1. Does Health Promotion Work? Puja Myles

2. Outline of lecture Learning Outcomes Designing a health promotion intervention Types of evaluation questions and perspectives Outcomes Special evaluation methods A generic evaluation framework Practical exercise

3. Learning Outcomes At the end of this session you should be able to: Design a health promotion intervention using previously covered theoretical frameworks and concepts Frame an evaluation question for a given health promotion intervention Plan an evaluation for a given health promotion intervention using appropriate methods and outcomes

4. Designing a health promotion intervention/programme-1 Identify priorities for action:  National priorities/targets  Health Needs Assessment  Health Equity Audit Targeted vs. population approach Decide Intervention - Evidence on effectiveness and cost- effectiveness

5. Designing a health promotion intervention/programme-2 Decide programme goals Monitoring* -what will you monitor? -how often? Evaluation*

6. The need for the evaluation Why do you want to conduct an evaluation: How well are we doing? Are we doing things right? What difference are we making? Accountability Has the intervention worked? Has the money been well spent? Should we continue to invest in this project?

7. Efficacy, effectiveness and efficiency* Efficacy- does an intervention work in ideal conditions? Effectiveness-does an intervention work in real life? Efficiency-ratio of useful output to total input; incorporates the notion of minimising waste.

8. Evaluation perspectives-1 Developmental/formative Process Summative -Outcome evaluation* -Impact evaluation* (Ovretveit, J.)

9. Evaluation Perspectives-2 Many perspectives The number of perspectives directly proportional to number of stakeholders Depending on perspective adopted, evaluation question, design and outcomes will change

10. Health Outcomes

11. Influence of Health Perspectives 1 Biomedical Model of Health Health = Absence of disease(pathology) ‘Functionalist’ approach Objective, numerical measurements based on ability to function Preconceived assumptions about individual perceptions of health

12. Influence of Health Perspectives 2 Social Model of Health ‘Disease’ and ‘Illness’ different concepts WHO definition of Health ‘Hermeneutic’ approach to measure aspects of health unique to individuals Open-ended questions and qualitative

13. Qualitative versus Quantitative Quantitative - quantifiable -reliable, -generalisable (? possibly) -Decontextualises processes Qualitative -provides context -understanding of the ‘whys’ -generalisability is a major issue

14. Health Outcomes- examples Health Behaviours Adherence to treatment Specific Diseases Depression Emotional balance or well-being Global health status using SIP or SF-36 Self-reported health status

15. Health Outcomes? Self-confidence Self-efficacy Social involvement Sense of achievement/direction Stress relief Participation in social networks

16. Special evaluation methods Audits Health Equity Audits Economic Evaluations

17. Audit Where are we in relation to the Gold standard? Audit loop or cycle

18. Health Equity Audit Health Equity profiling compares how the relationship between health need and service provision/use varies across the different dimensions of equity Equity profiling is just one step in the health equity audit cycle: re-audit to close the loop!!

19. Economic evaluation

20. What is the question? Is this activity worthwhile? Is this an efficient way to achieve a particular outcome? Are the health benefits of this activity justified? What is the least cost way to achieve a given outcome?

21. Allocative efficiency vs. technical efficiency Allocative efficiency  cost-benefit analysis  cost-utility analysis  cost-consequences analysis Technical efficiency  cost-effectiveness  cost-minimisation

22. A good economic evaluation: Were both costs and effects of the services/programmes considered? Comparison of alternatives Statement of perspective from which the evaluation is conducted

23. A dummies guide to… …bringing it all together

24. Applying the PT-DES approach

25. The Healthy learning Project Multi-agency partnership: local authority, education, health, voluntary sector Learning advisors in GP surgeries Referrals by: health professionals, self Information/advice on learning, careers, leisure, skills (including life skills), lifestyle

26. PT-DES:Step 1 ‘Involving stakeholders and developing programme theory’ Identify Relevant Stakeholders Develop common understanding of project context and objectives

27. Step 1 cont.

28. PT-DES: Step 2 ‘Formulating and Prioritising evaluation questions’ Demographic characteristics of clients Source of referral Reason for referral (client and referrer) Responders vs. non-responders Physical and/or mental health outcomes

29. PT-DES: Step 3 ‘Designing and conducting the evaluation’ Criteria for assessing suggested health outcome measures: Relevance to project context Suitability within time and resource constraints

30. Evaluation assignment: Suggested framework 1 Problem and intervention (what, who, where) Why is the evaluation needed (purpose) Evaluation question Define stakeholders and evaluation perspective Define measurable outcomes

31. Evaluation assignment: Suggested framework 2 Study design (include discussion of why this is appropriate, strengths, limitations) Data collection Analysis and dissemination Alternative evaluation approaches that could have been used (brief discussion)