Why is evaluation an essential part of any health promotion activity?

Without evaluation there is no way to know whether the activity achieved anything, whether the effort and money were worthwhile, or what should be done differently, so the next activity repeats the same mistakes.

When should the evaluation be designed?

At the planning stage, alongside the objectives, because the tools must measure what the objectives state, and because a baseline can only be taken before the activity happens.

What is a pre-test and post-test assessment?

A pre-test measures what the group knows, believes or does before the activity and a post-test measures the same afterwards, so the difference between them shows what changed.

Why must the pre-test and post-test ask the same questions?

Only identical questions allow the two sets of answers to be compared. Different questions measure different things and the change cannot be attributed to the activity.

What is a comment card, and what is it good for?

A comment card is a short form on which a participant records their reaction immediately afterwards. It captures impressions while they are fresh and takes almost no time, but it gathers opinion rather than evidence of change.

CCEA A-Level Health and Social Care 0003

Promoting Quality Care

Topic overview The values of care and their impact on service users Individual rights and choices Anti-discriminatory practice Respect, dignity and confidentiality Children's rights and special educational needs legislation Human rights and safeguarding legislation Disability discrimination legislation Mental health legislation and capacity Health and safety legislation, COSHH and RIDDOR Policies that promote quality care Poor practice and its impact on people

Communication in Health, Social Care and Early Years Settings

Topic overview The range of people staff communicate with Verbal communication Non-verbal communication and body language Written and electronic communication The purposes of communication in care settings Confidentiality and privacy in communication Physical and emotional factors that support communication Practitioners' communication skills Barriers arising from sensory impairment, illness and disability Barriers arising from mental health, language and culture Overcoming barriers to communication Team communication and reflecting on your own practice

Health and Well-Being

Topic overview Concepts of health, ill-health and disease Mental health, mental illness and psychological well-being The needs of service users and how settings meet them The effects of ill-health on education, employment, income and relationships Socio-economic factors affecting health and well-being Inherited conditions: cystic fibrosis and Huntington's disease Conditions associated with ageing: osteoarthritis and type 2 diabetes Environmental factors: location, pollution and occupational hazards Behavioural factors: exercise, diet, smoking, alcohol and drug use Approaches to health promotion and personal responsibility Statutory services and the World Health Organisation Voluntary, private and commercial providers Prejudice, discrimination and stereotyping Anti-discriminatory practice and equality law in Northern Ireland

Safeguarding Children

Topic overview Physical development from one to eight years Intellectual and language development from one to eight years Emotional and social development from one to eight years Promoting development through activities and interaction Piaget and Vygotsky in early years practice Skinner and Bandura: managing behaviour and modelling Erikson and Bowlby: attachment, identity and settling in Types of abuse Indicators of abuse in children Safeguarding responsibilities and the setting's policies Factors that increase the risk of child abuse

Adult Service Users

Topic overview Key concepts in work with adults: need, protection, disability, empowerment and person-centred care Older people: needs and how they are met Adults with physical disabilities: needs and how they are met Adults with learning disabilities: needs and how they are met Adults living with mental ill health: needs and how they are met Health practitioners working with adult service users Social care practitioners and advocacy Reablement and the care planning cycle The Bengoa Report and a new model of health and social care Confidentiality, safeguarding adults and whistle-blowing policies Statutory, private and voluntary provision and how it is funded Informal carers and the Carers and Direct Payments Act (Northern Ireland) 2002

Holistic Therapies

Topic overview The holistic approach and safe practice Acupuncture Aromatherapy Herbalism Reflexology Pilates and kinesiology Medical approaches: medication, surgery and physiotherapy Managing asthma, high blood pressure and arthritis Managing insomnia, migraine, back pain, depression and irritable bowel syndrome Comparing holistic therapies and medical treatments Current trends, evidence and holistic therapies in care settings

Understanding the Physiology of Health and Illness

Topic overview The animal cell and its organelles Cell specialisation and the four tissue types The organisation of the nervous system The major areas of the brain Neurones, the reflex arc and the synapse Multiple sclerosis, spinal cord injury and stroke The endocrine glands and their hormones Type 1 and type 2 diabetes The digestive system and how food is broken down Pancreatitis, cirrhosis of the liver and stomach ulcers The urinary system and the kidney nephron Renal failure, incontinence and dehydration Living with a physiological disorder

Applied Research

Topic overview Choosing a research topic and writing a rationale Research objectives and the hypothesis Searching the literature and using secondary sources Harvard referencing and citing sources Questionnaires as a research tool Interviews and interview schedules Observation and observation charts Validity and reliability in research design Sampling techniques and representativeness Ethics in research with people who use services Collating and presenting quantitative data Analysing results and drawing conclusions Evaluating the methodology and recommending improvements

Body Systems and Physiological Disorders

Topic overview The heart and the cardiac cycle Blood, blood vessels and the double circulation Control of heart rate and blood pressure The respiratory system, ventilation and gas exchange Behaviour that protects the heart and lungs Normal ranges for pulse and breathing rates, and causes of deviation Monitoring pulse and breathing safely before and after exercise Presenting and analysing monitoring results Coronary heart disease, asthma and other physiological disorders Diagnostic techniques and what each one shows Treatments, care pathways, practitioners and support services The effects of a physiological disorder on everyday life

Providing Services

Topic overview The origins of the welfare state Legislation shaping service provision in Northern Ireland Safeguarding, mental health and disability legislation Policies in health and social care settings Demographic trends and their effect on services Statutory, private, voluntary and informal providers How the providers are funded Integration, community care and evaluating provision Meeting physical, intellectual, emotional and social needs Accessing services and routes of referral Barriers to access and how they are overcome The roles and specialisms of practitioners Interdisciplinary team working Codes of practice, regulation and quality assurance

Public Health and Health Promotion

Topic overview The concept of public health Public health issues in the United Kingdom How public health issues are addressed in Northern Ireland Legislation, taxation and the law as public health tools The Public Health Agency and its campaigns Approaches to health promotion Evaluating a health promotion campaign Choosing a topic, an aim and a target group Delivery methods and materials Drawing up and justifying the plan Designing tools to evaluate the activity Carrying out and evaluating the activity

Supporting the Family

Topic overview Family structures since the Second World War Why family structures have changed How families meet physical and intellectual needs How families meet emotional and social needs Health and social care services a family may need Statutory services and how they support families The private sector and informal care Voluntary organisations supporting families Effects on families of accessing services Domestic violence, child abuse and addiction Poverty, mental illness and bereavement in families Poor parenting, behavioural problems, special needs and racism

Understanding Human Behaviour

Topic overview The psychoanalytic perspective and Freud's theory of personality The humanistic perspective and Rogers' theory of personality Behaviourism: Pavlov, Skinner and conditioning The cognitive perspective: Beck and Ellis Social learning theory and the Bobo doll experiment The biological perspective on behaviour Perspectives on depression and its treatment Perspectives on aggression and its treatment Perspectives on stress and its management Perspectives on anorexia nervosa and bulimia nervosa Perspectives on phobias and their treatment Socio-economic influences on behaviour

Human Nutrition and Health

Topic overview Protein, carbohydrate and fat: functions and sources Vitamins: functions, sources and deficiency Minerals, water and dietary fibre Current dietary guidance and the bodies that issue it Nutritional requirements at each stage of life Vegan diets and meeting nutritional requirements Energy requirements, basal metabolic rate and activity levels Modifying recipes and diets for intolerance and allergy Diet-related conditions of the gut, bowel and teeth Diet, cardiovascular disease, diabetes and obesity Factors influencing food choice Food hygiene and the safe storage and preparation of food Food poisoning bacteria, symptoms and food safety enforcement

Public Health and Health Promotion

Designing tools to evaluate the activity

3 things to know
A2 4

Overview

Pre-test and post-test assessment, comment card and difference between a self, peer, participant and observer evaluation.

What you need to know

Answer each one before you reveal it.

Your recallNot started

Key term

What is the difference between a self, peer, participant and observer evaluation?

Key term

Why is more than one source of evaluation used?

Key term

How can a change in behaviour be measured in a short activity?

Questions from this subtopic

Each one with the model answer underneath.

1
Why is evaluation an essential part of any health promotion activity?
Model answer
Without evaluation there is no way to know whether the activity achieved anything, whether the effort and money were worthwhile, or what should be done differently, so the next activity repeats the same mistakes.
2
When should the evaluation be designed?
Model answer
At the planning stage, alongside the objectives, because the tools must measure what the objectives state, and because a baseline can only be taken before the activity happens.
3
What is a pre-test and post-test assessment?
Model answer
A pre-test measures what the group knows, believes or does before the activity and a post-test measures the same afterwards, so the difference between them shows what changed.
4
Why must the pre-test and post-test ask the same questions?
Model answer
Only identical questions allow the two sets of answers to be compared. Different questions measure different things and the change cannot be attributed to the activity.
5
What is a comment card, and what is it good for?
Model answer
A comment card is a short form on which a participant records their reaction immediately afterwards. It captures impressions while they are fresh and takes almost no time, but it gathers opinion rather than evidence of change.
6
What is the difference between a self, peer, participant and observer evaluation?
Model answer
A self-evaluation is the presenter's own judgement; a peer evaluation is a colleague's; a participant evaluation is the audience's; and an observer evaluation is from somebody watching, such as a teacher. Each sees something the others do not.

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Promoting Quality Care

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Safeguarding Children

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