Program Evaluation Plan
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Now that there is a health promotion program in place, there will need to be an evaluation plan. An evaluation plan is very important in every project/program that is undertaken in the community because it provides the information needed to improve the program during its development and implementation. According to Issel (2014), the purpose of evaluation is to measure the programs effects against the program’s set goals so as to help in subsequent decision making concerning the program. It is describes how the program will be monitored and evaluated and outlines how the evaluation results are to be used for the sake of improving the program and for better decision making. The evaluation plan will also be instrumental in clarifying how someone will describe the “How”, “What” and the reason why it matters for the program.
For the program, I will propose a process evaluation plan, which focuses on coming up with a particular program and its implementing. It is effective because it establishes whether the organizers have implemented all the planned strategies and whether they have hit the quantifiable targets of the program. It is typically done at the end of the program, and it examines the program from its start to the end, and assesses the relationships between the components and outcomes of the program in terms of its cause and effects. This evaluation is very useful and is what will help determine whether the program should and will be continued, expanded or done away with.
The first step is to have the goals and objectives of the program clarified and reviewed. The objective of the program is to bring together teens from African American backgrounds who have exhibited depressive symptoms and to engage them in different sporting activity as a way of distracting them from their daily depressed lives. This is the ultimate objectives of the program, where depressed African American teens are the main center of focus. Some of the longer term general objectives of the program would be to reduce the stigma associated with mental illness and to promote access to health care for mental illnesses such as depression for African American teenagers and youth. The ultimate goal of the program, as indicated in the health promotion program is to make sure the prevalence of depression among African American teenagers is reduced by half within a period of two years. At the end of the program, every teenager must be free from any form of depression, as other teens are ushered in to the program. All these will be measured as the program runs, in terms of the progress made by the teenagers. They should feel more relaxed and the symptoms of their depression should be seen to be fading away. The effectiveness of the mobilization and the use of the local leaders can be measured by the turn out, since they will charged with mobilizing the affected in their communities.
The impact and outcomes of the whole program will be evaluated according to how the participants will be responding to the program. Will they be attending the program consistently? Will the depression symptoms be notably slowly going away? Are the teenagers happy with the environment they are in? These are some of the question that will be useful when it comes to the evaluation of the successes of the whole program. The impacts and outcomes will have to be evaluated using the impact and outcome evaluation method. This is because these are methods are mostly meant to assess what the achievements of the program are. Here, we will try to answer questions like how much difference and what kind has the program made, against the goals and objectives that were outlined. Other activities to be evaluated are the use of seminars, where the evaluation is the same for evaluating sports in general. About the materials that will be used, we will have to ask ourselves questions like “are the materials effective? “Are they enough?” and so on. This will help us know whether the materials that are being used are enough for the whole program or not, and whether they should be replaced with others or not.
Finally media appearances by the organizers and the use of social media to create awareness will also be evaluated, given the role it is supposed tom play. This will be done by looking at how many people have been reached with the social media campaign and the media appearances. This can be known by the teens who have turned out for the program mainly because of the social media campaign and the media appearances. The whole evaluation plan can be presented in a tabular form as shown below.
| Activity/tool to be evaluated | Objectives/expected results | Evaluation Questions | Effectiveness results |
|---|---|---|---|
| Creating awareness of the program by use of social media and other mainstream media | The organizers are to create awareness of the program on local media and have some volunteers run the campaign on social media.The campaign is supposed to mobilize depressed teens to come to the program and make the general public aware of the problem of teen depression | Who was involved?Was the community represented diversely? How was the instant response?How was the associated turnout?Does the campaign have a sustainability mechanism?What lessons can be learnt? Can this model be used in other areas?What are some of the achievements of this awareness model? | |
| The use of sports. | Sports meant to offer distraction from the teens’ depressed lifeTo bring the teens together and share life experiencesTo attract the teens so as many as possible can receive help | Did the teens enjoy the sports?Did they come consistently for the program?Was there a large turnout for the program?Did they give their best?How were they at the field? Did they look depressed?Do they look forward for the following program day?Was there participation in all the sports?Was there any injuries? | |
| Indoor seminars | These sessions should be aimed at talking to the teens | Did the teens attend the seminars as much as the sport sessions?What topics were discussed?Were the participants open to the facilitators? | |
| The sporting tools | To help facilitate the sporting activity | Were the tools/kits enough?Did they represent the most common sports among the teens?Were they accounted for at the end of the program?Did the participants learn anything new? | |
| The general program | To help reduce stigmatization of the depressed teensTo reduce teen depression by halfTo create awareness about teen depression | Was there any changes noted in the teens?Are depression rates still the same after the whole program?Is there a sustainability program?Will the teens be visited at their homes to note the changes, if any?Did the community warm up to the program?What are some of the review the program got at the end of the project? | Stakeholder interviews |
References
Issel, L. (2014). Health program planning and evaluation: A practical, systematic approach for
community health (3rd ed.). Burlington, MA: Jones & Bartlett Learning.
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