{"product_id":"evaluation-and-measurement-in-health-promotion-isbn-9781119908661","title":"Evaluation and Measurement in Health Promotion","description":"\u003cp\u003e\u003cb\u003eA thorough and accessible introduction to data collection, analysis, and reporting for the health promotion field\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eEvaluation and Measurement in Health Promotion \u003c\/i\u003eguides current and future health promotors in becoming experimenting practitioners who take a data-driven approach to decision making. Through this model, professionals can create innovative health programs rooted in measured fact. Such programs must be continuously evaluated and improved upon, and this book covers both the measurement and evaluation stages. The result is a comprehensive model that takes a rigorous approach to the health promotion process, its concrete impact in the world, and the evaluation of its outcomes. Topics covered include: evaluation planning; measurement\/instrument development; reliability\/validity assessment; evaluation design; approaches to qualitative evaluation; data analysis\/interpretation and report writing.\u003c\/p\u003e \u003cp\u003eHealth promotion is essential to improve community health and prevent disease. In the field of health promotion, we empower individuals and communities to prevent health problems and pursue quality of life by addressing behavioral and social determinants of health. For those looking for a framework to approach the goals of health promotion—including those taking the CHES, MCHES, or CPH exams—this straightforward book is a valuable resource.\u003c\/p\u003e \u003cul\u003e \u003cli\u003eGet an introduction to the field of health promotion and the process of evaluating health promotion programs\u003c\/li\u003e \u003cli\u003eDevelop rigorous instruments for measuring various types of outcomes in health promotion programs\u003c\/li\u003e \u003cli\u003eAssess the reliability and validity of evaluation instruments, and address measurement errors\u003c\/li\u003e \u003cli\u003eConduct quantitative analysis and qualitative data analysis, and write effective research reports\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eThis book includes tools to help both instructors and learners, including succinct chapter introductions and summaries, practical skill-building activities, fascinating real-life case studies, a glossary, review questions, web exercises, and instructor resources.\u003c\/p\u003e \u003cp\u003ePreface xiii\u003c\/p\u003e \u003cp\u003eInstructor Resources xv\u003c\/p\u003e \u003cp\u003eAcknowledgments xvii\u003c\/p\u003e \u003cp\u003eAbout the Authors xix\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 1 INTRODUCTION TO EVALUATION IN HEALTH EDUCATION AND HEALTH PROMOTION 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eKey Concepts 1\u003c\/p\u003e \u003cp\u003eChapter Objectives 1\u003c\/p\u003e \u003cp\u003eThe Field of Health Education and Health Promotion 1\u003c\/p\u003e \u003cp\u003eDefining Evaluation 3\u003c\/p\u003e \u003cp\u003eEvaluation Competencies for Health Educators 4\u003c\/p\u003e \u003cp\u003eHistorical Milestones in the Evaluation of Health Education and Health Promotion 10\u003c\/p\u003e \u003cp\u003eFOCUS FEATURE 1.1 Hypothetical Account of a Health Educator's Evaluation Responsibilities 10\u003c\/p\u003e \u003cp\u003eBasic Terms in Evaluation 16\u003c\/p\u003e \u003cp\u003eSkill-Building Activity 19\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 2 PLANNING EVALUATIONS FOR HEALTH EDUCATION AND HEALTH PROMOTION PROGRAMS 25\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eKey Concepts 25\u003c\/p\u003e \u003cp\u003eChapter Objectives 25\u003c\/p\u003e \u003cp\u003eEvaluation and Continuous Health Program Improvement 25\u003c\/p\u003e \u003cp\u003eLogic Model for Health Education and Health Promotion Programs 26\u003c\/p\u003e \u003cp\u003eLogic Model and Comprehensive Evaluation 29\u003c\/p\u003e \u003cp\u003eHealth Program Planning and Evaluation: Integration 30\u003c\/p\u003e \u003cp\u003ePolitical Climate and Evaluation 32\u003c\/p\u003e \u003cp\u003ePolitical Climate and Program Stakeholders 32\u003c\/p\u003e \u003cp\u003eBalance Between Evaluation Rigor and Utilization 35\u003c\/p\u003e \u003cp\u003eConducting a Utilization-Focused Evaluation 36\u003c\/p\u003e \u003cp\u003eConducting a Rigorous Evaluation 36\u003c\/p\u003e \u003cp\u003eFOCUS FEATURE 2.1 Planning a Health Education\/Promotion Program Evaluation 38\u003c\/p\u003e \u003cp\u003eCritical Issues for an Evaluation Project 39\u003c\/p\u003e \u003cp\u003eSkill-Building Activity 39\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 3 BASICS OF MEASUREMENT 45\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eKey Concepts 45\u003c\/p\u003e \u003cp\u003eChapter Objectives 45\u003c\/p\u003e \u003cp\u003eDefinition of Measurement 45\u003c\/p\u003e \u003cp\u003eScales or Levels of Measurement 46\u003c\/p\u003e \u003cp\u003eConceptual Paradigm of Measurement 48\u003c\/p\u003e \u003cp\u003eTypes of Variables in Health Education and Health Promotion 51\u003c\/p\u003e \u003cp\u003eFOCUS FEATURE 3.1 Example of a Scale Measuring Knowledge 52\u003c\/p\u003e \u003cp\u003eFOCUS FEATURE 3.2 Example of a Scale Measuring Attitudes 54\u003c\/p\u003e \u003cp\u003eSkill-Building Activity 59\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 4 STEPS IN INSTRUMENT DEVELOPMENT 63\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eKey Concepts 63\u003c\/p\u003e \u003cp\u003eChapter Objectives 63\u003c\/p\u003e \u003cp\u003eBasic Principles of Instrument Development 63\u003c\/p\u003e \u003cp\u003eFOCUS FEATURE 4.1 Example of a Theory-Based Scale 71\u003c\/p\u003e \u003cp\u003eGeneral Principles of Writing Items 78\u003c\/p\u003e \u003cp\u003eTypes of Instruments Measuring Knowledge 78\u003c\/p\u003e \u003cp\u003eTypes of Instruments Measuring Attitudes 81\u003c\/p\u003e \u003cp\u003eFOCUS FEATURE 4.2 Rosenberg Self-Esteem Scale 82\u003c\/p\u003e \u003cp\u003eTypes of Instruments Measuring Health Behavior 85\u003c\/p\u003e \u003cp\u003ePhysiological and Biomedical Instruments: Outcomes of Behavior 88\u003c\/p\u003e \u003cp\u003eSkill-Building Activity 89\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 5 RELIABILITY ASSESSMENT 93\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eKey Concepts 93\u003c\/p\u003e \u003cp\u003eChapter Objectives 93\u003c\/p\u003e \u003cp\u003eDefinition of Reliability 93\u003c\/p\u003e \u003cp\u003eTypes of Reliability 96\u003c\/p\u003e \u003cp\u003eFOCUS FEATURE 5.1 Using IBM-SPSS to Calculate Reliability Statistics 101\u003c\/p\u003e \u003cp\u003eTips to Increase the Reliability of an Instrument 102\u003c\/p\u003e \u003cp\u003eSkill-Building Activity 102\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 6 VALIDITY ASSESSMENT 107\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eKey Concepts 107\u003c\/p\u003e \u003cp\u003eChapter Objectives 107\u003c\/p\u003e \u003cp\u003eDefinition of Validity 107\u003c\/p\u003e \u003cp\u003eTypes of Validity 108\u003c\/p\u003e \u003cp\u003eAssessing Face and Content Validity 108\u003c\/p\u003e \u003cp\u003eFOCUS FEATURE 6.1 Form Letter to Panel of Experts for\u003c\/p\u003e \u003cp\u003eFace and Content Validation 110\u003c\/p\u003e \u003cp\u003eConstruct Validity and Factor Analysis 111\u003c\/p\u003e \u003cp\u003eCriterion Validity 115\u003c\/p\u003e \u003cp\u003eFOCUS FEATURE 6.2 Using IBM-SPSS\u003c\/p\u003e \u003cp\u003efor Confirmatory Factor Analysis 116\u003c\/p\u003e \u003cp\u003eFOCUS FEATURE 6.3 Case Study of Confirmatory Factor Analysis 116\u003c\/p\u003e \u003cp\u003eSkill-Building Activity 121\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 7 MEASUREMENT ERRORS 127\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eKey Concepts 127\u003c\/p\u003e \u003cp\u003eChapter Objectives 127\u003c\/p\u003e \u003cp\u003eDefinition of Measurement Error 127\u003c\/p\u003e \u003cp\u003eClassification of Measurement Errors 129\u003c\/p\u003e \u003cp\u003eFOCUS FEATURE 7.1 Strategies to Minimize Errors in Self-Report Instruments 136\u003c\/p\u003e \u003cp\u003eFOCUS FEATURE 7.2 Strategies to Minimize Errors in Interviews 137\u003c\/p\u003e \u003cp\u003eFOCUS FEATURE 7.3 Strategies to Minimize Errors in Observations 138\u003c\/p\u003e \u003cp\u003eSkill-Building Activity 138\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 8 PROCESS EVALUATION 143\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eKey Concepts 143\u003c\/p\u003e \u003cp\u003eChapter Objectives 143\u003c\/p\u003e \u003cp\u003eDefining Process Evaluation 144\u003c\/p\u003e \u003cp\u003eTargets of Process Evaluation 144\u003c\/p\u003e \u003cp\u003eImplementation Fidelity 148\u003c\/p\u003e \u003cp\u003eFOCUS FEATURE 8.1 Example of Implementation Fidelity Assessment 149\u003c\/p\u003e \u003cp\u003eProcess Evaluation: Foundational to Impact and Outcome Evaluation 151\u003c\/p\u003e \u003cp\u003ePragmatic Planning for a Process Evaluation 152\u003c\/p\u003e \u003cp\u003eFormative Evaluation 152\u003c\/p\u003e \u003cp\u003eSkill-Building Activity 155\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 9 DESIGNS FOR QUANTITATIVE EVALUATION 159\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eKey Concepts 159\u003c\/p\u003e \u003cp\u003eChapter Objectives 159\u003c\/p\u003e \u003cp\u003eQuestions in Evaluation 159\u003c\/p\u003e \u003cp\u003eEvaluation Design 160\u003c\/p\u003e \u003cp\u003eComponents of a Testable Hypothesis 162\u003c\/p\u003e \u003cp\u003eInternal Validity 162\u003c\/p\u003e \u003cp\u003eExternal Validity 165\u003c\/p\u003e \u003cp\u003eEvaluation Design Notation 169\u003c\/p\u003e \u003cp\u003eTypes of Designs in Health Promotion and Education 169\u003c\/p\u003e \u003cp\u003eBarriers to Randomization 171\u003c\/p\u003e \u003cp\u003eFOCUS FEATURE 9.1 Considerations in Choosing a Design 172\u003c\/p\u003e \u003cp\u003eSkill-Building Activity 173\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 10 APPROACHES TO QUALITATIVE EVALUATION 177\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eKey Concepts 177\u003c\/p\u003e \u003cp\u003eChapter Objectives 177\u003c\/p\u003e \u003cp\u003eIntroduction to Qualitative Evaluation and Research 177\u003c\/p\u003e \u003cp\u003eQuantitative versus Qualitative Evaluation 179\u003c\/p\u003e \u003cp\u003eEmpowerment Evaluation 180\u003c\/p\u003e \u003cp\u003eIlluminative Evaluation 183\u003c\/p\u003e \u003cp\u003eParticipatory Evaluation 184\u003c\/p\u003e \u003cp\u003eFOCUS FEATURE 10.1 Case Study of Participatory Evaluation in Vietnam 186\u003c\/p\u003e \u003cp\u003eCIPP Model of Evaluation 193\u003c\/p\u003e \u003cp\u003eUtilization-Focused Evaluation 194\u003c\/p\u003e \u003cp\u003eGoal-Free Evaluation 194\u003c\/p\u003e \u003cp\u003eQualitative Data Analysis and Interpretation 195\u003c\/p\u003e \u003cp\u003eSkill-Building Activity 197\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 11 SAMPLING 203\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eKey Concepts 203\u003c\/p\u003e \u003cp\u003eChapter Objectives 203\u003c\/p\u003e \u003cp\u003eWhat Is a Sample? 203\u003c\/p\u003e \u003cp\u003eProbability Sampling 204\u003c\/p\u003e \u003cp\u003eBarriers to Probability Samples in Health Program Evaluations 206\u003c\/p\u003e \u003cp\u003eNonprobability Samples 207\u003c\/p\u003e \u003cp\u003eSample Size: How Many Participants Are Needed for the Evaluation? 208\u003c\/p\u003e \u003cp\u003eResponse Rates 211\u003c\/p\u003e \u003cp\u003eFOCUS FEATURE 11.1 Calculating Sample Size Using G*Power 212\u003c\/p\u003e \u003cp\u003eGeneralizing Evaluation Results 213\u003c\/p\u003e \u003cp\u003eDescribing the Evaluation Sample and Population 214\u003c\/p\u003e \u003cp\u003eSkill-Building Activity 214\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 12 QUANTITATIVE DATA ANALYSIS 219\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eKey Concepts 219\u003c\/p\u003e \u003cp\u003eChapter Objectives 219\u003c\/p\u003e \u003cp\u003eIntroduction 219\u003c\/p\u003e \u003cp\u003eData Management 220\u003c\/p\u003e \u003cp\u003eData Cleaning 221\u003c\/p\u003e \u003cp\u003eDescribing the Sample 223\u003c\/p\u003e \u003cp\u003eData Analysis: Descriptive Methods 224\u003c\/p\u003e \u003cp\u003eFrequency Distributions 227\u003c\/p\u003e \u003cp\u003eMeasures of Central Tendency 227\u003c\/p\u003e \u003cp\u003eMeasures of Variability 228\u003c\/p\u003e \u003cp\u003eGraphing Data 229\u003c\/p\u003e \u003cp\u003eStatistical Inference 232\u003c\/p\u003e \u003cp\u003eHypothesis Testing 232\u003c\/p\u003e \u003cp\u003eStatistical Tests used in Health Evaluations 234\u003c\/p\u003e \u003cp\u003eFOCUS FEATURE 12.1 Using IBM-SPSS for a Paired t-Test 238\u003c\/p\u003e \u003cp\u003eFOCUS FEATURE 12.2 Using IBM-SPSS for Repeated Measures ANOVA 238\u003c\/p\u003e \u003cp\u003eUsing Effect Sizes to Communicate Evaluation Results 239\u003c\/p\u003e \u003cp\u003eSkill-Building Activity 241\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 13 DATA INTERPRETATION AND REPORT WRITING 247\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eKey Concepts 247\u003c\/p\u003e \u003cp\u003eChapter Objectives 247\u003c\/p\u003e \u003cp\u003eIntroduction 247\u003c\/p\u003e \u003cp\u003eInterpretation of Evaluation Results: Conceptual Tools 248\u003c\/p\u003e \u003cp\u003eStatistical Significance and Practical Importance 248\u003c\/p\u003e \u003cp\u003ePotential Failures in Interpretation 251\u003c\/p\u003e \u003cp\u003eEvaluation Standards: How Much Is Enough? 256\u003c\/p\u003e \u003cp\u003eEffectively Communicating Statistical Results 258\u003c\/p\u003e \u003cp\u003eEvaluation Report Writing 259\u003c\/p\u003e \u003cp\u003eSections of the Evaluation Report 260\u003c\/p\u003e \u003cp\u003eFOCUS FEATURE 13.1 Example of an Evaluation Report in\u003c\/p\u003e \u003cp\u003eHealth Education 269\u003c\/p\u003e \u003cp\u003eSummary 280\u003c\/p\u003e \u003cp\u003eReview Question 281\u003c\/p\u003e \u003cp\u003eWebsites to Explore 281\u003c\/p\u003e \u003cp\u003eReferences 282\u003c\/p\u003e \u003cp\u003eGlossary 285\u003c\/p\u003e \u003cp\u003eIndex 303\u003c\/p\u003e \u003cp\u003e\u003cb\u003eManoj Sharma, MBBS, PhD, MCHES,\u003c\/b\u003e is a tenured Full Professor \u0026amp; Chair of the Social \u0026amp; Behavioral Health Department at the University of Nevada, Las Vegas in the School of Public Health and an Adjunct Professor in the Department of Internal Medicine at the Kirk Kerkorian School of Medicine at UNLV.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eR. Lingyak Petosa, PhD, FAAHB,\u003c\/b\u003e is a professor of health promotion at The Ohio State University, Columbus, Ohio\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eCreate effective professional practices with data-driven decision making\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eHealth always has a behavioral component. Quality of life, medical care costs, chronic and communicable disease–all of these issues can be significantly improved by addressing behavioral and social factors. Such is the important goal of the health promotion field. \u003ci\u003eEvaluation and Measurement in Health Promotion\u003c\/i\u003e is a unique text that empowers learners to conduct research, design health promotion programs, and evaluate outcomes, all in the service of improving community health and preventing disease. \u003c\/p\u003e\u003cp\u003eWith this book, you’ll develop a foundation of knowledge in psychometric, statistical, political, managerial, and public health skills needed to measure and evaluate health promotion (and health education) programs. Written by authors with years of hands-on experience at local, regional, national, and international levels, this is a valuable resource for students and practitioners. Coverage includes: \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ePlanning health promotion evaluations\u003c\/li\u003e \u003cli\u003eDeveloping and employing measurement instruments\u003c\/li\u003e \u003cli\u003eAssessing the reliability and validity of instruments and findings\u003c\/li\u003e \u003cli\u003eDesigning quantitative and qualitative evaluations\u003c\/li\u003e \u003cli\u003eInterpreting and analyzing data\u003c\/li\u003e \u003cli\u003eEvaluating processes, impacts, and outcomes\u003c\/li\u003e \u003cli\u003eWriting reports\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003eThis book is especially valuable for those taking the CHES\u003csup\u003e®\u003c\/sup\u003e, MCHES\u003csup\u003e®\u003c\/sup\u003e, or CPH exams, as the competencies tested in these exams are covered inside. Straightforward language and pedagogical features enhance conceptual understanding, and instructor resources are available to foster classroom use.\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47989172994277,"sku":"NP9781119908661","price":78.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119908661.jpg?v=1761783085","url":"https:\/\/k12savings.com\/es\/products\/evaluation-and-measurement-in-health-promotion-isbn-9781119908661","provider":"K12savings","version":"1.0","type":"link"}