Evaluation Data Analysis Presentation

Evaluation Data Analysis Presentation

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EV4004 ASSESSMENT TEMPLATE In this Competency Assessment, you will be applying data collection tools (namely, different types of surveys) to your public health program and analyzing that application. Refer to pp. 106–116 of the McKenzie et al. textbook to help you understand each component of the analysis and then complete each section. Public Health Program Title of your program: Safe and healthy sexual practices Your targeted population: Adolescents and youths between the age of 13 education and 18 years old in a High School Explain how the selection of different data collection tools can impact the success of the program evaluation either positively or negatively. Selecting data collection tools requires deciding whether secondary data sources are available or collecting new data, therefore, using primary data collection. Data collection tools include devices used when collecting data, for example, paper questionnaires, checklists, and interviews. These tools affect the quality of evidence and the credibility of the data collected. There would not be qualitative data, and the respondents might be dishonest or leave them unanswered, using a data tool such as questionnaires. However, questionnaires can be used when the targeted population is extensive since they are cost-effective, present actionable data, and can be easily analyzed and visualized. Therefore, selecting data collection tools can be based on research integrity, data accuracy and minimize errors or bias in decision making. Different data collection tools can affect the ethical factors of the research; for example, they can involve falsification or misrepresentation. Selecting the wrong data collection tool can lead to distorted results, thereby wasting resources and time. EV4004 ASSESSMENT TEMPLATE Survey Instrument Select and describe one survey instrument that you have identified for measuring your selected outcome objectives. Safe Sex Behavior Questionnaires (SSBQ) A questionnaire can be described as a form containing questions that can be printed or intended for online completion. Questionnaires were distributed to respondents in several ways. The survey instrument serves as a primary source of data for the participants. Each questionnaire is arranged around several topics, generally shown on either the first page of each part or as a header. In general, the questionnaires seek views on subjects directly connected to the research aims of a targeted population. To measure my selected outcomes, I will use the SSBQ since it was intended to be an instrument for measuring the frequency of safe sex practices use (DiIorio et al., 1992). Measurement Characteristics EV4004 ASSESSMENT TEMPLATE Analyze the level of measurement (2–3 paragraphs) These levels include ordinal, ratio, nominal, and interval scales that capture information in the form of questionnaires. Every scale is increasing, indicating that every scale satisfies the preceding scale and all the question scales. The numerical values only name the variable in nominal measurement. There is no question of sorting the cases. The variables can be classified in ordinal measures. Here, there is no significance in distances between attributes. The distance between variables has meaning in the interval measurement. There is always a meaningful absolute zero in ratio measurement. It means a significant fraction or ratio can be constructed with a ratio attribute. When conducting safe and healthy sexual practices education program the examples of questions and levels of measurement include. Do you think condoms ruin the natural act of sex? It is an example of a nominal level of measures with a Yes or No answer, and its variable is sexual health belief and norms Acharya, Thomas & Cann, (2016). How often should a teenager have unprotected sex? Answers: Always, sometimes, rarely, or never. It is an example of an ordinal level of measurement with a variable on sexual health knowledge. About how many times in the past year have you come across sources of sexual health information? Answer in the form of times. It is an example of a ratio level of measurement with a variable about the origins of sexual health information. EV4004 ASSESSMENT TEMPLATE Analyze the reading/literacy level (2–3 paragraphs) The Safe Sex Behavior Questionnaires (SSBQ) is a low literacy questionnaire as the adolescents are in the developmental stages and do not know much about sex education. The students are marginally literate since they can read and comprehend the questions being asked. To determine the student’s knowledge on safe sex and STIs, the questionnaire would be divided into two parts covering safe sex and STIs, and each piece contained several questions using multiple choice answers to categorize answers with yes or no. These questions touched on topics such as where students got information about family planning and where they got information about STIs from the mass media. The questionnaire would have questions that test the students on their knowledge of sexual matters. Each question will have four answers, i.e., yes, no, unsure, and I don’t know. They will give one point for correct answers and zero points for ‘Don’t Know’ or ‘Unsure’ and incorrect answers. This will provide a total score for knowledge of safe sex and STI questions. Analyze the cultural appropriateness (2–3 paragraphs) Safe Sex Behavior Questionnaires (SSBQ) are culturally appropriate because adolescents are vulnerable to severe risks such as sexual abuse, coercion, sexually transmitted infections, HIV, pregnancy, and uncertain abortion without preparing for their sexual lives. It is important to note that all threats can be avoided. Since the school has separated state from religion, I do not believe there will be any hindrance preventing students from acquiring the knowledge. EV4004 ASSESSMENT TEMPLATE The participant’s religious factors included religious belief, the importance of religion, attendance at religious services, and their level of acceptance for sexual intercourse before marriage and the use of birth control. The questions about communication with family and peers sought answers using categories ‘Never,’ Rarely,’ ‘Sometimes,’ and ‘Often’ during their lifetime. The questions would also touch on the issue of LGBTQ+ and whether it is acceptable in their family. The provision of sexual health education for young people is a common concern; many parents think it can lead to early sexual activity and deprivation of childhood innocence, for example. They believe it’s against their culture or religion. However, children gaining this knowledge will do better than harm. Analyze what the data intend to measure (2–3 paragraphs) The data would be qualitative, where it can be expressed in terms of words and descriptions, or quantitative, where it can be described in terms of number or categorical data defined in terms of groups. The dependent variables to be measured include: Sexual health knowledge. Sources of sexual health information. Sexual health beliefs and norms. Sexual health behaviors. The dependent variable to the knowledge of safe sex would be measured by 11 positive questions and 2 negative questions, and the tools for the questionnaire about knowledge of STIs would consist of several items regarding an understanding of the types, causes, routes, symptoms of STIs and types of prevention for STIs. EV4004 ASSESSMENT TEMPLATE In a safe and healthy sexual practices education program, the data intended is both quantitative and qualitative. Both quantitative and qualitative data would seek to understand the respondents’ understanding, knowledge and perceptions, and behaviors about sexual health. Quantitative data would measure the level of occurrences related to sexual health, and it would study and measure actions and trends as well as be definitive and provide proof. The structured the questionnaire was used to collect information about knowledge of safe sex and STIs, socio-demographic characteristics, and other variables such as characteristics of the school, family, peers, and religious factors Summary of Psychometric Qualities In your own words, define reliability. In your own words, define validity. Reliability can be described as the coherence of a measure throughout Validity means to what degree the measured values represent the time, across various subjects, and among researchers. variable to which they were meant. Describe at least two types of reliability of your survey Describe at least two types of validity of your survey instrument, referring to the types listed in Box 5.2 on page instrument, referring to the types listed in Box 5.2 on page 116. 116. • Internal Consistency: It refers to the intercorrelation among the individual items. It means that all the questions in the • Face validity: this refers to the degree to which a measurement method seems on the face to measures the concept of interest. EV4004 ASSESSMENT TEMPLATE questionnaire represent the same construct in that the The questionnaire can include questions related to safe and participant’s responses are consistent. To measure student healthy sexual practices. I would use an evaluation form such as satisfaction with the sex education class, one could create a wording clarity, style, and layout to determine the face validity questionnaire with a set of statements that students must agree or • • Content validity refers to the degree to which the instrument disagree with. Internal consistency tells you whether the covers or corresponds to the concepts of interest. The concept of statements are all reliable indicators of student satisfaction. interests include sexual health knowledge, sources of sexual Equivalence: It involves alternative forms of the same health information, sexual health beliefs and norms, sexual instrument, in this case, a questionnaire producing similar results health behaviors. when measuring the same target group. One would develop two equivalent, parallel forms of the survey; form A and form B say, both measuring the same underlying construct such as sexual knowledge, but with different questions in each. Respondents are asked to complete both surveys; some taking form A followed by form B, others taking form B first then form A. As the questions differ in each survey, the questions within each are combined to form separate scales. EV4004 ASSESSMENT TEMPLATE Conclusion Explain why the data collection tool you selected is appropriate for your target population. Using questionnaires as a data collection tool is economical both to the students’ respondents in this case in terms of time and me, cost, and effort. It is appropriate when collecting data in a sample population spread in a large area such as a school. It can also help me access responses rapidly because questionnaires can be received quickly. I selected the SSBQ because it provides an in-depth measure of sexual behaviors compared to other tools that focus more on behaviors such as condoms. SSBQ also has good validity and reliability (DiIorio et al., 1992). References Acharya, D. R., Thomas, M., & Cann, R. (2016). Validation of a questionnaire to measure sexual health knowledge and understanding (Sexual Health Questionnaire) in Nepalese secondary school: A psychometric process. Journal of education and health promotion, 5. DiIorio, C., Parsons, M., Lehr, S., Adame, D., Carlone, J. (1992). Measurement of safe sex behavior in adolescents and young adults. Nursing Research, 41(4)203-208. Lee, E. E., Farran, C. J., Tripp-Reimer, T., & Sadler, G. R. (2003). Assessing the cultural appropriateness of the finding meaning through caregiving scale for Korean caregivers. Journal of nursing measurement, 11(1), 19-28. Olson, K., Smyth, J. D., Wang, Y., & Pearson, J. E. (2011). The self-assessed literacy Index: Reliability and validity. Social Science Research, 40(5), 1465-1476. EV4003: Program Evaluation Standards – Assess program evaluation criteria to meet standards. Written Response Submission Form Your Name: First and last Your E-Mail Address: Your email here Instructions Write your responses where it reads “Enter your response here.” Write as much as needed to satisfy the requirements indicated. Each item contains the Rubric, which will be used to evaluate your responses. Item 1 In your own words, explain the function of the CDC’s program evaluation standards. Explain why the program evaluation standards are important to address when performing program evaluations. Your Response The program used in evaluation at CDC is utilized to analyze and use data to investigate the efficiency success of programs. Significantly it contributes towards the continuity of the agenda. It is an effective tool for knowing the results and understanding what is needed by these programs’ children and young people. These programs help evaluate what works and what doesn’t. It allows program managers to respond to fundamental problems regarding the efficiency and usefulness of interventions. Questions usually ask, such as qualifications and education services available, recruiting tactics employed, and the participants benefiting from the program. The standards for the program evaluation demonstrate both to the financiers and the public in general how beneficial the program is. It also provides strategies that are a good motivator for volunteer partners and builds confidence among users and families. The four sets of standards include utility standards, accuracy standards, propriety standards, and feasibility standards. Utility standards ensure that the information requirements of the intended users are met. Accuracy standards ensure that evaluations reveal and provide sufficient technical information concerning the characteristics that assess the value or quality of the evaluated program. Propriety standards ensure that an ©2019 Walden University 1 assessment meets the ethical, legal and considers the wellbeing of the participants and those impacted by the evaluation outcomes. Feasibility standards ensure that the evaluation is objective, cautious, economical, and diplomatic. Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Module 1: Defining Standards for Evaluation In your own words, explain the function of the CDC’s program evaluation standards. LO1.1: Analyze the function of program evaluation standards. Explain why the program evaluation standards are important to address when performing program evaluations. Response not present Response includes an explanation that is inaccurate or incomplete. Response accurately and completely explains the function of program evaluation standards. Response is not present. Response includes an explanation that is inaccurate or incomplete. Response accurately and completely explains the importance of program evaluation standards. LO1.2: Analyze the importance of program evaluation standards Item 2 Consider the program evaluation standards that are classified in the group of utility standards. The full list is found at: Joint Committee on Standards for Educational Evaluation. (n.d.). Program evaluation standards statements. Retrieved April 1, 2019, from http://www.jcsee.org/programevaluation-standards-statements Explain which areas of your program evaluation meet which utility standards. (2–3 paragraphs) Your Response CDC meets the utility standard in that it increases the extent to which most stakeholders get in touch with the processes and goods that are valuable t met their needs. Utility one evaluator credibility emphasizes that evaluations are conducted by those who have qualified and establish ©2019 Walden University 2 credibility in the evaluation process. It can help the evaluation process be effective so that no errors can be gotten, and every staff feels accountable for the loss of participants in the program. Utility two Attention to stakeholders; states that evaluations should focus attention on the participants and groups that are large and dependent on the program and have been affected. Utility three Negotiated purposes state that evaluation’s function should be recognized and become negotiable based on the stakeholder’s requirement. CDC program evaluation standards provide a framework to support the stakeholders and put their needs first because the program can run for a long time and bring more participants. Utility four explicit values; CDC clarifies the individual’s cultural roles, purposes processes, and how they are judged. Utility five relevant information; CDC serves to identify the needs of their stakeholders and being at the first line of people interest helps the participants be comfortable in taking the program more so inviting more people to the program. Utility six meaningful processes and products; CDC constructs the participants’ activities and describes them to allow them for discoveries, interpretations, and revision of their behavior and how they have understood. The four sets of evaluation standards are important since they affect the quality and value of an evaluation. Utility standards are essential because they help make informed decisions, improve understanding, and provide the information necessary for assessing accountability. Feasibility standards are important because they affect different factors such as culture, politics, resources in an evaluation. Propriety standards are essential because they consider the rights and responsibilities of various stakeholders involved in an assessment. Accuracy standards are critical to detailing the legitimacy, dependability and they help reduce the error or biases in evaluation. ©2019 Walden University 3 Rubric 0 Not Present Module 2: Applying Standards of Evaluation Explain which areas of Response is not present. your program evaluation meet which utility standards. 1 Needs Improvement 2 Meets Expectations Response includes a description that is inaccurate or incomplete. Response includes an accurate and complete description of the utility standards that are applicable to the program evaluation. LO2.1: Apply utility standards to program evaluation. Item 3 Consider the program evaluation standards that are classified in the group of feasibility standards. The full list is found at: Joint Committee on Standards for Educational Evaluation. (n.d.). Program evaluation standards statements. Retrieved April 1, 2019, from http://www.jcsee.org/program-evaluation-standards-statements Explain which areas of your program evaluation meet which feasibility standards. (2–3 paragraphs) Your Response Feasibility standards intend to effectiveness and efficacy of the evaluation program. CDC program meets this standard in a way that it provides the usefulness and effectiveness of the program. F1 project management; here, CDC uses the effectiveness of the project strategies that are being managed, which builds trust among the stakeholders at large. F2 practical procedures responsible for how the CDC program works. F3 contextual viability enables the CDC evaluation program to recognize, have monitored skills, and have a balanced equation on the cultural and interests politically and meets the needs of the groups and participants. ©2019 Walden University 4 CDC is an evaluation program that meets all the individual community and stakeholder’s needs. Evaluating it will fit the community and help those children and youths improve on their agenda. F4 resource use considering our program resources are being used effectively and efficiently. This provides need to expand the working the team and rewarding those that have shown significant improvements and made efforts on the program progress. Rubric 0 Not Present Module 2: Applying Standards of Evaluation Explain which areas of Response is not present. your program evaluation meet which feasibility standards. 1 Needs Improvement 2 Meets Expectations Response includes a description that is inaccurate or incomplete. Response includes an accurate and complete description of the feasibility standards that are applicable to the program evaluation. LO2.2: Apply feasibility standards to program evaluation. Item 4 Consider the program evaluation standards that are classified in the group of propriety standards. The full list is found at: Joint Committee on Standards for Educational Evaluation. (n.d.). Program evaluation standards statements. Retrieved April 1, 2019, from http://www.jcsee.org/program-evaluation-standards-statements Explain which areas of your program evaluation meet which propriety standards. (2–3 paragraphs) Your Response Propriety standards support what is fair, reasonable, right, and just. P1 responsive an inclusive orientation encourages the responsibility of the evaluation program to its stakeholders. P2 formal agreements insist on the evaluation to be negotiated and take into consideration the needs of ©2019 Walden University 5 the participant of which the CDC program does well. P3 human rights and respect evaluation should be designed to defend the human rights and bring maintenance of their dignity. P4 clarity and fairness; CDC is very understanding and fair enough in the section of needs addressing of the stakeholders and purposes. It is an essential standard since fairness and responsiveness are well encouraged in the P5, which promotes transparency and disclosure help in the providence of the full descriptions of findings, their disadvantages, and have conclusions to the stakeholders. The program provides more reports on the need for evaluation and puts across the conclusion message to all the staff. There are no conflicts of interest in the programs that might bring many problems in the evaluation process. There is also the accountability of the expenses and resources usage. Rubric 0 Not Present Module 2: Applying Standards of Evaluation Explain which areas of Response is not present. your program evaluation meet which propriety standards. 1 Needs Improvement 2 Meets Expectations Response includes a description that is inaccurate or incomplete. Response includes an accurate and complete description of the propriety standards that are applicable to the program evaluation. LO2.3: Apply propriety standards to program evaluation. Item 5 Consider the program evaluation standards that are classified in the group of accuracy standards. The full list is found at: Joint Committee on Standards for Educational Evaluation. (n.d.). Program evaluation standards statements. Retrieved April 1, 2019, from http://www.jcsee.org/program-evaluation-standards-statements Explain which areas of your program evaluation meet which accuracy standards. (2–3 paragraphs) ©2019 Walden University 6 Your Response Accuracy standards intend to ensure that the dependability and truthfulness of the program presentations, their findings, and proposals are of good quality to avoid biases. A1 justifies conclusions and decisions which are present in the context. A2 emphasizes the need to provide valid information to those they serve and stakeholders. In ADC 3, reliable information is considered in the CDC program that yields reliable data for good use. A4 explicit program and context descriptions encourage the evaluation program to document their valuable documents with the correct length and details. The CDC program employs a system of collecting the information, have a review on the same do verification methods, and search for storage methods of the data. Evaluations programs should the exemplary designs and analyses that are suitable for the evaluation process. The program communicates and reports on the misconceptions and biases, or errors that arise during the evaluation process. Rubric 0 Not Present Module 2: Applying Standards of Evaluation Explain which areas of Response is not present. your program evaluation meet which accuracy standards. ©2019 Walden University 1 Needs Improvement 2 Meets Expectations Response includes a description that is inaccurate or incomplete. Response includes an accurate and complete description of the accuracy standards that are applicable to the program evaluation. 7 0 Not Present 1 Needs Improvement 2 Meets Expectations LO2.4: Apply accuracy standards to program evaluation. ©2019 Walden University 8 References Jacobs, F.H [2003] Child and Family Program Evaluation; Learning to enjoy the complexity applies developmental science 7[2];62-75 doi;1o.1207/S1532480XADS0702-3 ©2019 Walden University 9 Mastery Rubric No Exceeds Expectations: In-Depth Analysis Learning Objective – Apply the Responses do not indicate a thoughtful and program evaluation standards to comprehensive application of the program demonstrate an in-depth evaluation standards that demonstrates an inunderstanding of their function. depth understanding of the function of the standards. Yes Responses indicate a thoughtful and comprehensive application of the program evaluation standards that demonstrates an indepth understanding of the function of the standards. Written Communication: Write with clarity, coherence, and purpose. 0 1 Not Present Needs Improvement LO1: Construct complete Sentences are incoherent Sentences are incomplete and/or and correct sentences (AWE and impede reader’s include fragments and run-on 2; Sentence Level Skills) access to ideas. sentences, limiting reader’s access to ideas. LO2: Demonstrate the Multiple inaccuracies in Some inaccuracies in grammar and effective use of grammar grammar and mechanics mechanics limit reader’s access to and mechanics. (AWE 2; impede reader’s access ideas. Sentence Level Skills) to ideas. ©2019 Walden University 2 Meets Expectations Sentences structure effectively conveys meaning to the reader. Use of grammar and mechanics is straightforward and effectively conveys meaning to the reader. 10 LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills) LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence) Paragraphs, or lack of paragraphs, impede reader’s access to ideas. Construction of main idea and/or supporting paragraphs limit reader’s access to ideas. Main idea and/or supporting paragraphs effectively convey meaning to the reader. Supporting materials are not present. Supporting material is used inconsistently or inappropriately. Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable. LO8: Use transitions to connect ideas. (AWE 3; essay-level skills) LO9: Use appropriate tone and vocabulary for a given audience. (AWE 3; Awareness of audience and discipline) LO10: Apply APA formatting and style guidelines. (AWE 3; awareness of audience and discipline and credit to source) Transitions are not present. Transitions are used inconsistently or limit reader’s access to ideas. Writing conveys a cohesive idea through the effective use of transitions. Vocabulary and tone are inappropriate for the audience. Vocabulary and tone vary throughout the writing, limiting reader’s access to ideas. Vocabulary and tone communicate key concepts that are appropriate for the audience. APA formatting and style are not present. Writing inconsistently uses in-text citations and references. Major errors in APA style impede understanding and/or violate standards for academic integrity. Writing uses in-text citations appropriately, includes references when applicable, and is formatted according to APA style. Minor errors in APA style do not impede understanding or violate standards for academic integrity. Information Literacy: Apply strategies to evaluate information in order to effectively analyze issues and make decisions. 0 1 2 Not Present Needs Improvement Meets Expectations LO1: Identify and locate No sources or nonSources are inconsistently credible, Sources are mostly credible, appropriate, credible sources. credible sources are appropriate, and relevant to the and relevant to the topic and/or present. topic and/or assessment. assessment. LO2: Analyze information sources. Analysis superficially applies Analysis thoroughly and clearly applies aspects of sources that are most aspects of sources that are most relevant relevant to the topic and/or to the topic and/or assessment. assessment and/or analysis is unclear. Inquiry and Analysis: Apply strategies to identify, frame, and evaluate issues and problems. 0 1 2 ©2019 Walden University Analysis is not present. 11 LO2: Use a logical organizing principle to identify the key parts or elements of a problem or question in a selected field of study. LO3: Evaluate theories and approaches to explain complex problems within a chosen field of study. ©2019 Walden University Not Present Elements or parts of the problem or question are not presented. Needs Improvement Elements or parts of the problem or question are presented in a disorganized manner. Meets Expectations Elements or parts of the problem or question are presented in an organized manner. No theoretical approach is presented. A theoretical approach is vaguely presented. A theoretical approach to the problem or question is presented and justified. 12 EV4002 ASSESSMENT TEMPLATE For your public health program, apply each step of the program evaluation framework. Your responses should be 1–2 paragraphs for each step. You will cite references within the template and include a reference list at the end of the document. Your Program Title: SAFE AND HEALTHY SEXUAL PRACTICES Explain the importance of following a framework when planning a program evaluation. The framework is essential because it brings together the significant parts of impact and quality to provide a mutual criterion for assessing and strengthening public health programs (Spencer et al., 2013). The frameworks reduce spending time carelessly evaluating things that will not add any value to the program. It helps in determining the focus of the program. The framework helps ensure that all the stakeholders are identified, and their perspectives and goals are prioritized during the evaluation of a program. Application to Your Program Step 1: Engage The shareholders in this program are the investors, the nurses, and the participants. The way Stakeholders that the shareholders will be involved at the beginning of the program is to communicate their desired outcomes and goals of the program. The investors need to finance the program; the money will be used to buy resources that will help implement the program. Before the program even starts, the participants will be asked few questions randomly about their knowledge of sexually transmitted diseases, they will be given a chance to state their assumptions about the changes that the program would bring. On the other hand, the nurses will be allowed to choose the topics that they think are more relevant and will be more beneficial to the participants. Afterward, the participants will be assessed at the end of the program. They will be given evaluation forms in the form of a survey that will require them to fill and answer questions about the overall program. These questions in the survey will tell the investors of the program about the correct use of the resources. If the scores reveal that the participants were satisfied, the funds and resources were put into good use. The attendees will also be given a test to write. That test will be about sexually transmitted diseases. This will be a way to measure how beneficial the program was to them and assess if they gained knowledge or not. The evaluation of their understanding will tell the evaluators about the effectiveness of the methods that were used. The investors will also be interviewed individually after viewing the scores of the participants. They will be asked to rate the program, asked if, in their opinion, the goals were met or not. EV4002 ASSESSMENT TEMPLATE Step 2: Describing the Program Step 3: Focusing the Evaluation Design Step 4: Gathering Credible Evidence Step 5: Justifying Conclusions This is a program that focuses on healthy and safe sexual practices. The goal of this program is to reduce the transmission of sexually transmitted diseases amongst young adults. For the program to work, it requires the resources: the investors who will provide funds for buying equipment. This equipment includes toys that will be used to demonstrate how to use a condom correctly. The funds will also be used to pay the nurses that will help in delivering the talks and educating the youth. The primary outcome in this is that teenagers and young adults will be able to use a condom correctly, practice safe sex, and reduce STDs. The attendees will gain knowledge about sexual health and pass the knowledge to others. The program’s responsibility is to teach the participants about safe sexual practices and STDs, but it is out of the program’s control to oversee using condoms when engaging with their partners. The main reason for this evaluation is to improve the program’s implementation in the next group that will be targeted (authors & Morrison-Saunders, 2014). To ensure the accuracy of the results, the participants selected to be evaluated have come regularly to the sessions. It would not be realistic to base the evaluation on someone who has been in the program sessions once or twice. The evaluation design that will be used is Observational design. The cross-sectional surveys and case study types will be used. Cross-sectional surveys are suitable for evaluating this program because they will assist in coming up with results that will help in facilitating change implementation. At the same time, case studies will help identify the barriers to the change implementation of the program. The questionnaires that will be handed to the participants will be divided into 2 sections. The first section will be a multiple-choice question, so the participants will be required to choose the most appropriate answer for them. In the second section, they will answer questions in the written format. The questionnaires will be printed out in black a white and handed to the selected participants, and they will return them after filling in. The data collected will be stored in one of the municipality offices so that the data is safe and will only be discarded when the implementation of the following program starts. The organization will do the data analysis and captures their findings in a Microsoft Excel sheet. The standards are utility, feasibility, propriety, and accuracy. Utility standard in the program ensures that the program provides enough information to the intended audience or participants. Feasibility standards guard how realistic the program is. Propriety standard deals with the program’s legal and ethical part and accuracy ensure that an evaluation reveals enough information about the program. These standards were all met. The organization analyses the results and presents the findings to the investors, nurses, and community members. If the EV4002 ASSESSMENT TEMPLATE analysis shows that the sexual health program can produce better results if improved, then it will be implemented again but with improvements. The shareholders will have to analyze the results and check if they meet their desired outcomes. If not, a new angle has to be established regarding the change in the target population or change in the methods used during the program. If the program is implemented again, there should be more communication between the shareholders. The participants should be more involved in the following schedule. New methods of analyzing the results of the evaluation should be put in place to ensure that the data collected is not lost or misplaced Step 6: Ensuring The lesson learned is that choosing a few people to evaluate is not ideal as the results may be Use and Sharing affected. It may also be better in the teaching sessions if 2 or 3 young nurses are included for Lessons Learned communication purposes. To share the lesson learned with the community, the organization will create social media pages about the program. In these pages, they will share what was taught during the session and post the evaluations’ overall results. There will be posters about safe sexual practices displayed and about lessons learned during the program on the school passages. The methods of safe sexual practices discussed during the program will be put into charts and posted on the communication boards in schools. Reference at least two scholarly sources. Spencer, L., Schooley, M., Anderson, L., Kochtitzky, C., DeGroff, A., Devlin, H., & Mercer, S. (2013, December 12). Seeking best practices: A conceptual framework for planning and improving evidence-based practices. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3864707/ Morrison-Saunders, A. (2014). Demonstrating the benefits of impact assessment for proponents. Retrieved August 02, 2021, from https://www.tandfonline.com/doi/full/10.1080/14615517.2014.981049 Evaluation Design and Types of Evaluation BY COLLET TA CHESNEY Introduction Program Title ➢Safe and healthy sexual practices education. Mission Statement ➢The mission of the safe and healthy sexual practices program is to provide accurate information and untold facts to young people between the age of 14 to 18years old. About safe sexual practices in a school and ground learning and produce a future generation that knows how to protect themselves from sexually transmitted diseases. Continues Target Population ➢Teenagers and young adults between 14-21 years old Location ➢Cumberland County schools Stakeholders Stakeholders involved in program operations ➢Local municipality ➢Local Nurses Stakeholders that are served or affected by the program ➢Teenagers and young adults Continues Primary users of the evaluation results ➢The organization Goals and SMART Objectives Short Term Goal ➢ Selecting the first objective is because using a condom correctly is the first step in practicing safe sex. One of the major contributing factors in the transmission of STDs is improper use of the condom or not using it at all. So, 100 young people between the age of 14 to 18 will attend a class within 6 months about how to put it on and how to handle it would really help the program get closer to achieving its goals ➢ Safe sex campaign; in addition, the attendees online and in the community will demonstrate knowledge about sexually transmitted diseases by increasing posttest scores at least 50% over pre-test within the 6 months’ time frame about their dangers and how to prevent them. Long Term Goal ➢To educate young people about safe and healthy sexual practices in a modern way that they understand. This program will educate 100 young people within the next 12 months by enrolling in online learning tools, classes and attending every weekend community program. ➢To be trusted by the health department to invite us to at least 2 additional programs within the next 2 years like this to help young people. Many ways are present to teach young people about sexual practices, but they are no longer working because they are from the past, and there are now new ways to do things. Cont.. ➢SMART Objectives ➢To teach how to use condoms correctly. ➢To teach about sexually transmitted diseases Evaluation types Two Evaluation Types ➢Process Evaluation ➢Impact Evaluation Process Evaluation ➢Focuses on quality of program and the quality of its implementation. ➢Mostly used in evaluating complex and non-complex health interventions(Moore et al., 2014). Continues Impact Evaluation ➢It evaluates the impact that results from the program. ➢More focused in measuring long term effects(Unknown, 2016). Strengths and Limitations Strengths of Process Evaluation ➢Help in improving implementation ➢ Increasing quality of the programs Strengths of Impact Evaluation ➢It is not time consuming. ➢It saves the finances. Limitations to Process Evaluation ➢Data collecting methods not specific ➢Misleading data Limitations to impact Evaluation ➢Focus only on the outcome ➢No group to compare to Purpose To measure the outcomes ➢This is the main purpose of this evaluation. ➢It will help in improving implementation. ➢Help in assessing the knowledge gained during the program Evaluation design Qualitative method ➢Inductive method ➢ Data is narrative and involves descriptions Strengths and Limitations Strengths ➢Good for describing outcomes ➢Help in obtaining information that is in depth ➢Help in improving program processes Limitations ➢No specific data analysing method References Moore, G., Audrey, S., Barker, M., Bond, L., Bonell, C., Cooper, C., . . . Baird, J. (2014, February 01). Process evaluation in complex public health intervention studies: The need for guidance. Retrieved from https://jech.bmj.com/content/68/2/101.short McKenzie, J. F., Neiger, B. L., & Thackeray, R. (2017). Planning, implementing, and evaluating health promotion programs: A primer (7th ed.). San Francisco, CA: Pearson. Evaluation Design and Types of Evaluation BY COLLET TA CHESNEY Introduction Program Title ➢Safe and healthy sexual practices education. Mission Statement ➢The mission of the safe and healthy sexual practices program is to provide accurate information and untold facts to young people between the age of 14 to 18years old. About safe sexual practices in a school and ground learning and produce a future generation that knows how to protect themselves from sexually transmitted diseases. Continues Target Population ➢Teenagers and young adults between 14-21 years old Location ➢Cumberland County schools Stakeholders Stakeholders involved in program operations ➢Local municipality ➢Local Nurses Stakeholders that are served or affected by the program ➢Teenagers and young adults Continues Primary users of the evaluation results ➢The organization Goals and SMART Objectives Short Term Goal ➢ Selecting the first objective is because using a condom correctly is the first step in practicing safe sex. One of the major contributing factors in the transmission of STDs is improper use of the condom or not using it at all. So, 100 young people between the age of 14 to 18 will attend a class within 6 months about how to put it on and how to handle it would really help the program get closer to achieving its goals ➢ Safe sex campaign; in addition, the attendees online and in the community will demonstrate knowledge about sexually transmitted diseases by increasing posttest scores at least 50% over pre-test within the 6 months’ time frame about their dangers and how to prevent them. Long Term Goal ➢To educate young people about safe and healthy sexual practices in a modern way that they understand. This program will educate 100 young people within the next 12 months by enrolling in online learning tools, classes and attending every weekend community program. ➢To be trusted by the health department to invite us to at least 2 additional programs within the next 2 years like this to help young people. Many ways are present to teach young people about sexual practices, but they are no longer working because they are from the past, and there are now new ways to do things. Cont.. ➢SMART Objectives ➢To teach how to use condoms correctly. ➢To teach about sexually transmitted diseases Evaluation types Two Evaluation Types ➢Process Evaluation ➢Impact Evaluation Process Evaluation ➢Focuses on quality of program and the quality of its implementation. ➢Mostly used in evaluating complex and non-complex health interventions(Moore et al., 2014). Continues Impact Evaluation ➢It evaluates the impact that results from the program. ➢More focused in measuring long term effects(Unknown, 2016). Strengths and Limitations Strengths of Process Evaluation ➢Help in improving implementation ➢ Increasing quality of the programs Strengths of Impact Evaluation ➢It is not time consuming. ➢It saves the finances. Limitations to Process Evaluation ➢Data collecting methods not specific ➢Misleading data Limitations to impact Evaluation ➢Focus only on the outcome ➢No group to compare to Purpose To measure the outcomes ➢This is the main purpose of this evaluation. ➢It will help in improving implementation. ➢Help in assessing the knowledge gained during the program Evaluation design Qualitative method ➢Inductive method ➢ Data is narrative and involves descriptions Strengths and Limitations Strengths ➢Good for describing outcomes ➢Help in obtaining information that is in depth ➢Help in improving program processes Limitations ➢No specific data analysing method References Moore, G., Audrey, S., Barker, M., Bond, L., Bonell, C., Cooper, C., . . . Baird, J. (2014, February 01). Process evaluation in complex public health intervention studies: The need for guidance. Retrieved from https://jech.bmj.com/content/68/2/101.short McKenzie, J. F., Neiger, B. L., & Thackeray, R. (2017). Planning, implementing, and evaluating health promotion programs: A primer (7th ed.). San Francisco, CA: Pearson.
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