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Measurement and Evaluation for Health Educators [Pehme köide]

  • Formaat: Paperback / softback, 358 pages, kaal: 567 g
  • Ilmumisaeg: 20-Nov-2012
  • Kirjastus: Jones and Bartlett Publishers, Inc
  • ISBN-10: 1449628206
  • ISBN-13: 9781449628208
Teised raamatud teemal:
  • Formaat: Paperback / softback, 358 pages, kaal: 567 g
  • Ilmumisaeg: 20-Nov-2012
  • Kirjastus: Jones and Bartlett Publishers, Inc
  • ISBN-10: 1449628206
  • ISBN-13: 9781449628208
Teised raamatud teemal:
Measurement and Evaluation for Health Educators prepares health educators for the responsibilities of conducting evaluations within their field. It includes psychometric, statistical, political, managerial and public health perspectives to measurement and evaluation. Written for the undergraduate or beginning graduate student, as well as practicing professions, this text will help readers choose and develop instruments for evaluation, and discusses the basics for carrying out evaluations to gauge the effectiveness of health education and health promotion programs. Measurement and Evaluation for Health Educators also delves into the basics of measurement, steps in instrument development; reliability assessment, validity assessment, measurement errors, process evaluation, designs for quantitative evaluation, and much more.Key Features:- Student-friendly, accessible writing style- Each chapter closes with review questions and web references- Chapter objectives and key learning objectives are clearly defined- Includes skill building activities in every chapter- Boxed articles throughout the text highlight important issues in the field

A&P Binding: PB Saleable
Preface xiii
About the Authors xvii
Chapter 1 Introduction to Evaluation in Health Education and Health Promotion
1(28)
Key Concepts
1(1)
Chapter Objectives
1(1)
The Field of Health Education and Health Promotion
2(2)
Defining Evaluation
4(1)
Evaluation Competencies for Health Educators
5(6)
Historical Milestones in the Evaluation of Health Education and Health Promotion
11(7)
Focus Feature 1.1 Hypothetical Account of a Health Educator's Evaluation Responsibilities
12(6)
Basic Terms in Evaluation
18(4)
Skill-Building Activity
22(1)
Summary
22(1)
Review Questions
23(1)
Websites to Explore
23(1)
References
24(5)
Chapter 2 Planning Evaluations for Health Education and Health Promotion Programs
29(22)
Key Concepts
29(1)
Chapter Objectives
29(1)
Evaluation and Continuous Health Program Improvement
29(2)
Logic Model for Health Education and Health Promotion Programs
31(2)
Logic Model and Comprehensive Evaluation
33(3)
Health Program Planning and Evaluation: Integration
36(1)
Political Climate and Evaluation
37(1)
Political Climate and Program Stakeholders
38(3)
Balance Between Evaluation Rigor and Utilization
41(1)
Conducting a Utilization-Focused Evaluation
41(1)
Conducting a Rigorous Evaluation
42(3)
Focus Feature 2.1 Planning a Health Education/Promotion Program Evaluation
44(1)
Critical Issues for an Evaluation Project
45(1)
Skill-Building Activity
45(1)
Summary
46(1)
Review Questions
47(1)
Websites to Explore
47(1)
References
48(3)
Chapter 3 Basics of Measurement
51(22)
Key Concepts
51(1)
Chapter Objectives
51(1)
Definition of Measurement
51(1)
Scales or Levels of Measurement
52(3)
Conceptual Paradigm of Measurement
55(3)
Types of Variables in Health Education and Health Promotion
58(11)
Focus Feature 3.1 Example of a Scale Measuring Knowledge
60(2)
Focus Feature 3.2 Example of a Scale Measuring Attitudes
62(7)
Skill-Building Activity
69(1)
Summary
69(1)
Review Questions
69(1)
Websites to Explore
70(1)
References
71(2)
Chapter 4 Steps in Instrument Development
73(34)
Key Concepts
73(1)
Chapter Objectives
73(1)
Basic Principles of Instrument Development
73(19)
Focus Feature 4.1 Example of a Theory-Based Scale
82(10)
General Principles of Writing Items
92(1)
Types of Instruments Measuring Knowledge
92(3)
Types of Instruments Measuring Attitudes
95(5)
Focus Feature 4.2 Rosenberg Self-Esteem Scale
97(3)
Types of Instruments Measuring Health Behavior
100(2)
Physiological and Biomedical Instruments: Outcomes of Behavior
102(1)
Skill-Building Activity
103(1)
Summary
103(1)
Review Questions
104(1)
Websites to Explore
105(1)
References
105(2)
Chapter 5 Reliability Assessment
107(14)
Key Concepts
107(1)
Chapter Objectives
107(1)
Definition of Reliability
107(2)
Types of Reliability
109(7)
Focus Feature 5.1 Using IBM-SPSS to Calculate Reliability Statistics
116(1)
Tips to Increase the Reliability of an Instrument
116(1)
Skill-Building Activity
117(1)
Summary
117(1)
Review Questions
118(1)
Websites to Explore
118(1)
References
119(2)
Chapter 6 Validity Assessment
121(24)
Key Concepts
121(1)
Chapter Objectives
121(1)
Definition of Validity
121(1)
Types of Validity
122(1)
Assessing Face and Content Validity
123(3)
Focus Feature 6.1 Form Letter to Panel of Experts for Face and Content Validation
126
Construct Validity and Factor Analysis
126(5)
Criterion Validity
131(9)
Focus Feature 6.2 Using IBM-SPSS for Confirmatory Factor Analysis
131(1)
Focus Feature 6.3 Case Study of Confirmatory Factor Analysis
132(8)
Skill-Building Activity
140(1)
Summary
141(1)
Review Questions
141(1)
Websites to Explore
142(1)
References
142(3)
Chapter 7 Measurement Errors
145(16)
Key Concepts
145(1)
Chapter Objectives
145(1)
Definition of Measurement Error
145(2)
Classification of Measurement Errors
147(11)
Focus Feature 7.1 Strategies to Minimize Errors in Self-Report Instruments
156(1)
Focus Feature 7.2 Strategies to Minimize Errors in Interviews
157(1)
Focus Feature 7.3 Strategies to Minimize Errors in Observations
157(1)
Skill-Building Activity
158(1)
Summary
158(1)
Review Questions
158(1)
Websites to Explore
159(1)
References
159(2)
Chapter 8 Process Evaluation
161(18)
Key Concepts
161(1)
Chapter Objectives
161(1)
Defining Process Evaluation
162(1)
Targets of Process Evaluation
162(5)
Implementation Fidelity
167(4)
Focus Feature 8.1 Example of Implementation Fidelity Assessment
168(3)
Process Evaluation: Foundational to Impact and Outcome Evaluation
171(1)
Pragmatic Planning for a Process Evaluation
171(1)
Formative Evaluation
172(3)
Skill-Building Activity
175(1)
Summary
175(1)
Review Questions
176(1)
Websites to Explore
176(1)
References
177(2)
Chapter 9 Designs for Quantitative Evaluation
179(20)
Key Concepts
179(1)
Chapter Objectives
179(1)
Questions in Evaluation
180(1)
Evaluation Design
181(1)
Components of a Testable Hypothesis
182(1)
Internal Validity
183(4)
External Validity
187(3)
Evaluation Design Notation
190(1)
Types of Designs in Health Promotion and Education
190(3)
Barriers to Randomization
193(2)
Focus Feature 9.1 Considerations in Choosing a Design
194(1)
Skill-Building Activity
195(1)
Summary
195(1)
Review Questions
196(1)
Websites to Explore
197(1)
References
197(2)
Chapter 10 Approaches to Qualitative Evaluation
199(30)
Key Concepts
199(1)
Chapter Objectives
199(1)
Introduction to Qualitative Evaluation and Research
200(1)
Quantitative Versus Qualitative Evaluation
201(3)
Empowerment Evaluation
204(2)
Illuminative Evaluation
206(2)
Participatory Evaluation
208(10)
Focus Feature 10.1 Case Study of Participatory Evaluation in Vietnam
210(8)
CIPP Model of Evaluation
218(1)
Utilization-Focused Evaluation
219(1)
Goal-Free Evaluation
220(1)
Qualitative Data Analysis and Interpretation
220(3)
Skill-Building Activity
223(1)
Summary
223(1)
Review Questions
224(1)
Websites to Explore
224(1)
References
225(4)
Chapter 11 Sampling
229(18)
Key Concepts
229(1)
Chapter Objectives
229(1)
What Is a Sample?
230(1)
Probability Sampling
231(1)
Barriers to Probability Samples in Health Promotion and Education Evaluations
232(1)
Nonprobability Samples
233(1)
Sample Size: How Many Participants Are Needed for the Evaluation?
234(5)
Response Rates
239(1)
Focus Feature 11.1 Calculating Sample Size Using G*Power
239(1)
Generalizing Evaluation Results
240(1)
Describing the Evaluation Sample and Population
241(1)
Skill-Building Activity
242(1)
Summary
243(1)
Review Questions
243(1)
Websites to Explore
244(1)
References
245(2)
Chapter 12 Quantitative Data Analysis
247(32)
Key Concepts
247(1)
Chapter Objectives
247(1)
Introduction
248(1)
Data Management
249(1)
Data Cleaning
250(2)
Describing the Sample
252(1)
Data Analysis: Descriptive Methods
253(3)
Frequency Distributions
256(1)
Measures of Central Tendency
256(1)
Measures of Variability
257(1)
Graphing Data
258(4)
Statistical Inference
262(1)
Hypothesis Testing
262(2)
Statistical Tests Used in Health Evaluations
264(7)
Focus Feature 12.1 Using IBM-SPSS for a Paired T-Test
269(1)
Focus Feature 12.2 Using IBM-SPSS for Repeated Measures ANOVA
269(2)
Using Effect Sizes to Communicate Evaluation Results
271(1)
Skill-Building Activity
272(2)
Summary
274(1)
Review Questions
275(1)
Websites to Explore
275(1)
References
276(3)
Chapter 13 Data interpretation and Report Writing
279(48)
Key Concepts
279(1)
Chapter Objectives
279(1)
Introduction
280(1)
Interpretation of Evaluation Results: Conceptual Tools
280(1)
Statistical Significance and Practical Importance
281(3)
Potential Failures in Interpretation
284(5)
Evaluation Standards: How Much Is Enough?
289(2)
Effectively Communicating Statistical Results
291(1)
Evaluation Report Writing
292(3)
Sections of the Evaluation Report
295(25)
Focus Feature 13.1 Example of an Evaluation Report in Health Education
303(17)
Skill-Building Activity
320(2)
Summary
322(1)
Review Questions
323(1)
Websites to Explore
323(1)
References
324(3)
Glossary 327(18)
Index 345
Manoj Sharma, MBBS, Ph.D., MCHES® is a public health physician with a medical degree from the University of Delhi and a doctorate in Preventive Medicine (Public Health) from The Ohio State University.' He is licensed to practice medicine and surgery anywhere in India by the Medical Council of India.' He is also a master certified health education specialist certified from the National Commission on Health Education Credentialing.' He has recently accepted a position as a tenured professor at the University of Nevada, Las Vegas in the School of Public Health.'In his career, spanning over 30 years, he has trained/taught over 6,000 health professionals that include physicians, health education specialists, dietitians, community health nurses, health care administrators, epidemiologists, sanitarians, health and development workers, allied health professionals and others. He has designed and taught a variety of undergraduate and graduate courses in health behavior, health education, and health promotion at twelve national and international universities working full time or part-time (Jackson State University, University of Cincinnati, University of Nebraska at Omaha, University of Nebraska at Lincoln, University of Nebraska Medical Center, Southern Illinois University at Carbondale, Central Michigan University, Walden University, National University, The Ohio State University, Saint Mary's College of Minnesota and Minnesota State University, Mankato).' He has worked for local health departments (City of Columbus, OH; Douglas County Health Department, NE; City of Cincinnati Health Department, OH, etc.); state health departments/agencies (OH, MS, NE, Ohio Commission on Minority Health, etc.); federal government agencies (Centers for Disease Control and Prevention -- CDC, United States Environmental Protection Agency USEPA, etc.); invited keynote presenter at universities (Chongqing Medical University, China; Lincoln Memorial University; University of Arkansas, University of Oklahoma); non-profit agencies (American Cancer Society, American Lung Association, Charles Drew Health Center, Indian Chicano Health Center, Voluntary Health Association of India, etc.); professional organizations (American Public Health Association, American School Health Association); and international agencies including governments of other nations (European Union, World Health Organization, Swiss Development Corporation, Government of Mongolia, Government of India, Associazione Italiana Amici di Raoul Follereau (Italy), etc.).'He is a prolific researcher and as of January 2020 had published ten books, over 250 peer-reviewed research articles, and over 450 other publications and secured funding for over $4 million.' He has been awarded several prestigious honors including the American Public Health Associations Mentoring Award, ICTHP Impact Award, William R. Gemma Distinguished Alumnus Award from College of Public Health Alumni Society at the Ohio State University and others. His research interests are in developing and evaluating theory-based health behavior change interventions, obesity prevention, stress-coping, community-based participatory research, and integrative mind-body-spirit interventions.

Professor, Health and Exercise Science, The Ohio State University, Professor, School of Allied Medical Professions, The Ohio State University