Needs Assessment and

Planning

By Richard T. Patton
The Planning Process

 Needs assessment
 Goals and Objectives
 Planning the Program
 Program Development
 Implementation
 Evaluation
Planning Models
 PRECEDE-PROCEED
(predisposing, reinforcing, enabling,
causes, in educational, diagnosis,
evaluation)
(policy, regulatory, organizational
constraints in educational &
environmental development)
 PATCH
PRECEDE-PROCEED

 Social diagnosis
 Epidemiological diagnosis
 Behavioral and environmental diagnosis
 Educational and organizational diagnosis
 Administrative and policy diagnosis
 Implementation
 Evaluation
PRECEDE-PROCEED
 PHASE 1. Social Diagnosis

Essentially concerned with data gathering and

a review of existing information on the
health of a specific population

 PHASE 2. Epidemiological Diagnosis

Analyzes the problems identified during the

social diagnosis and separates them into health
and environmental concerns
PRECEDE-PROCEED
 PHASE 3. Behavioral diagnosis

 PHASE 4. Environmental diagnosis

Causes for the identified problems are

sought and a set of behavioral
objectives developed
 PRECEDE-PROCEED
 PHASE 5. Educational Diagnosis

Seeks to identify the behaviors that are causing the

health problems in the first place, which include
Predisposing, Reinforcing and Enabling and
intervening factors.

Decision on type of program that will be planned.

i.e. structured classes, mass media
 PRECEDE-PROCEED
 PHASE 6. Program Implementation

When the methods and strategies are put into action

 PHASE 7. Process Evaluation

A review and assessment of program components

before and during implementation
 PRECEDE-PROCEED
 PHASE 8. Impact Evaluation

Assesses the changes in the knowledge and

Behaviors that occurred in the participants as a
result of the Intervention

 PHASE 9. Outcome Evaluation

Identifying the changes in the health status of the

Participating group
 Phase 5 Phase 4 Phase 3 Phase 2 Phase 1
Administrativ Educational & Behavioral & Epidemiological Social
e & Policy Organizational Environmental Diagnosis Diagnosis
Diagnosis Diagnosis Diagnosis

Predisposin

Precede-Proceed
g Factors
HEALTH
PROMOTION
Behavior
&
Health
Lifestyle
Education
Reinforcing Quality of
Factors Health Life

Policy Environment
Regulation
Organization
Enabling
Factors

Phase 6 Phase 7 Phase 8 Phase 9

Implementation Process Impact Outcome
Evaluation Evaluation Evaluation
 Phase 5 Phase 4 Phase 3 Phase 2 Phase 1
Administrativ Educational & Behavioral & Epidemiological Social
e & Policy Organizational Environmental Diagnosis Diagnosis
Diagnosis Diagnosis Diagnosis

Predisposing PROGRAM
HEALTH
Factors
PLANNING
PROMOTION
Behavior
&
Health Lifestyle
Education
Reinforcing Quality of
Factors Health Life

Policy Environment
Regulation
Organization
Enabling

Precede-Proceed
Factors

Phase 6 Phase 7 Phase 8 Phase 9

Implementation Process Impact Outcome
Evaluation Evaluation Evaluation
 Phase 5 Phase 4 Phase 3 Phase 2 Phase 1
Administrativ Educational & Behavioral & Epidemiological Social
e & Policy Organizational Environmental Diagnosis Diagnosis
Diagnosis Diagnosis Diagnosis

Predisposin

HEALTH
g Factors
Precede-Proceed
PROMOTION
Behavior
&
Health
Lifestyle
Education
Reinforcing Quality of
Factors Health Life

Policy Environment
Regulation
Organization
Enabling
Factors PROGRAM
IMPLEMENTATIO
Phase 6 Phase 7
N
Phase 8 Phase 9
Implementation Process Impact Outcome
Evaluation Evaluation Evaluation
PATCH

Planned
Approach
To
Community
Health
Patch
 This general strategy had been used
primarily to help with disease
detection, pollution control, and other
such problems within the physical
environment. It is an approach to
community assessment and program
planning developed by the CDC.
Needs Assessment
 Health, Educational, Resource Needs
 Sources of Information
* Prior research studies, existing
records
*Target population
*Field professionals and staff
*Observations
*Surveys
Need Categories
 To distinguish between health needs,
problems in health status such as
disease, mortality, disability, and so
on, and things that need to be
changed in order to alleviate these
problems, commonly termed
educational needs and resource
needs.
 Forums and Group
Discussions
 Nominal group process
 Focus group technique, these groups are
organized in much the same way as in the
nominal group discussion but the members are
encouraged to comment freely
 The community forum, although most
commonly used by town councils, school
boards, and other govt agencies, can also be
useful to those planning health promotion
programs
Observation

 A great deal can be learned

about the educational needs of
a population by observing it.
Surveys
 In contrast to the rather
cumbersome and expensive
process of bringing representatives
in meeting, survey techniques can
generally search more widely with
less expense
 Steps in Designing and
Completing a Survey
1. Determine the OBJECTIVES

2. Define the POPULATION

3. Determine the SPECIFIC DATA and

the methods of measurement
 Steps a Survey
4. Chose the SAMPLING UNIT AND SIZE

5. Determine the METHOD of contacting the

individuals/collecting the data
Interviews
Mailed questionnaires
Telephone

Plan methods to reduce non-response rates

 Steps a Survey
6. CONSTRUCT THE QUESTIONNAIRE to
obtain the desired information-using validated
items

7. COLLECT the data

8. Process and ANALYZE the data

9 REPORT the results

 Goals and Objectives
Goals = Where do you want to go?
Objectives = How you are going to
get there?

You have to be very careful if

you don’t know where you are going because
you might not get there
Yogi Berra
Program Goals
 A properly stated program goal
is a single statement that
clearly describes what the
program is designed to
accomplish.
Social diagnosis
 Health Objectives
 A series of more specific and
accountable statements,
commonly termed health
objectives, describe how
health status is to be improved

Epidemiological Diagnosis
 Behavior Objectives
 Behavior objectives describe the
actual things the program will
encourage people in the target
population to do or not do
These behavior objectives provide guidance for the
formulation of learning objectives describing the
knowledge, attitude, or the skill developmental
changes the program will seek to put into effect as a
means of encouraging favorable changes in behavior

Behavioral diagnosis
Environmental diagnosis
Learning Objectives
 Learning Objectives are what the
target population needs to know or do
to, or it is what they must think or
believe about the behavior they are
being encouraged to adopt.
Strategies

 The selection of a basic strategy

for the achievement of all or a
portion of the program objectives
represent the first operational
decision for the implementation of
the program
 Learning Activities
 First -specific content must be selected

 Second -the learning activities must be

planned in an effort to address the
learning objectives and produce the best
possible involvement of the learners with
the subject matter
Educational Diagnosis
Implementing the
Program

 The great variations in size, scope

and specific objectives of health
education programs produce
parallel variations in the steps
needed to get them off the
drawing board and into action