HEALTH PROMOTION PRINCIPLE AND

PRACTICE
 To be able to describe the principles, different
approaches and strategies used in health
promotion
To be able to identify common issues or
problems related to health promotion like
communication skills, knowledge of culture and
social issues etc
To be able to discuss the dynamic changes
occurring in behavior
To be able to design, implement and
evaluation of an appropriate health
promotion program
PLANNING
WHY PLAN?

To get from your starting point to your desired end

point.
To direct resources to where they will have the
greatest impact.
To ensure the development and implementation of
effective and appropriate health promotion
programming
THE 6 STEPS TO PLANNING A HEALTH
PROMOTION PROGRAM.

1. manage the planning process

2. conduct situational assessment
3. set goals, populations of interest and objectives
4. choose strategies and activity and assign
resources
5. develop indicators
6. review the plan
STEP 1 , MANAGE THE PLANNING
PROCESS.

In planning a health promotion project, the

planner must manage a number of elements,
including:
1. Participation
2. Time
3. Money and other resources
4. Data-gathering
5. Decision-making
 PARTICIPATION
Who should be involved and how ?

Participation of clients, staff and stakeholders is

critical
Involve stakeholders in every step of the process

TIME
When can planning begin? When should it end? How
much time is available?
 MONEY AND RESOURCES
Includes allocated funds, staff, volunteers, time of
year, equipment, space, etc.

DATA GATHERING
Identify what data is available, how and when new
data might be gathered.
Look for data on underlying determinants of health
issues (income, education, social support, employment
and working conditions )
Look for best practices on your issues

Use literature syntheses/reviews

 DECISION MAKING
Decisions about timelines and allocation of resources
are required throughout the planning process
Ultimately you will need to decide whether the
conditions are right to proceed with planning
STEP 2 : CONDUCT SITUATIONAL
ASSESSMENT

Why conduct a situational assessment?

To learn more about population of interest (i.e.,
who's affected by your health issue)
To anticipate trends and issues that may affect
the implementation of your program
To identify community wants, needs

To set priorities
6 STEPS TO CONDUCT A SITUATIONAL
ASSESSMENT

1. Identify key questions to be answered through

the situational assessment
2. Develop a datagathering plan
3. Gather the data
4. Organize, synthesize and summarize the data
5. Communicate the information
6. Consider how to proceed with planning
1. IDENTIFY KEY QUESTIONS TO BE
ANSWERED THROUGH
THE SITUATIONAL ASSESSMENT.

A situational assessment should answer three questions:

1. What is the situation?
2. What is making the situation better and what is
making it worse?
3. What possible solutions, interventions and actions can
you take to deal with the situation?
2. DEVELOP DATA-GATHERING PLAN

Use diverse types of data e.g survey data,

evaluation findings, best practice
syntheses/guidelines, community stories,
stakeholder mandates, etc.
Use diverse datacollection methods e.g
stakeholder consultations, surveys, literature
reviews, etc.
Use diverse sources of data e.g community
spokespersons, journals, consultants,
professional associations, resource centres,
Centres for Disease Control and Prevention
prevention guide, etc.
3. GATHER THE DATA .

Make sure the people collecting data have the

right skills to do it properly
Keep good records about where the data came
from so that you can weight it accordingly and
reference it as you move into decisionmaking
4. ORGANIZE, SYNTHESIZE AND SUMMARIZE THE
DATA

Organize the findings by the original three key

questions.

i. What is the situation ?

Summarize the trends, public perceptions, and
stakeholder concerns.
 II.
WHAT IS MAKING THE SITUATION
BETTER OR WORSE?

Analyze influences on the situation

At what level of the environment does this factor
influence the situation individual, network,
organizational, or societal?
III. WHAT POSSIBLE SOLUTIONS,
INTERVENTIONS AND ACTIONS CAN YOU
TAKE TO DEAL WITH THE SITUATION?

List all of the possible actions that may be taken to

address your issue
Keep track of the source of the information

Note information available about effectiveness and

feasibility to help with later prioritization efforts
5 . COMMUNICATE THE INFORMATION

Summarize results in a variety of ways for

different learning styles.
For example, supplement words with visuals
(diagrams, tables, graphs, etc.)
Use different communication approaches for
different audiences.
6. CONSIDER HOW TO PROCEED WITH
PLANNING

Is your data complete?

Do you have sufficient resources to make an impact on
the situation?
What are your next steps?
STEP 3 : SET GOALS , POPULATIONS OF
INTEREST AND OBJECTIVES.

Ensure program goals, populations of interest and

outcome objectives are aligned with strategic directions
of your organization or group:

goal: a broad statement providing overall direction for a

program over a long period of time.
population(s) of interest : group or groups that require
special attention to achieve your goal
outcome objective: brief statement specifying the
desired change caused by the program
A. Goal of the Project
State what you want to achieve in concrete positive
terms.

B. Key Factors Contributing to the Goal

Identify the key factors that will contribute to the
achievement of the goal (e.g., which factors affect
people's access to nutritious, affordable and
personally acceptable food? culture, food prices, what
is sold in corner stores/supermarkets, income,
mobility, age, presence of food banks)
c. Populations of Interest
Looking at the key factors and the data/research
you have done for your community, which
groups of people or factors require special
attention to achieve the goal? (e.g., pregnant or
breastfeeding women living in high risk
circumstances, children in low income families,
elderly)
D. Objectives
Take each factor and turn it into an objective,
incorporating the population of interest and key
factor
short-term (as short as 23 months up to 2 years)
long-term

S pecific (clear and precise)

M easurable (amenable to evaluation)
A ppropriate (i.e., realistic)
R easonable (i.e., realistic)
T imed (specific time frame provided for achievement of
objective)
STEP 4 : CHOOSE STRATEGIES AND
ACTIVITY AND ASSIGN RESOURCES

A. Brainstorm Potential Strategies

For each population of interest and objective , generate a

list of possible ideas for health promotion strategies
include those that are general population level type of
support strategies as well as those which work with specific
individuals, families, groups, and/or organizations. Select
those that are most appropriate given budgets, skills,
effectiveness, etc.
B. Select the Best Strategies and Identify Specific
Activities
C. Review Current Activities (if program is not
new)
List the current activities to be dropped
List the current activities to be continued
List the current activities to be changed and what
changes are warranted
List those activities that are new (or need to be
developed)

D. Assess Resources(money and skilled people)

Resources required to implement the plan
Resources available
Gaps in resources
STEP 5 : DEVELOP INDICATORS
Indicators are specific measures indicating
the point at which goals and/ or objectives have
been achieved.

This step is important because it indicates

a real commitment to achieve results and
measuring this achievement.
 Indicators outline:
How you will know if you accomplished your objective
How you would measure progress towards your
outcome
What would be considered effective
What would be a success
What changes is expected/what will be different.
STEP 6 : REVIEW THE PLAN

Complete ?
Logical ?

Attractive ?
HOW TO REVIEW THE PROGRAM PLAN?

A . Assemble the program logic model from the

information
developed in Steps 25.
B . Consider the following questions:
Are objectives clearly stated in outcome terms?
Are activities clear & measurable?
Are type and amount of resources adequate?
Are causal linkages between objectives and
strategies/activities plausible?
Are there constraints that may limit the program?
 IMPLEMENTATION
What strategies could address the health issue?
What has worked before?

What strategies does the community think would

be best?
What is already being done by other
organisations or the community?
What partnerships or collaborations would
improve program sustainability?
Plan a range of strategies to address program
objectives
Choosing strategies:
Individual level e.g. motivational interviewing, personal
lifestyle plans, personal skills development, information
resources, sms reminders

Group level e.g. peer support groups, neighbourhood walking

programs, positive role models, social networking, training
and education

Community level e.g. community gardens, smoke-free zones,

safe houses, supportive environments, healthy school
canteens, mobile or tele health services, cycle paths

Population level e.g. TV and radio ads, social marketing

campaigns, healthy public policy and legislation, websites
 EVALUATION IN
HEALTH PROMOTION
WHY EVALUATE?

1. To assess results and to determine if objectives have been met.

2. To justify the use of resources.

3. To demonstrate success in order to compete for scarce resources.

4. To assist future planning by providing a knowledge base.

5. To improve our own practice by building on our success and learning

from our mistakes.

6. To determine the effectiveness and efficiency of different methods of

Health Promotion. This helps in deciding the best use of resources.
7. To win credibility and support for Health Promotion.

8. To inform other health promoters so that they dont have to reinvent

the wheel. This helps others to improve their practice.
 TYPES OF EVALUATION
Process evaluation
This level of evaluation covers all aspects of
implementing a program.
Impact evaluation
Impact evaluation considers how a program will have
an impact on peoples health.
Outcome evaluation
It measures the long-term effects of the program and,
therefore, the program goal for that priority issue.
These effects are usually expressed as outcomes, such
as mortality, morbidity, disability, quality of life and
equity, reflecting the endpoint of integrated
approaches.
 WHAT TO EVALUATE?

1. WHAT has been achieved - the outcome

2. HOW it has been achieved - the process

At the end of the evaluation process, it should be possible
to:
assess whether a program has achieved its program
goal
understand and define the important conditions
required to ensure successful implementation (and
therefore best practice in integrated health promotion
action)
determine if these conditions can be reproduced in
different circumstances
 EVALUATION METHODS

Surveys/questionnaires paper-based, online

Polls
Interviews telephone, face to face,
individual or group interviews
Technology based - computer-assisted
telephone interviews (CATI), sms
Audits checklists, benchmarking,
observation, environment audits
Focus groups, community forums
Analysing trends in data e.g. attendance,
gender ratios, demographic data, website
activity reports
Narratives case studies
Creative strategies photographs, art, video,
music, theatre, role play
REFERENCES
The Health Promotion Strategic Framework
https://www.publichealthontario.ca/en/eRepositor
y/Six_steps_planning_health_promotion_program
s_2015.pdf
Planning Model ,The Health Communication
Unit [THCU],(University of Toronto)