[Ebook PDF] Planning, Implementing & Evaluating Health Promotion Programs: A Primer, 7th Edition

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Planning, Implementing & Evaluating Health Promotion Programs: A Primer, 7th Edition

ISBN-13: 978-0134219929
ISBN-10: 0134219929

Author: McKenzie James F. (Author), Neiger Brad L. (Author), Thackeray Rosemary (Author)

This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book.

For undergraduate courses in Health Education, Promotion, and Planning.

Provide Students with the Tools They Need to Be Successful in Health Promotion

Planning, Implementing, and Evaluating Health Promotion Programs: A Primer provides students with a comprehensive overview of the practical and theoretical skills needed to plan, implement, and evaluate health promotion programs in a variety of settings. The Seventh Edition features updated information throughout, including the new Responsibilities and Competencies generated from the Health Education Specialist Practice Analysis–2015 (HESPA-2015), and reflects the latest trends in the field.

PREFACE
this book is written for students who are enrolled in a professional course in health promotion program planning. It is designed to help them understand and develop the skills necessary to carry out program planning regardless of the setting. The book is unique among the health promotion planning textbooks on the market in that it provides readers with both theoretical and practical information. A straightforward, step-by-step format is used to make concepts clear and the full process of health promotion planning understandable. This book provides, under a single cover, material on all three areas of program development: planning, implementing, and evaluating.
Learning Aids
Each chapter includes chapter objectives, a list of key terms, presentation of content, chapter summary, review questions, activities, and Weblinks. In addition, many of the key concepts are further explained with information presented in boxes, figures, and tables. There are also two appendixes: Code of Ethics for the Health Education Profession and Health Education Specialist Practice Analysis 2015—Responsibilities, Competencies, and Sub-competencies; an extensive list of references; and a Glossary.
Chapter Objectives
The chapter objectives identify the content and skills that should be mastered after reading the chapter, answering the review questions, completing the activities, and using the Weblinks. Most of the objectives are written using the cognitive and psychomotor (behavior) educational domains. For most effective use of the objectives, we suggest that they be reviewed before reading the chapter. This will help readers focus on the major points in each chapter and facilitate answering the questions and completing the activities at the end.
Key Terms
Key terms are introduced in each chapter and are important to the understanding of the content. The terms are presented in a list at the beginning of each chapter and are printed in boldface at the appropriate points within the chapter. In addition, all the key terms are presented in the Glossary. Again, as with the chapter objectives, we suggest that readers skim the key terms list before reading the chapter. Then, as the chapter is read, particular attention should be paid to the definition of each term.
Presentation of Content
Although each chapter could be expanded—in some cases, entire books have been written on topics we have covered in a chapter or less—we believe that each chapter contains the necessary information to help students understand and develop many of the skills required to be successful health promotion planners, implementers, and evaluators.
Responsibilities and Competencies Boxes
Within the first few pages of all except the first chapter, readers will find a box that contains the responsibilities and competencies for health education specialists that are applicable to the content of the chapter. The responsibilities and competencies presented in each chapter are the result of the most recent practice analysis—the Health Education Specialist Practice Analysis 2015 (HESPA 2015), which is published in A Competency-Based Framework for Health Education Specialists—2015 (NCHEC & SOPHE, 2015). These boxes will help readers understand how the chapter content applies to the responsibilities and competencies required of health education specialists. In addition, these boxes should help guide candidates as they prepare to take either the Certified Health Education Specialist (CHES) or Master Certified
Health Education Specialist (MCHES) exam. A complete listing of the Responsibilities, Competencies, and Sub-competencies are presented in Appendix B.
Chapter Summary
At the end of each chapter, readers will find a one- or two-paragraph review of the major concepts covered in the chapter.
Review Questions
The questions at the end of each chapter provide readers with some feedback regarding their mastery of the content. These questions also reinforce the objectives and key terms presented in each chapter.
Activities
Each chapter includes several activities that allow students to use their new knowledge and skills. The activities are presented in several different formats for the sake of variety and to appeal to the different learning styles of students. It should be noted that, depending on the ones selected for completion, the activities in one chapter can build on those in a previous chapter and lead to the final product of a completely developed health promotion program plan.
Weblinks
The final portion of each chapter consists of a list of updated links on the World Wide Web. These links encourage students to explore a number of different Websites that are available to support planning, implementing, and evaluating programs.