Health Care Program Evaluation Proposal

Health Care Program Evaluation Proposal

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Review, update, and finalize the previous sections of your Health Care Program Evaluation Proposal.
Complete the remaining items of the proposal.
•Ethical, equity, and leadership considerations
•Implementing and monitoring strategies
Complete the Health Care Program Evaluation Proposal based on the following guidelines:
•Identify one health care program area of activity in a population-based health organization you want to evaluate. You may use the organization where you work, or a

program offered by the Patton-Fuller Community Hospital.
•Using the following outline, prepare a draft proposal for a small-scale research project to evaluate your program.
•Title page, references page, table of contents, figures, and appendices do not count toward the minimum required length.
•All sources must be carefully referenced. Your proposal must include at least 25 references with at least 15 peer-reviewed sources.
Outline your Health Care Program Evaluation Proposal according to the following:
•Title page, including title of study, author’s name, and institution name
•Table of contents, listing headings that are in the narrative, and corresponding page numbers
•Table of exhibits listing type, number, title, and corresponding page numbers
•Introduction
•Program background
•Literature review
•Goals and specific objectives
•Evaluation model design
•Evaluation methods
•Data analysis and reporting
•Economic evaluation
•Ethical, equity, and leadership considerations
•Implementing and monitoring strategies
•References

Resources: Ch. 6-8 & 11 of the Issel text; Ch. 3 & 4 of the Kosavac & Carey text
Review, update, and finalize the previous sections of your Health Care Program Evaluation Plan.
Write a draft of the next two sections of the plan to include the theoretical framework and program evaluation goals and objectives.
Submit the theoretical framework and program evaluation goals and objectives sections of your Health Care Program Evaluation Plan to your facilitator.    Points    Points

Earned    Comments
Theoretical framework
•    Based on your literature review and knowledge of this program, what is the specific program and evaluation theory behind similar programs?
•    Is the organization’s program in alignment with similar programs in terms of purpose, stakeholders, resources, goals, and objectives?
•     What are the common goals and objectives of similar programs?    5    4.5
Program evaluation goals and objectives

•    What is the general goal for designing or selecting an evaluation plan based on the theoretical framework and program setting?
•    What specific questions must the evaluation model answer to evaluate the program for internal and external stakeholders?
•    What specific processes, output, outcomes, or implementation goals must be evaluated?
•    What are the objectives of the program evaluation in terms of providing data, information, and resources to internal stakeholders, such as performance

dashboards to monitor processes, quality, outputs, resources, costs, revenue, and other implementation and outcome measurements?
•    Examples of internal stakeholders include program planners, employees involved in implementation, program managers, program evaluators, and organizational

leadership.    5    4.5
Total    10    9    Present a specific theoretical framework that may help to explain why youth behave in the manner described. In order to assist identifying a

theoretical framework, conduct a literature search on the topic and on your proposed intervention to help determine why researchers selected the approach. Good work on

objectives. Review evaluation activities to make sure that they are measurable. (See comment at the end of the plan for example.)

Health Care Program Evaluation Draft
Name: Dimas Cueva
University of Phoenix Online

Mental health promotion and social connectedness
Background
Due to this secluded position of the Deep Valley  youths usually feel isolated and have inadequate access to services as well as facilities. Evidence implies

that youths , in particular same-sex attracted children; experience elevated rates of attempted suicide and depression, predominantly in rural regions (Jones, 2014).

The results of sexual orientation as well as the gender identity prejudice on the wellbeing and health of Gay, Bisexual, Lesbian and Transgender adolescents. Other

effects include; high rates of homelessness because of rejection by friends and family; high multiple risk-taking behaviors like unsafe sex and substance abuse.

Earlier instigation into risk-taking manners, feelings of self-denial and guilt are also effects to be considered (Jones, 2014).
The agency acknowledged that youthful same-sex attracted individuals were experiencing bigotry, and there was a need to raise alertness around violence and

stigma i.e. verbal and physical abuse concerns affecting same-sex attracted youth (Jones, 2014). The study also identified that same-sex attracted young people are

more liable to feel disempowered and not right to use services for support. Young people are a significant asset to Deep Valley, and the incorporated health promotion

plan will encourage them to feel valued as well as attached to their society. The agency succeeded to obtain financial assistance for nearby hospitals.
Target Population: Same sex attracted youth Program Theory
An excellent program theory is designed in such a way that it improves health and identifies how interventions will affect those participating. The program,

therefore, should provide guidance, enable explanation and form grounds for communication. Program theory generation task needs brain power, sustained energy, and

diverse ideas. In this regard, it cannot be one person’s job. Apart from making good ideas evident, involving stakeholders also encourages them to become invested in

the program as well as addressing the concerned health issue (Brown, 2001).
Stakeholder involvement in program generating is an important undertaking that helps in getting an intervention that is politically feasible. Potential program

providers and participants always have their theories or working explanation of how the members will be affected by the program. This brings into picture the espoused

theories which indicate that employees know why certain things occur in their workplaces. They also have ideas of what should be done though they might not say or do

(Gay, 2004). In our program implementation, we were keen on the causal, effect, impact and the espoused theories.
The most rational approach was to identify similar programs as well as theories that could be used in developing program theory. Given that using a systematic

approach to creating a program theory as well as seeking the help of stakeholders in the development of the theory has always turned out positive we had to put it into

consideration. Similar program’s organizational plan requires that it encompasses the type of resources required to implement as well as sustain the program. In that

regard it must include specifications about the organization of resources that will be used in the program. The personnel and elements of capacity like information

technology, infrastructure, and fiscal resources should as well be included (Gay, 2004).In addition to that, similar programs in their service utilization plan

specified how they reached targeted audience and deliverance of services and programmatic interventions to the audience.
Interventions
Similar programs keenly considered interventions that refer to actions taken with the intention of having a direct effect on people affected by the health

problem. The Health backing interventions and capacity building tactics for this program included:
1.    Set up steering committee: school focused youth service, Deep Valley Community Health Centre, Deep Valley Community Mental Health, Division of General

Practice, Local government, Regional Office Department of Education as and Training.
2.    Arrange a workshop for main representatives like welfare coordinators from every school to attend.
3.    Offer advice, support as well as to schools that develop a policy.
4.    Grant a two-hour seminar to health professionals as well as parents with the title ‘Working with and Helping Young People with Same Sex Attraction
5.    A one-day teaching program will follow the earlier seminar for professionals aiming to give them knowledge of experiences well as needs of such youths.
6.    Goals and Objectives
Goals and objectives flow from the project theory and logic model. Involving project staff and stakeholders in developing program goals and objectives is

useful in getting their support, reaching consensus of what the program will constitute and stimulating good ideas (Brown, 2001). The efforts dedicated at getting to a

set of articulated objectives and goals do pay dividends. They also provide the basis for developing an evaluation and establishing standards for assessing the success

of the program. Objectives and goals of the program should be reviewed so that they are aligned with the problems, assets and needs that have been identified. Good

objectives are specific, should be measurable, be achievable, be realistic and can be done in time. The goals and objectives of our program were:
Goal: To build a social climate where same-sex attracted youths in rural areas will be acknowledged and supported, making them live with no fear of prejudice.
Objectives
1.    To have half of schools in Deep Valley area using the Health Promoting Schools framework to come up with an ample Affirming Diversity.
2.     To raise the knowledge and skills of 20 healthcare workers in Deep Valley on the health as well as social concerns facing same sex attracted youth in rural.
3.     To sanction  same sex attracted youth, their friends and parents to be linked to support networks, as well as community.
4.    An information meeting to be done for friends and parents of rural same sex attracted youth offering information on assisting youth with same sex appeal
Implementation
Program implementation requires input of human resources that refer to quality and quantity of personnel required to carry out the program. This is in terms of

their experience, capabilities and expertise (Gay, 2004).The outputs of the program include timeline that is a system of graphically representing the time span, dates

as well as the sequence of events that used to plan, initiate, sustain and evaluate the health program. An operation manual is also needed and provides the protocols,

guidelines and procedures that are related to the program. Finally, is the budget that gives an indication of the amounts that will be used in running the program.
Project Evaluation
Evaluators should measure intermediate and outcome goals and objectives (Brown, 2001). This is because learning about failure and success of the program at the

time of provision gives more information than learning the outcome. This helps in paying attention to the reasons as to why the intermediate results were not attained.

Evaluators talk to staff implementing the program because they have a plain idea of how the program impacts the targeted audience. After interviewing the staff,

evaluators then look at research literature from similar programs to do a comparison. It is important that the evaluators compare the unmet requirements of a section

of the participants and the services that the program provides (Gay, 2004). Evaluation of our program showed that:
1.    After 36 months, 50% of schools in the Deep Valley area had developed an ‘Affirming Diversity’ policy.
2.    At least 20 healthprofessionalsattendedprofessionalexpansionactivitiesandraised their knowledge of factors disturbing same sex attracted youth and the way to

tackle these concerns in the school situation.
3.    Most frien ds, as well as parents of the same sex, attracted youth who attend program activities were identified and connected into community services

presented to offer support.
4.    Same sex attracted youth got information on how to get service providers and to explore chances for addressing their desires.

References
Brown, J. H. (2001). Youth, drugs and resilience education. Journal of Drug Education, 31,
83–122.
Gay, N. J. (2004). The theory of measles elimination: Implications for the design of elimination
strategies. Journal of Infectious Diseases, 189(1S), S27–S35.
Jones, T. (2014).Policy and gay, lesbian, bisexual, transgender and intersex students.

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