Assessment, Data collection methods Baseline Survey Module 3 – Session 1 Assessment – Time line Data collection methods Baseline survey

Hygiene Promotion Project Cycle

Data collection in emergency The process of data collection can be broken down into three stages: 1.Stage 1: Rapid assessment 2.Stage 2: Baseline data 3.Stage 3: Further analysis

3 Stages 1.- Assessment Process aimed at understanding the situation after a major change. It provides information about the needs, possible intervention types and resources requirements Tools: assessment checklist Methods:  Structured observation  Exploratory walks  Interviews 2.- Baseline survey Analysis and description of the situation prior to the start of a operation, against which change can be assessed or comparisons made. It provides information about the level of impact of our activities Tools: baseline survey questionnaire Methods:  Household interview  Direct observation  Focus group discussion 3.- Further analysis Process aimed at understanding the social and cultural dynamics within the community It provides information about what people believe, think, know and do Tools: PHAST Toolkit Methods:  Three pile sorting  Pocket chart  Seasonal calendars  Gender analysis

Baseline survey  An analysis and description of a situation prior to the operation against which can be assessed or comparisons made is needed.  Baseline survey provides a benchmark for our programme objectives  A follow-up study at the later point (typically at mid-term of completion of the operation) is needed to facilitate measurement of the outcomes and impact of the programme. Situation ASituation BSituation C Secondary information (Information referred to the situation before the disaster) Situation B registered by assessment data Baseline survey (t0) Follow up survey (t1; t2; t3, etc) disaster RC/RC response

Data collection Time line Rapid assessment: Provides general information about needs, possible intervention types and resource requirements Detailed assessment: Provides more detailed / sectorial information about needs, possible intervention types and resource requirements 1 week1 monthContinuous process Continual assessment: Process whereby information is continually updated. disaster Source: Guidelines for emergency assessment (IFRC) Baseline survey Monitor the effect of the programme interventions Further analysis Ensure more level of community engagement

Information collection methods in emergency Data collected can be either quantitative or qualitative data. Quantitative data is based on numbers and measurement and can be analysed statistically. Qualitative data, by comparison, can explain the quantitative data and why something is happening. It can be used to find out what people do, know, think and experience. Qualitative methods can also be used to check the accuracy of the quantitative information Qualitative MethodsQuantitative Methods Focus Group DiscussionsSurveys Participatory exercises e.g. Three pile sorting exercise or mapping Health Statistics e.g. mortality and morbidity Direct ObservationLaboratory Analysis e.g. water testing Written DocumentationFixed measurements e.g. distance to water source InterviewsTallying of observations

Information collection in emergency 1.Structured observation 2.Interviews:  Group interview  Individual interview (key informant)  Household interviews Big Ears to listen, Big Eyes to See and a Small Mouth to Speak Rapid assessment (1 week)

Observation  Good starting point for the assessment. Look around and talk to people.  Qualitative and Quantitative data  Walking through the area with local people facilitates discussion as the atmosphere is informal.  Observation is useful for cross- checking.  Excellent way to come upon unexpected information.

Practical exercise 1: Observation An outbreak of cholera was confirmed in Hoima, Bundibugyo and Kibale Districts in Western Uganda. There were reported 98 reported cases and 33 deaths. You are part of an assessment team that is about to do a field visit to Hoima District (visit 3 communities were cholera cases were reported). You have agreed to start the assessment with a structured observation activity to identify 1) access to safe water, 2) use of toilets and 3) practice of hand-washing at critical times. Prepare a simple observation guide for each activity.

Interviews  Group interviews  Assembling a group of people with different backgrounds who can provide a broad explanation of the general situation.  Assembling a group of people with similar backgrounds to gain a deep understanding of a particular issue (women with children < 5)  People from certain groups may be reluctant to speak openly. Convene separate groups (societies where women practice ‘purdah’)  Individual interviews (key informants)  People who has specific knowledge or specific information about certain aspects of the community.  Useful when exploring sensitive issues that are not appropriate to group discussion (anal cleaning, menstruation, etc.)

Practical exercise 2: Interviews Role play: Doing an interview.  Roles: (1) presenter, (2) one interviewer (volunteers), (3) the person interviewed (health worker).  Prepare a written interview schedule with 10 questions and prepare a 10 min role play about the interview activity.  In the handout ‘How to do key informant interview’ you will find a list of things to avoid while doing an interview.  Select three things to avoid and include them in your play role.  Your 10 min role play will be recorded. The presenter will introduce the characters and end the play role up by explaining ‘the three mistakes’ represented in the role.

Information collection in emergency 1.Focus group discussion 2.Participatory methods  Three pile sorting  Pocket chart Big Ears to listen, Big Eyes to See and a Small Mouth to Speak Detailed assessment (1 month) Baseline survey & Further analysis

Focus group discussion  The aim of the focus group is to understand people’s current ideas and beliefs in detail  A focus group is usually composed of not more than people who have been selected because they have certain characteristics in common that relate to the topic under discussion.  The facilitator is there to keep the discussion going, to make sure that everyone has a chance to speak and to probe in depth for an understanding of the issue being discussed

Practical exercise 3: Focus group discussion  Role play: Conducting a focus group discussion.  Roles: (1) presenter (2) facilitator for discussion, (3) recorder, (4) 5 person with different roles to chose.  Prepare a written discussion guide with 10 questions and prepare a 10 min role play about the activity.  In the handout ‘How to conduct a focus discussion group’ you will find a list of things to avoid while carrying out this activity.  Select three things to avoid and include them in your play role.  Your 10 min role play will be recorded. The presenter will introduce the characters and end the play role up by explaining ‘the three mistakes’ represented in the role.

Three pile sorting / Pocket chart

Random sample Instead of interviewing ‘each and every’ unit sample you sample just a few to describe ‘the whole’. Each element in the population has an equal chance of being selected. Sample size is the number of households, groups or individuals that need to be included in the survey to represent each population of interest. Rough calculations based on population For populations under 100 use units For populations between use units For populations between use units For populations over 1000 use units

Simple Random Sample  Community of 20 households with 100 person.  Sample size: 30 persons interviewed  All the persons registered in a census  Interview criteria: women with children U5  Putting all their names in a drum and then pull 30 names out.  Using a table of random numbers. Start at any point on the table and move in any direction to choose the numbers required for the sample size.  Introducing a systematic pattern – systematic random sample - : if the persons had numbers attached to their names ranging from 001 to 100, and we chose a random starting point, e.g. 53, and then pick every 3rd name thereafter to give us our sample of