summary of the knowledge about a topic area
• Before you begin, ask yourself:
– What is the specific problem/question that I
want to address?
– What type of literature should I review?
– What issues should I be looking
at more closely?
– What are the key words?
Literature Reviews
Journals versus magazines:
– Peer review
How to search:
– Key words
– Use of quotes
– Publication Year
– Combining terms
Web sites:
– .gov, .org, & .edu vs .com
– PubMed.gov
Primary Data Collection Methods
• Qualitative Data
– Unstructured or semi-structured interviews
– Focus Groups (small group discussions)
– Public meetings or forum
– Direct observation of community or people
• Quantitative Data
– Structured interviews
– Surveys
Primary Data Collection Methods
• Interviews
• Public Meetings/ Forums
• Focus Groups
• Direct Observation
• Surveys
Important considerations:
– Participants
Representative of the group you want to learn about?
– Methods used to collect data (e.g., Mail, Online, Phone, In Person)
Influence types of people who will respond
– Resources Needed (e.g., Cost, time, incentives, and human resources)
Vary depending on methods used
Definition
A Community Assessment is a systematic data collection
to look at the difference between what is and what should be
in a group and situation of interest,
AND the identification of resources available to address this gap.
(Adapted from Gilmore & Cambell cited in Green & Kreuter, 2005)
Creating Goals
Goals
-Broad, long-term aim
- May not be time specific
Objectives
-Specific, short-term aim
-May
focus on knowledge,
attitude, or behavior
Creating SMART Objectives
“SMART” Objectives
Specific:
Who and What?
Measurable: How much/many?
Achievable: Attainable w/ given time frame &
available resources.
Realistic:
Address the scope of the
problem and programmatic steps
that can be implemented w/in the
time frame.
Time specific: By When?
“What Should Be” in a Community
(i.e., Target)
National Goal (Healthy People 2020): CRC Screening:
Increase the proportion of adults who receive a colorectal
cancer screening based on the most recent guidelines.
• “What is” (Baseline): 54.2% of adults
aged 50 to 75 years received CRC screening
based on the most recent guidelines in 2008.
• “What should be” (Target): 70.5%
Goals & Objectives
Example Goal:
– “Reduce cervical cancer mortality in the community”.
Example Objectives:
– Knowledge: “By the end of the first education session, at least
80% of the participants will be able to list three risk factors for
cervical cancer”.
– Attitude: “By the end of the program, at least 80% of the
participants will answer “strongly agree” or “agree” to whether
they think cervical cancer screening is important to their health”.
– Behavior: “5 months after the program ends, at least 50%
of the participants will have obtained cervical cancer screening.”
Logic Model of Change
Objectives
Goal
Determinants
Knowledge:
>80% can list 3 CRC screening
types
Attitude:
>90% rate CRC screening as
very important
Self-efficacy:
>80% express confidence in their
ability to obtain CRC screening
Behavior:
>60% will
obtain CRC
screening
Health Goal:
Reduce CRC
morbidity &
mortality
Environment:
Free or low cost fecal tests
are available
Take-home Points: Importance of Knowing
Your Audience
• Understand determinants or factors that affect a health
behavior or issue
• Have information to better select programs, policies or
strategies to meet the needs of your community
• Gain data to assist in adapting programs or strategies to
make them more relevant to the community
• Know the community context and issues when
implementing or evaluating a new program, policy or
strategy
Questions?