PRECEDE-PROCEED

MODEL

https://www.ruralhealthinfo.org/toolkits/health-promotion/2/program-models/pr
ecede-proceed
 THE PRECEDE-PROCEED MODEL

▶ The model is a comprehensive structure for assessing health

needs for designing, implementing, and evaluating health
promotion and other public health programs to meet those
needs.

▶ PRECEDE provides the structure for planning a targeted and

focused public health program.

▶ PROCEED provides the structure for implementing and

evaluating the public health program.
PRECEDE stands for Predisposing, Reinforcing, and Enabling
Constructs in Educational Diagnosis and Evaluation.
It involves assessing the following community factors:
Social assessment: Determine the social problems and needs of a
given population and identify desired results.
Epidemiological assessment: Identify the health determinants
of the identified problems and set priorities and goals.

Ecological assessment: Analyze behavioral and environmental

determinants that predispose, reinforce, and enable the behaviors
and lifestyles are identified.
Identify administrative and policy factors that influence
implementation and match appropriate interventions that
encourage desired and expected changes.
Implementation of interventions.
PROCEED STANDS FOR POLICY, REGULATORY, AND
ORGANIZATIONAL CONSTRUCTS IN EDUCATIONAL AND
ENVIRONMENTAL DEVELOPMENT.
It involves the identification of desired outcomes and program implementation:

Implementation: Design intervention, assess availability

of resources, and implement program.
Process Evaluation: Determine if program is reaching
the targeted population and achieving desired goals.
Impact Evaluation: Evaluate the change in behavior.
Outcome Evaluation: Identify if there is a decrease in
the incidence or prevalence of the identified
negative behavior or an increase in identified positive
behavior.
FIGURE 1. GENERIC REPRESENTATION OF THE PRECEDE-PROCEED MODEL. FROM L. GREEN AND M. KREUTER. (2005). HEALTH PROMOTION
PLANNING: AN EDUCATIONAL AND ECOLOGICAL APPROACH (4 TH ED.). MOUNTAIN VIEW , CA : MAYFIELD PUBLISHERS.
 QUALITY OF LIFE

▶ "an individual's perception of their position in

life in the context of the culture and value
systems in which they live and in relation to
their goals, expectations, standards and
concerns".

World Health Organization. Archived from the

original on 15 May 2020. Retrieved 22 May 2020.
 QUALITY OF LIFE

▶ Standard indicators of QOL include wealth, employment, the

environment, physical and mental health, education, recreation
and leisure time, social belonging, religious beliefs, safety, security
and freedom.[2][3][4]
▶ QOL has a wide range of contexts, including the fields of
international development, healthcare, politics and employment.
▶ Health related QOL (HRQOL) is an evaluation of QOL and
its relationship with health.[5]

https://en.wikipedia.org/wiki/Quality_of_life
PREDISPOSING FACTORS
Predisposing factors include:

▶ knowledge,
▶ attitudes,
▶ beliefs,
▶ personal preferences,
▶ existing skills,
▶ self-efficacy towards the desired behavior
change.
https://en.wikipedia.org/wiki/PRECEDE%E2%80%93PROCEED_model#:~:text=Predisposing%
20factors%20include%20knowledge%2C%20attitudes,rewards%2C%20and%20changing%2
0social%20norms.
REINFORCING FACTORS

▶ Reinforcing factors include factors that reward or

reinforce the desired behavior change, including
social support, economic rewards, and changing
social norms.

https://en.wikipedia.org/wiki/PRECEDE%E2%80%93PROCEED_model#:~:text=Predisposing%
20factors%20include%20knowledge%2C%20attitudes,rewards%2C%20and%20changing%2
0social%20norms.
ENABLING FACTORS

▶ Enabling factors are skills or physical factors such as

availability and accessibility of resources, or services that
facilitate achievement of motivation to change
behavior.[1][5][7][8]

https://en.wikipedia.org/wiki/PRECEDE%E2%80%93PROCEED_model#:~:text=Predisposing%
20factors%20include%20knowledge%2C%20attitudes,rewards%2C%20and%20changing%2
0social%20norms.
 EDUCATIONAL STRATEGIES

Actions performed by students on their own or under the guidance of

a teacher and aimed at the transfer or acquisition of knowledge, as
well as the formation of relevant skills.
https://www.igi-global.com/dictionary/modern-educational-strategies-for-the-training-of-philologists-in-higher-educatio
n/83591

A set of educational strategies to encourage specific dietary choices

and behaviors in order to improve health and reduce the risk of
diet-related diseases.
https://www.sciencedirect.com/science/article/pii/B9780123786128000421

ทําอยางไร ใหคนรู ตระหนัก เขาใจ (และ ทําได )

อยางมีประสิทธิภาพ และยั่งยืน
EDUCATIONAL STRATEGIES: EXAMPLES
PRECEDE-PROCEED MODEL: STRENGTHS

▶ PPM provides a template for the process of conceiving,

planning, implementing, and evaluating a community
intervention.
▶ PPM is structured as a participatory model, to incorporate the
ideas and help of the community, providing more, and more
accurate, information about the issues in question, and with a
better understanding of their history and context in the
community.
▶ Community involvement is also a means of building
community ownership of the intervention, leading to more
community support and a greater chance of success.
PRECEDE-PROCEED MODEL: STRENGTHS

▶ PPM considers the ways in which administrative and policy

guidelines can limit or shape an intervention, an area of
planning too often ignored.
▶ PPM incorporates evaluation of the process, the intervention
itself, and the final outcome. That allows the intervention to be
monitored and adjusted to respond to community needs and
changes in the situation, and checks that its accomplishments
actually lead to the projected goal.
▶ Although PPM sets out a strict process, it says much less about
content, leaving rooms for adapting intervention’s design and
methods to the situation, the needs of the community, etc.
PRECEDE-PROCEED MODEL: LIMITATIONS
Implementation considerations when determining whether to use
PRECEDE-PROCEED as a model for health promotion or disease prevention
programs;

▶ It is important to consider whether all parts of the model are

appropriate for the program and the resources available to
support implementation.

▶ It is also important to remember that components of the

plan may be adapted over time, as needed.
PRECEDE-PROCEED MODEL: LIMITATIONS

▶ It can be time-consuming and resource-intensive: Requires a

significant investment of time and resources, in terms of data
collection and analysis, and in developing and implementing
interventions. This can be a barrier for some organizations or
communities.
▶ The model is a general framework, and it can be difficult to adapt
to the specific needs of different settings. This can lead to problems
with implementation and evaluation.
▶ It is not always clear how to measure the effectiveness of
interventions. The model does not provide specific guidance on
how to measure the effectiveness of interventions. This can make it
difficult to determine whether or not an intervention has been
successful.
PRECEDE-PROCEED MODEL: LIMITATIONS
▶ The model identifies a wide range of factors that can influence
health behavior. It is not always clear how to prioritize these factors
for intervention. This can make it difficult to develop effective
interventions.
▶ The model does not take into account the role of individual
differences. The model assumes that all individuals will respond to
interventions in the same way. This is not always the case. Individual
differences, such as personality, beliefs, and values, can influence
how individuals respond to interventions.
▶ The model is not always suitable for all types of health promotion
programs. The model is a comprehensive model that can be used
to plan and evaluate a wide range of health promotion programs.
The model may be too complex for small-scale or short-term
programs.