• How could you apply the model you selected (THE MAPP MODEL) to develop a culturally-competent intervention program that would reduce the incidence of a Healthy People assigned focus area? (CIRRHOSIS OF THE LIVER)
Explain how some of the constructs (components) of the model would be considered in your program design.
What are some of the strengths and weakness of the planning model you selected?
• Do you think the model you chose is the best model (from others mentioned in the readings or in the literature -The PRECEDE-PROCEED model
The Intervention Mapping mode) to use for addressing this Healthy People assigned focus area? (CIRRHOSIS OF THE LIVER)
Why or why not?
• Video: Laureate Education, Inc. (Executive Producer). (2009). Behavioral and cultural issues in health care: Translating theories and research into practice. Baltimore, MD: Author.
Note: The approximate length of this media piece is 16 minutes.
In this media, Dr. Angela Mickalide and Dr. Leonard Jack describe how theories are translated into practice when developing, planning, and evaluating intervention programs. Then Dr. Joseph Betancourt provides tips useful for practitioners when communicating with patients from different cultures and situations. Dr. Lawrence Green concludes the video with an exploration about how research translates into practice.
• Course Text: Social and Behavioral Foundations of Public Health
o Chapter 13, “Planning Health Promotion and Disease Prevention Programs”
o This chapter focuses on the models often used to guide the development intervention programs. It also explores the various settings where health promotion and disease prevention programs are implemented.
o Chapter 14, “Community-Based Approaches to Health Promotion”
o There are a variety of community-based intervention programs throughout the country. Some people believe that community-level interventions have the greatest potential for challenging health disparities. This chapter discusses the benefits and challenges of creating health promotion programs.
• Article: Hussain-Gambles, M. (2003). Ethnic minority underrepresentation in clinical trials: Whose responsibility is it anyway? Journal of Health Organization and Management, 17(2), 138–143. Retrieved from http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?did=454006411&sid=10&Fmt=3&clientId=70192&RQT=309&VName=PQD
This article explores the fact that ethnic minorities are often under-represented in clinical trials and proposes how this fact can be reversed or improved.
• Article: National Cancer Institute, U.S. Department of Health and Human Services, National Institutes of Health. (2005). Theory at a glance: A guide for health promotion practice. Retrieved from http://www.cancer.gov/cancertopics/cancerlibrary/theory.pdf
You’ve read part of this manual in the beginning of this course. For this week, read “Part 3: Putting Theory and Practice Together.”
• Cancer Control P.L.A.N.E.T.
This site describes the five steps involved in developing a cancer intervention program, which can be extrapolated to many other types of health promotion and disease intervention programs.
• Audio: Education Development Center. (2010). Link between health and learning [Audio recording]. Retrieved from http://www.hhd.org/resources/audio/link-between-health-and-learning
• Article: Laverack, G., & Labonte, R. (2000). A planning framework for community empowerment goals within health promotion. Health Policy and Planning, 15(3), 255–262.
• Health Behavior Constructs: Theory, Measurement & Research