PHE 423 Evaluation Methods in Public Health Project
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
PHE 423 Evaluation Methods in Public Health Project
PHE 423, Evaluation, Methods, Public, Health, Project
Module One Short Essay
I chose to focus my studies on the Racial and Ethnic Applications to Community Health (REACH) Program. This program on the CDC website is located under the Division of Nutrition, Physical Activity, and Obesity tab. Equality in all facets concerning race and ethnicity is fundamental within public health.
As a Human Resources Lead, equality in the realm of ethnicity and race. Others can easily propound it negatively and positively. Furthermore, I will be viewing Dekalb County, Georgia, researching their Community Health Involvement Plan (CHIP) that corresponds with the REACH program. The logic model of my program is:
- Input: Program sponsored by CDC
- Activities: Plan, implement, and evaluate
- Outputs: oversee those activities are running as planned
- Outcomes: Guarantee that African Americans and Hispanics are benefitting from the program
- Impacts: Ensuring the steps above are making a positive and influential effect
The CHIP emphasizes Literacy, Economic Development, and Healthy Environments (Georgia Department of Public Health: North Central Health District, 2020). Every person who resides in Dekalb County, Georgia, is included in the target population concentrated through equity, respect, and service.
Dekalb county addresses service as working to meet the requirements of the county. Equity is handled by wanting a high level of health for all citizens. Respect is focused on making sure that all citizens know that their opinion matters. The LEAD DeKalb initiative of the DeKalb County Board of Health is improving the health of African Americans by increasing access to healthier foods at community venues through mobile markets and improved voucher incentive programs;
establishing lactation support services; establishing new or improved pedestrian and bicycle transportation systems; connecting the priority population to appropriate and locally available health programs; expanding the use of health professionals to increase referrals (CDC, n.d.).
While researching this program, I hope to establish that health disparities can and will be foregone with the proper funding. The audience I would like to target is the CDC governmental representatives and board members. The main objective for conducting this evaluation will be to define if there is an actual disparity and if the program is working to correct them.
The importance of ending health gaps state by the CDC, “A core principle of public health is that every person should be able to reach their full health potential. CDC seeks to remove barriers to health caused by race or ethnicity, education, income, location, or other social factors” (CDC, n.d.).
References
Centers for Disease Control and Prevention. (2021, July 8). REACH 2018 recipients. Centers for Disease Control and Prevention. https://www.cdc.gov/nccdphp/dnpao/state-local-programs/reach/current_programs/recipients.html.
Home. North Central Health District. (2021, September 2). https://northcentralhealthdistrict.org/.
Evaluation Questions: Specify 3–5 Evaluation Questions That Will Be the Focus of Your Program Evaluation Plan
The multiple questions focused upon in our program evaluation plan are pretty exciting and very important. The first and foremost question that will be explored and focused upon in this program evaluation plan is, do the people of color that make up the 45% of the population present in the district know about the CDC health guidelines for prevention and control of the spread of the COVID-19 disease (CDC 2021).
The second question under focus is assessing and determining the level of awareness present in the community and linking it with the program`s stage of development in the community. If there is less awareness, the program needs to start from the basics, and awareness needs to be provided from the fundamental level. However, suppose it is determined that a good part of the population has gained understanding regarding the matter. In that case, the later program stages of development can be said to be worked upon.
While the third and the last question that will be stressed upon in this program evaluation plan is whether all the resources required to successfully conduct the program will be available in the community or not. The various constraints like the language barriers, cultural barriers, and other health and technology-related barriers that can cause limitations in the progress, or the development and the implementation of the program will also be determined and evaluated.
The access the people have to the media and technology, how these members of the community can be reached out too, and the availability of the finances will also be focused upon in this paper as it will help in answering the question regarding the hurdles or constraints that are present (Samantha, 2020).
References:
CDC. (2021, March 1). Public health guidance for community-related exposure. Centers for Disease Control and Prevention. Retrieved September 12, 2021, from https://www.cdc.gov/coronavirus/2019-ncov/php/public-health-recommendations.html.
Nambi Ndugga and Samantha Artiga May 11. (2021, May 12). Disparities in health and health CARE: 5 key questions and answers. KFF. Retrieved September 12, 2021, from https://www.kff.org/racial-equity-and-health-policy/issue-brief/disparities-in-health-and-health-care-5-key-question-and-answers/.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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