Question 1

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:

Accepted Answer

A)  process evaluation. 
B)  impact evaluation. 
C)  outcome evaluation. 
D)  cost-benefit evaluation.

Question 2

The second step of intervention mapping is:

Accepted Answer

A)  creating matrices of change objectives. 
B)  selecting theory-based intervention methods and practical strategies. 
C)  translating methods and strategies into an organized program. 
D)  needs assessment or problem analysis.

Question 3

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

Accepted Answer

A) True 
 B)False

Question 4

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?

Accepted Answer

A)  Selection of theoretical methods 
B)  Development of plan for program sustainability 
C)  Assessment of need for the program 
D)  Creating behavior change objectives

Question 5

"Implementation preparations" belongs to which model?

Accepted Answer

A)  MATCH 
B)  PRECEDE-PROCEED 
C)  PATCH 
D)  Intervention Mapping

Question 6

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.

Accepted Answer

A) True 
 B)False

Question 7

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

Accepted Answer

A) True 
 B)False

Question 8

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

Accepted Answer

A)  MATCH 
B)  PRECEDE-PROCEED 
C)  PATCH 
D)  Intervention Mapping

Question 9

The PATCH model was developed by the:

Accepted Answer

A)  United States Department of Health and Human Services. 
B)  World Health Organization. 
C)  Centers for Disease Control and Prevention. 
D)  United Nations.

Question 10

Phase 3 of the MATCH model is:

Accepted Answer

A)  goals selection. 
B)  intervention planning. 
C)  program development. 
D)  implementation preparations.

Question 11

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

Accepted Answer

A)  perceptions. 
B)  enablers. 
C)  nurturers. 
D)  persons.

Question 12

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

Accepted Answer

A)  The model is too comprehensive to be implemented in its totality in all situations. 
B)  Health promotion and education programs are often done on a limited basis, and these programs often do not account for changes in health outcomes; thus, outcome evaluation is often not possible. 
C)  The model is based on predisposing, reinforcing, and enabling theory, which is difficult to test. 
D)  Comparative studies of this model in comparison with other models have not been done.

Question 13

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

Accepted Answer

A)  flexibility and scalability. 
B)  evidence-based process and evaluability. 
C)  effective top-down planning. 
D)  process for appropriate adaptation of evidence-based best practices.

Question 14

The second phase of the PATCH model is:

Accepted Answer

A)  mobilizing the community. 
B)  choosing health priorities. 
C)  collecting and organizing data. 
D)  developing a comprehensive intervention plan.

Question 15

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

Accepted Answer

A) True 
 B)False

Question 16

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

Accepted Answer

A) True 
 B)False

Question 17

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

Accepted Answer

A) True 
 B)False

Question 18

The second step in model for health education planning is:

Accepted Answer

A)  program initiation. 
B)  goal setting. 
C)  needs assessment. 
D)  planning.

Question 19

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

Accepted Answer

A)  Sullivan. 
B)  Green. 
C)  Kreuter. 
D)  the CDC.

Question 20

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

Accepted Answer

A) True 
 B)False

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:

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.