Essay On Planning Models Article Review

Planning model

The planning model used in the article is the PRECEDE-PROCEED planning model. This is used in the design and evaluation of the efforts towards oral health promotion. The PRECEDE component of the model allows the researcher an opportunity to review the distal outcomes by working backwards from the established goal. This enables the researcher to develop a blueprint through which the development of the strategy or intervention is based. The PROCEED component of the planning model allows the researcher to outline the evaluation strategies. This component also allows the researcher to institute efficacy study methodologies and pilot studies in readiness for the intervention (Binkley & Johnson, 2013).

Steps of the model

The planners of the program religiously followed the steps of the planning model. The steps in this model were divided between the two components. The first phase in the PRECEDE component of the model was the social assessment. The researcher used diagnostic activities in order to identify desirable goals. The second phase was the behavioral, epidemiological and environmental assessment. The third phase was the ecological and educational assessment. The intent in this phase was to determine the factors that could be modified to result in a behavior change. The fourth phase was policy and administrative assessment and intervention alignment. The other steps in model were in the PROCEED component of the planning model. The fifth phase was the pilot study through which the results informed revisions in the planning. The sixth phase was the implementation phase where the elements of the program were rolled out in an efficacy study. The seventh and eighth phases involved process and outcome evaluation (Binkley & Johnson, 2013).

Determining target community needs

The planning model was very influential in determining the target community needs. The first two phases of the plan were very influential to this end. In the social assessment phase, the diagnostic activities used to determine the desirable goals of the program also helped identify the needs, information upon which the determination of the outcomes was based. The behavioral, epidemiological and environmental assessment was important in identifying needs highlighted in literature. Additionally, interviews with healthcare staff and community leaders also served to aid the identification of needs (Binkley & Johnson, 2013).

Relation to generalized model

The planning model used in this article is very alike to the generalized model as used in program planning. This can be seen in the similarity between the various elements of the PRECEDE-PROCEED model. For instance, the first step of the generalized model is the assessment of needs. As highlighted above, the first two steps of the PRECEDE-PROCEED model, though not in similar terms entail the assessment of needs. The second step in the generalized model is the establishment of goals and objectives. This is extensively covered in several steps in the PRECEDE-PROCEED model. The final two steps of the generalized model are very similar to the PRECEDE-PROCEED model. For instance, the fourth step of the generalized model and the sixth phase of the PRECEDE-PROCEED model entail the implementation of the planned intervention. The last steps also entail the evaluation of the results of the program (Binkley & Johnson, 2013).

Suitability of the model

The PRECEDE-PROCEED model is suitable for the intervention planed in the Health Promotion Program Proposal. This model uses an inclusive approach. More precisely, it has provisions for the researcher to determine the needs of the targeted community using interactive methods. Additionally, the PRECEDE component of the model gives the researcher the hindsight necessary to plan for future eventualities (Binkley & Johnson, 2013).

References

Binkley, C. and Johnson, K. (2013). Application of the PRECEDE-PROCEED Planning Model in Designing an Oral Health Strategy. Journey of Theory and Practice of Dental Public Health, 1(3): 14-25