MCHES EXAM STUDY GUIDE QUESTIONS AND ANS WERS Research CORRECT -can be c onducted with the intent to generalize findings from a sample to a larger population. It does not always aim for, or achieve, evaluative conclusions, and it is restricted to empirical (rather than evaluative) data. Statement of Purpose CORRECT -Clearly and succinctly defines the goal of the project. Elements include research design (quantitative study) or method of inquiry (qualitative study); variables (quantitative) or phenomena under investigation (qualitative study); priority population; and researc h setting (worksite, university, etc) Systematic Reviews CORRECT -a published qualitative review of a comprehensive synthesis of publications on particular topics. Can be helpful in identifying current gaps in a stream of literature that can be filled in with new, data -based health education/promotion research. Meta -analyses CORRECT -A systematic statistical method of evaluating data based on numerical results of several independent studies of the same problem. Combining data from multiple sources. Pooled analysis CORRECT -A method for collecting all the individual data fr om a group of studies, combining them into one large set of data, and then analyzing the data as if it came from one big study. Capacity Assessment CORRECT -Measure of actual and potential individual, group, and community resources that can be inherent to and/or brought to bear for health maintenance and enhancement. Mapping community assets also included in this assessment. Needs Assessment CORRECT -Systematic identification of needs within a population and the determination of the degree to which those needs are being met. Qualitative Data CORRECT -Information that is difficult to measure, count, or express in numerical terms. Must be careful not to introduce bias May use interviews, observational research, case studies, content analysis, etc. Quantitative Data CORRECT -Information that can be expressed in numerical terms, counted, or compared on a scale. Must construct questionnaire items in such a way that the responses produce data that are reliable and valid. Primary Data CORRECT -Data gathered by health education specialists directly from or about the individual or population of interest. These data answer questions related to the specific needs assessment. Collected by surveys, interviews, focus groups, and direct observation. Allow s specialist to obtain accurate data about problems, influences, and potential solutions to health issues specific to the community. 20% attrition rate to account for no responses By convention, a significance value of 0.05 is used in health education/prom otion research Secondary Data CORRECT -Data that have already been collected by others that may or may not be directly gathered from the individual or population being assessed. Examples: existing research published in peer -reviewed journals Sources in clude: CDC, MMWR, Behavior Risk Factor Surveillance System, YRBSS, vital records, US Census Bureau, health care system, state & local agencies, literature, etc. Stakeholders CORRECT -Individuals or agencies that have a vested interest in the health edu cation program Social Determinants of Health CORRECT -Conditions in which people are born, live, work, play, and age that affect their health risks, health, daily functioning, and quality of life. Health disparities - differences in access to or availa bility of facilities and services Health inequities - are avoidable inequalities in health between groups of people within countries and between countries Epidemiological Method (needs assessment model) CORRECT -focuses on epidemiological data (death rates, prevalence rates, birth rates , etc.) Public Health Model (needs assessment model) CORRECT -Attempts to quantify health problems and often uses epidemiological data. This model can be more focused on a specific population and can be mindful of limitations of resources. Social Mode l (needs assessment model) CORRECT -Investigates social or political issues that influence health. Asset Model (needs assessment model) CORRECT -Focuses on the strengths of a community, organization, or population and looks to find ways to use exist ing assets to improve health. Rapid Model (needs assessment model) CORRECT -Is used when time and money are lacking for a needs assessment. Offers basic information, but is often lacking in detail. Needs Assessment Models CORRECT -Are not independe nt - you can use several at once. PRECEDE -PROCEED CORRECT -Specific in the order and types of information that should be collected. https://ctb.ku.edu/en/table -contents/overview/other -models -
promoting -community -health -and-development/preceder -proceder/ main Mobilizing for Action through Planning and Partnerships (MAPP) CORRECT -
Community driven strategic planning process for improving community health. Facilitated by public health leaders, this framework helps communities apply strategic thinking to prioritize public health issues and identify resources to address them. Intervention Mapping Approach CORRECT -Framework for health education intervention development. Is composed of 5 steps: creating a matrix of proximal program objectives; selectin g theory -based intervention methods and practical strategies; designing and organizing a program; specifying adoption and implementation plans; and generating program evaluation plans PRECEDE (Predisposing, Reinforcing, and Enabling Constructs in Educat ional Diagnosis and Evaluation) CORRECT -Phase 1: Social Assessment - define the quality of life of the priority population; define the ultimate outcome; what outcome does the community find most important? Phase 2: Epidemiological Assessment - Identify the health problems/issues of the priority population and determine and prioritize behavioral, lifestyle, and environmental risk factors associated with the health problem. Phase 3: Educational and Ecological Assessment - determine predisposing (individua l knowledge & affective traits), enabling (those that make possible a change in behavior, such as skills), and reinforcing (feedback & encouragement for a changed behavior, perhaps from significant other) factors. identify the factors that will create the behavior and environmental changes you've decided on in Phase 2. PROCEED (Policy, Regulatory, and Organizational Constructs in Educational and Environmental Development) CORRECT -Phase 4: Administrative & Policy Assessment - determine the resources ava ilable for program Phase 5: Implementation - select strategies and activities; begin program Phase 6: Process Evaluation - Document program feasibility; are you actually doing what you planned? Phase 7: Impact Evaluation - Assess the immediate effect of an intervention; initial success Phase 8: Outcome Evaluation - determines whether long -term prog ram goals were met Ethical Frameworks (applied to planning) CORRECT -Autonomy - personal right to self-determination and choice Criticality - the worst off benefit the most
