Apply for Healthy Workplace Initiatives Program Funding: Fall 2010

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The document provides tips for developing a successful application for funding from the Healthy Workplace Initiatives Program at UBC. It outlines key criteria the application should address, including assessing workplace issues, developing specific and feasible program objectives and methods, creating a detailed budget, and planning evaluation measures. It emphasizes identifying issues affecting many employees, showing a long-term plan, collaboration, and use of existing UBC resources. Overall, the document offers guidance on conducting a needs assessment and developing a well-planned, inclusive, and sustainable health initiative proposal.

Salud y medicina

Apply for Healthy Workplace Initiatives Program Funding Tips and Hints for Developing a Successful Application Suzanne Jolly, M. Ed HSE Coordinator (Health Promotion Programs) Health, Safety and Environment

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Why do we care about health/wellness at work? ,[object Object],[object Object],[object Object],[object Object],[object Object]

A Guide to Developing an Unsuccessful Health Initiative

Over lunch one day, two employees (who shall remain unnamed…)

They think they’ve come up with a great “social health” idea.

And a way to get funding for what they want!

What’s the Problem? ,[object Object],[object Object]

How to Prepare A Great Healthy Workplace Initiative ,[object Object],[object Object],[object Object]

Good Prevention Strategies ,[object Object],[object Object],[object Object],[object Object]

A Successful Route to Developing a Health Initiative ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Three Major Components of Health/Wellness Individual Environmental Organizational

A Closer Look at the Criteria ,[object Object],[object Object],[object Object],[object Object]

A Closer Look at the Criteria ,[object Object],[object Object],[object Object]

A Closer Look at the Criteria ,[object Object],[object Object],[object Object],[object Object],[object Object]

Don’t Waste Your Time ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Get Your Application On Top ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Writing Successful Applications ,[object Object],[object Object],[object Object],[object Object],[object Object]

Questions to Ask Yourself ,[object Object],[object Object],[object Object],[object Object],[object Object]

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Submitting Your Application ,[object Object],[object Object],[object Object],[object Object]

Thinking Strategically to Conserve Resources ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Resources from Health Promotion Programs that You Can Tap Into ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Thank you for helping us to create a Healthy UBC. Suzanne Jolly, M. Ed HSE Coordinator (Health Promotion Programs) Phone: 604-822-8762 Email: [email_address] Website: www.hse.ubc.ca Twitter: www.twitter.com/healthyubc

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Designing and Developing a Health Education Program Designing a health education program involves the determination of goals and objectives, the creation of an intervention, the determination of the logistics of the intervention, the development of materials that appropriately meet the needs of the target audience, and the planning of the program evaluation. Design the framework for a health education program that meets the needs of the target population (Child Obesity) Refer to the CDCynergy's Phase 2: Analyze Problem , Phase 3:Plan Intervention , and Phase 4:Develop Intervention guides. Your assignment for this week must contain each of the following sections: Describe the setting, the health concern, and the target audience. Use health concern and target population of Child Obesity. Develop goals and objectives (Refer to The Cause/Effect Structuring Guide (C/ETSG) and the Intervention theory Structuring Guide(ITSG) via the CDCynergy resource.) Determine methods to achieve these goals and objectives Are these goals reasonable and attainable? Select health education theories and models that will be incorporated into the design. How would your selected theories or models address health literacy? How would they address cultural appropriateness? Outline the health information that will be provided to the target population. Give specific examples of the resources that you will provide. Include citation information for each resource. Determine the modes of delivery of the information. Where will the program take place? At a facility? Online? National or local? How will the target audience obtain the information? Or how will it be provided? Is this an acute intervention (one time education)? Or will the education take place over a longer period of time? Anticipate barriers and problems of implementation. What are some problems that could impede the ability of the program to meet the goals? How might these problems be addressed? Identify the outcomes that will be measured to evaluate the effectiveness of the program. How will these outcomes be measured? Are they related to the goals and objectives? Your assignment must be a minimum of three- to- four-pages in length (excluding title and reference pages), and should include a minimum of three scholarly sources cited according to APA guidelines .

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Final Project Health Education: From Theory to Practice Throughout the course, you have learned about the principles of health education, the Code of Ethics that guide the ethical principles of health education, and the Seven Areas of Responsibility that govern health education. You have learned about the assessment process for health education programs, as well as the planning and implementation strategies used to create, evaluate, and manage health programs. For your Final Project, you will have the opportunity to build on the knowledge you have gained over the past nine weeks to create a health education intervention of your own. As a first step, use the information from your Week 3 Literature Review to identify an emerging health issue in your community. Be sure that the data from your literature review is reflective of the current health status of your community members. Once your topic has been identified, complete your assignment using the outline below: Part 1: Using your Unit 3, 5, and 7 Mini-Projects as a foundation, and referencing the competencies in The Health Education Specialist: A Companion Guide for Professional Excellence prepare an 8-10 page formal paper using the outline below. Your assignment should include a minimum of five references, and should follow APA guidelines. Assess Needs, Assets, and Capacity for Health Education Discuss the burden of this disease/condition in your community Discuss the environmental, behavioral, and genetic factors that have influenced health behaviors related to this disease/condition Assess the quality and availability of health education programs, interventions, and policies available to address this disease/condition in your community Plan Health Education Identify the priority populations and stakeholders in your community. Formulate specific, measurable, attainable, realistic, and time-sensitive objectives for your health education intervention – what do you seek to accomplish? Select planning models, develop goal statements, and create a timeline for program implementation Identify the factors that can foster or hinder implementation of your intervention. Identify opportunities to integrate health education into existing (and successful) community programs. Implement Health Education Assess readiness for implementation of your intervention in the community Identify implementation strategies that are culturally competent and meet appropriate literacy levels. Identity community leaders, health care professionals, students, etc. that will serve as trainees for your program implementation – What are your training needs and objectives? Discuss the theories your intervention is based on. Provide specific details regarding your intervention – What do you plan to do and you do you plan to do it? How would implementation of this intervention improve the health of the community? Conduct Evaluation and Research Related to Health Education Develop evaluation/research questions for your interventi.

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On behalf of the Safety Institute of Australia, we invite you to join us for an informative webinar at 2:30pm (AEST) on Wednesday 11 April 2018 titled: From Research to Best Practice in Workplace Health and Wellbeing. This session takes attendees through the learning from current research and how that translates into practical workplace programs in the digital era. The presentation will include case studies from building, construction and transport industries. SPEAKER James Mills, Director of Operations ,OzHelp | Director – National Workplace Wellness Symposium James is passionate about using innovation and technology to drive operational and service excellence. James was the driving force behind the design and implementation of the Workplace Tune Up program in conjunction with the University of Wollongong Graduate School of Medicine. A program that gives organisations unprecedented capability in identifying and supporting their at risk employees whilst at the same time gaining an understanding of the impact of workplace practices on the mental health and wellbeing of employees. James combines a degree in psychology from the Australian National University with experience in senior private sector leadership roles, small business and most recently in the mental health sector to bring innovative and effective solutions to employee health and wellbeing programs reaching over 30,000 employees per- annum.

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QUESTION 1 What are the main streams of influence, according to the Theory of Triadic Influence? Please provide examples factors/attributes that belong to each of those streams. What is the relationship/correlation between each of those streams? Your response should be at least 200 words in length. QUESTION 2 The PRECEDE-PROCEED approach has several key assessment/diagnosis phases. Please describe the epidemiological assessment. What are some key sources of data used in this assessment? Which main questions is this assessment is trying to address/answer? Your response should be at least 200 words in length. QUESTION 3 What specific questions the evaluators are bringing forward as they are trying to collect the necessary evaluation data? What are the three main types of evaluation discussed in the PRECEDE-PROCEED approach? What is each of them trying to identify, measure, evaluate? Your response should be at least 200 words in length. QUESTION 4 What are some of the key assumptions behind the PRECEDE-PROCEED approach? What are some of the key benefits of using this approach? What are some of the “real-life” examples of using this approach? Your response should be at least 200 words in length. Unit Lesson Study Guide In Unit 4, we will continue to discuss health behavior and its association with factors that could influence such behaviors. These types of influences are referred to as multilevel factors of behaviors, and they typically fall into five main categories: 1. individual factors, 2. inter-personal factors, 3. organizational factors, 4. community factors, and 5. policy factors Consider the following scenario: A 50-year-old man may purposely postpone getting a prostate cancer test because he is scared of finding out that he may have prostate cancer. This is an example of an individual- level factor. However, we need to look into this further and consider the following: his inaction might also be influenced by his primary physician’s failure to actually recommend and insist that he would need to take the prostate test. Another factor might be the difficulty of scheduling an appointment due to either unavailable equipment or the unavailability of staff at his local clinic. Another limiting factor could be that the fee for the exam is so high he cannot afford it, and his insurance does not cover this type of procedure. Thus, all these interpersonal, organizational, and policy factors are influencing this man’s behavior to not complete the prostate test. Therefore, for health promotion practitioners, it is very important to be aware of all these factors so effective change strategies or interventions can be prescribed. One of the multilevel theories that will be discussed is the Theory of Triadic Influence (TTI). TTI behaviors arise due to one’s current social situation, general cultural environment, and their personal characteristics. Any health-related behaviors are influenced by an individual’s decisions. What wo ...

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Build a slide presentation (PowerPoint preferred) of the health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a face-to-face educational session addressing the health concern and health goals of your selected community member or group. In addition, collaborate with any participants in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions. As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement. Professional Context Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, 2018). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2020 helps motivate action in such areas as health service access, clinical preventive services, environmental quality, injury or violence, maternal, infant and child health, mental health, nutrition, substance abuse, and tobacco use. Nurses provide accurate evidence-based information and education in various formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (ODPHP, n.d.; Flanders, 2018). This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes. Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators. Competency 4: Integrate principles of social justice in community health interventions. Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants. Competency 5: Apply professional, scholarly communication strategies to lead health prom.

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