Academic year 2012-13
Date last modified
Fac. Health, Medicine and Life Sciences
Position within the full curriculum . This unit uses and extends knowledge and skills acquired during preceding modules. An introductory overview of Intervention Mapping will be given in the first week, after which the course is an extended training familiarizing students with planning, needs assessment, theory in Health Promotion, the use of different media, and other intervention strategies. In the preceding units, students have acquired the necessary knowledge for a needs assessment; here they translate results into health promotion program objectives. In the present unit this knowledge and experience is further deepened by designing interventions in terms of detailed descriptions of objectives, theoretical foundation, empirical evidence, production plans, pilot testing, implementation plans, and process and effect evaluation. . Central theme . The Intervention Mapping protocol is the central theme of the unit. In applying this planning model, theory about determinants of health behaviour and more specifically cardiovascular risk behaviour is studied and relevant interventions are evaluated. . Organization of the unit . The unit is divided in 6 parts: needs assessment, program objectives, methods and strategies, program design and production, diffusion and implementation, and evaluation. . Needs assessment: In the first phase of the unit, students analyse case descriptions of needs assessments concerning nutrition, physical activity and cardiovascular problems, if needed completed with additional literature review. Using this, students define health promotion goals and objectives and specify (intermediary and end) target groups. Program objectives: In the second phase health promotion goals are specified in program objectives on different ecological levels (individual, interpersonal, group, community, environment, policy). This results in matrices of objectives and levels. Methods and strategies: In phase three, students identify relevant methods for attaining the objectives through brainstorm and literature review. If needed they identify evidence gaps, and specify the need for additional research. Finally, potentially effective methods are translated or operationalised in practical health promotion strategies. Program design, pretest and production: In phase four the individual strategies are combined and integrated in one coherent program. The scope of the program is defined as well as the order of program elements and activities. An implementation protocol for the program is developed. Plans are made for pretesting, and for the production of the program. Diffusion and implementation. In phase five a linkage group is defined. Students design a theory- and evidence-based plan for effective diffusion, adoption, implementation and sustainability of the program. Evaluation. In the final, sixth phase of the unit students write a plan for process and effect evaluation. They define indicators for effectiveness, research designs and procedures. Success criteria are defined on the basis of program objectives and needs.
Knowledge and understanding . After the unit, students can describe the Intervention Mapping protocol. Students can develop a theory-based health promotion program using the Intervention Mapping protocol û they can use the Intervention Mapping tools: brainstorm, literature and new evidence. Students can describe the relation between physical activity, nutrition and cardiovascular disease. Students can describe state-of-the-art health promotion programs for nutrition and physical activity. Students can integrate policy, environmental, and individual level explanations and theories. Students know the most important organisations and stakeholders in the field of cardiovascular disease, physical activity and nutrition. Application of knowledge and understanding . Students can integrate their knowledge of theory and evidence concerning nutrition and physical activity in the Intervention Mapping protocol Students can translate general health promotion goals into specific program objectives. Ideas, theory and evidence can be integrated in a new, realistic and promising health promotion program. Methodological and research knowledge are translated in efficient and sound formative and evaluation research plans. Making judgements . Students acknowledge the utility and necessity of using a planned development protocol like Intervention Mapping for the development of theory- and evidence-based health promotion programs. Communication . Students can communicate own opinions and ideas. Students can critically discuss their own and otherÆs ideas, opinions, theories, work. Learning skills . After the unit students have demonstrated to be able to effectively cooperate in small groups with persons of different background and initial level. Students can apply the Intervention Mapping protocol to other fields and topics.
Bartholomew, K., Parcel, G., Kok, G., & Gottlieb, N. (2001). Intervention mapping. Designing Theory- and Evidence-based Health Promotion Programs. Mountain View, CA: Mayfield.
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