Exam 2: Planning Models in Health Education and Health Promotion

Changes in health status (such as mortality, morbidity, disability indicators, etc.) and quality of life concerns (such as perceived quality of life, unemployment, etc.) are measured in:

(Multiple Choice)

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Question 21

The second step of intervention mapping is:

(Multiple Choice)

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Question 22

APEXPH provides a protocol through which a health department can assess health needs, set priorities, develop policy, and ensure that health needs are met.

(True/False)

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Question 23

The educator is developing a program to teach the importance of breast cancer screening. During which step of intervention mapping will program strategies be developed?

(Multiple Choice)

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Question 24

"Implementation preparations" belongs to which model?

(Multiple Choice)

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Question 25

A key strategy of the PATCH model is that it builds linkages within the community and between the community and the state health department, universities, and other regional and national organizations.

(True/False)

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Question 26

The PEN-3 model originated for child survival programs in African countries.

(True/False)

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Question 27

"Collecting and organizing data phase" is a phase of which model?

(Multiple Choice)

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Question 28

The PATCH model was developed by the:

(Multiple Choice)

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Question 29

Phase 3 of the MATCH model is:

(Multiple Choice)

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Question 30

In the PEN-3 model, knowledge, beliefs, attitudes, and values that may facilitate or hinder motivation for changing a given behavior are known as:

(Multiple Choice)

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Question 31

All of the following are limitations of the PRECEDE-PROCEED model, except:

(Multiple Choice)

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Question 32

All of the following are hallmarks of the PRECEDE-PROCEED model, except:

(Multiple Choice)

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Question 33

The second phase of the PATCH model is:

(Multiple Choice)

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Question 34

A policy analysis process occurs in the model for health education and resource development following a needs assessment and following statistical data collection.

(True/False)

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Question 35

Theories are eclectic, creative, simplified, miniaturized applications of concepts for addressing problems.

(True/False)

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Question 36

The second dimension of the PEN-3 model is relationships and expectations.

(True/False)

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Question 37

The second step in model for health education planning is:

(Multiple Choice)

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Question 38

The comprehensive health education model was developed in the early 1970s by:

(Multiple Choice)

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Question 39

The assessment protocol for excellence in public health model of planning is beneficial to concerns and resources of the local health department.

(True/False)

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Question 40

Showing 21 - 40 of 64

Changes in health status (such as mortality, morbidity, disability indicators, etc.) and quality of life concerns (such as perceived quality of life, unemployment, etc.) are measured in:

The second step of intervention mapping is:

APEXPH provides a protocol through which a health department can assess health needs, set priorities, develop policy, and ensure that health needs are met.

The educator is developing a program to teach the importance of breast cancer screening. During which step of intervention mapping will program strategies be developed?

"Implementation preparations" belongs to which model?

A key strategy of the PATCH model is that it builds linkages within the community and between the community and the state health department, universities, and other regional and national organizations.

The PEN-3 model originated for child survival programs in African countries.

"Collecting and organizing data phase" is a phase of which model?

The PATCH model was developed by the:

Phase 3 of the MATCH model is:

In the PEN-3 model, knowledge, beliefs, attitudes, and values that may facilitate or hinder motivation for changing a given behavior are known as:

All of the following are limitations of the PRECEDE-PROCEED model, except:

All of the following are hallmarks of the PRECEDE-PROCEED model, except:

The second phase of the PATCH model is:

A policy analysis process occurs in the model for health education and resource development following a needs assessment and following statistical data collection.

Theories are eclectic, creative, simplified, miniaturized applications of concepts for addressing problems.

The second dimension of the PEN-3 model is relationships and expectations.

The second step in model for health education planning is:

The comprehensive health education model was developed in the early 1970s by:

The assessment protocol for excellence in public health model of planning is beneficial to concerns and resources of the local health department.

Introduction to Health Education, Health Promotion, and Theory

The Health Belief Model

The Transtheoretical Model

Theory of Reasoned Action and Theory of Planned Behavior

Theories of Stress and Coping

Social Cognitive Theory

Social Marketing

Diffusion of Innovations

Freires Model of Adult Education

Newer Theories in Health Education and Health Promotion

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