Health Issue : Adolescent Tobacco Cessation

Program planning is a process to achieve a particular goal and/or mission. Program planning is an organized process through which a set of coordinated activities or interventions is developed to address and facilitate change in some or all of the identified problems. Program evaluation provides useful information for improving the programs and the service delivery systems. Program evaluation is to improve the program planning, effectiveness, design, and efficiency. The two are different processes, but ideally they hold the same goals and/or mission. The evaluation process takes place after the planning of a

First, would look at my measurement method to make sure that it is reliable and valid. Making sure that the measurements are representing the people and the program accurately, enough sample size is use to represent the program, and make sure there is no participants contamination. Second, the time from when the program started and when the evaluation process starts can also show that the program have no impact. It takes a long time for programs to work out the kink and bumps along the way and sometimes having an evaluation conducted within a year will not show the program at its full potential. There is also the sleeper effect where the program will not show impact until a much later time. Having an open and clear communication with the stakeholders will let me know what they are looking in the program evaluation so that I can focus on those aspects to make sure I use accurate

Clegg and Smart (2010) noted that the term outcome measurement process is often interchangeable with achievement, goal, objective and indicator. Furthermore, Clegg and Smart (2010) went on to identify these terms, goals, outcomes present as essential elements to assist in identification of relevant data for program evaluation. Definitions of terms recognizes that goals are a broad statement of the ultimate aims of the program, outcomes are the changes in the lives of recipients, organization communities and those impacted by the program, and indicators indentifies specific, measurable information that can be collected or tracked to show that outcomes have occurred (Clegg & Smart, 2010).

To help program directors meet these challenges, the Administration on Children, Youth and Families developed a series of evaluations that explain program evaluation-where the teacher evaluates each child that enters into the Head Start. Good program evaluations help to improve program operations, measure program performance and effects and document important lessons for other programs. With this information, program managers are better able to direct limited resources to where they are most needed and most effective.

In order to implement a program evaluation to determine client gains, there will be a team consisting of myself as the lead consultant, 3-4 program evaluation support staff members who will assist in the evaluation process and one staff member from the center being included to provide relevant center information. Key staff from the center will be asked to form an advisory group where all evaluation measures, outcomes and processes will be discussed, approved and presented.

Health promotion program evaluation is a process of judging the worth of the activity or the program. The evaluation process could be influenced by many factors. These factors as undefined program goals and outcome measures or objectives, lack of the program plan or logical model, lack of accurate documentation, the interest and concerns of the program’s stakeholders, the program complexity, the available resources for evaluation, method of measuring, etc. (Public Health Ontario, 2016)

The outcome evaluation process consists of a six stage model. The first stage is to build agency commitment and to clarify expectations. The second stage is to build agency capacity to measure the outcomes. The third stage is to identify the outcomes, indicators, and data collection methods. The fourth stage is to collect and analyze the outcome data. The fifth stage consists of improving the outcome measurement system. The sixth and final stage consists of using and communicating the outcome information.

Process evaluation is used to determine if the program activities have been implemented as intended. Outcome evaluation is used to measure effects of a program in the target population by estimating the progress in the outcome objectives that the program is to achieve (CDC, n.d.).

The main objective of implementing the evaluation tool is to ensure progress and performance of the evidenced based change projects. Various types of the evaluation tools are

Yuen/Terao (2003) states, “Program planning is an organized process through which a set of coordinated activities or interventions is developed to address and facilitate change in some or all of the identified problems.” “Program Evaluation is the application of different social research designs in assessing the needs and results of programs.” In short, Program Planning and Program Evaluation is the process of assessing needs, organizing an

Level four (effectiveness) is known to for being one of the most used forms of evaluation in a program. According to Dignan (2015), this level questions to what extend the desired results are being produced in the target population by the program activities that are created. The measurement that is done with effectiveness can consist of a collection of information from individuals, review of program records, or monitoring official statistics describing the target population.

Tobacco use is the leading cause of preventable death in the United States. Four of every five persons who use tobacco begin before they reach adulthood; more than 3,000 young persons begin smoking each day. In addition, smoking is addictive-three of four teenagers who smoke have made at least one serious, yet unsuccessful, effort to quit. The importance of tobacco use cessation programs for youth is addressed in Healthy People 2000: National Health Promotion and Disease Prevention Objectives and in recently passed legislation related to the Goals 2000 National Education Goals. CDC's Guidelines for School Health Programs to Prevent Tobacco Use and Addiction states that tobacco cessation programs are needed to help young persons who already

In “A National Survey of Tobacco Cessation Programs for Youths,” Curry et al¹ aimed to identify the prevalence and characteristics of youth tobacco cessation programs across the United States. The study design was cross-sectional and used a two-stage sampling technique: first selecting key informants in all United States counties with populations greater than 10,000, and then using snowball sampling to identify the program administrators of potentially eligible programs.¹ The title was reflective of the content contained within the article, as the authors surveyed 591 youth tobacco cessation programs in forty-nine out of fifty states (excluding Wyoming).¹

In general, policy evaluation is the process of objectively understanding how a policy was implemented and what effects did it have, for whom, how and why. There is a wide range of evaluation options available, however, each needs to be tailored to the type of policy, program or intervention or delivery of service considered. Brownson, Chriqui and Stamatakis (2009) explain that evaluation of public health policies can take the form of three primary types: process evaluation, which aims to understand approaches to enhance the likelihood of policy adoption; content evaluation, which aims to identify specific policy elements that are likely to be effective; and outcome evaluation, which aims to document the potential impact of policy. Regardless

Teenage smoking can be a result of the influence of other teens, or maybe the amount of peer pressure. This can cause a teen to want to smoke or even think about smoking (Alcid, Arthur, page 1). Statistics show that 794 student and 22.4 percent of teens claimed to be tobacco users. (Alcid, Arthur, page 1). Teens tend to be more abrasive when smoking, and seem to act different while smoking and once they have gotten into the habit of smoking make it a constant thing. In 2003, 21.9 percent of high school students currently smoke cigarettes (Alcid, Arthur, page 1).