There are many reasons for the growing interest in health program planni ng and evaluation. It provides for population focused services that target identified needs,
facilitates the linking with community services, gives professionals delive ring programs a greater degree of responsibility and autonomy, a nd adds to cost control. Effective
resource allocation through critical thinking and decision- making is an essent ial component of program planning and evaluation.
This course is based on the belief that planning and evaluating are activities inherent in nursing practice. Health program planning and evaluating are proactive processes that enable nurses in an organization to adapt effectively to p ressures impos ed b y the dynamics of the evolving health care environment.
This course introduces concepts, learning activities, selected readings, and assignments to facilitate understanding of theory and practice of health program planning and evaluation.
This course provides opportunities for students to increase their understanding of planning and evaluating health-related programs.
Opportunities will be provided for students to: 1. Explore needs assessment strategies.
2. Increase their understanding of program planning within t he context of the health system.
3. Examine specific concepts related to health program evaluation. 4. Explore various models for health program planning and evaluation
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington: Author.
• NOTE: A current guide for using APA to cite electronic references is available at
McKenzie, J. F., Neiger, B. L., & Smeltzer, J. L. (2009). Planning, implementing, & evaluating health promotion programs: A primer (5th ed.). Toronto: Pearson Education, Inc.
• NOTE: This comprehensive text will be used extensively in this course.
Stamler, L. L., & Yiu, L. (Eds.). (2008). Community health nursing: A Canadian perspective (2nd ed.). Toronto: Pearson Education Canada Inc.
• NOTE: This book also is a required text for NURS 448.3 (Nursing in Community Settings). Although the complete text is not included as required reading, you are encouraged to use other sections in your assignments and work.
Below is a list of additional reference books. Most are available through the University of Saskatchewan Library. You may have some of these from previous courses or may have access to them in your local library or place of work. If you find other books/or articles that are particularly helpful, let us know so t hat we can make other stude nts aware of the m.
Canadian Hospital Association (1993). National health policy reform project. An open future: A shared vision. Ottawa: CHA Press.
Dignan, M., & Carr, P. (1992). Program planning for health education and promotion (2nd ed.). Philadelphia: Lea & Febiger.
Ewles, L., & Simnett, I. (2003). Promoting health: A practical guide (5th ed.). New York: Baillière Tinda ll.
Green, L. W., & Kreuter, M. W. (2005). Health program planning: An educational and ecological approach (4th ed.). Toronto: McGraw-Hill.
Hale, C. D., Arnold, F., & Travis, M. T. (1994). Planning and evaluating health programs. A primer. Albany, NY: Delmar .
Hawe, P., Degeling, D., & Hall, J. (1990). Evaluating health promotion: A health worker’s guide. Sidney: MacLennay & Petty.
Hibberd, J. M., & K yle, M. E. (Eds.). (1994). Nursing management in Canada. Toronto: W. B. Saunders.
Hibberd, J. M., & Smith, L. M. (1999). Nursing management in Canada (2nd ed.). Toronto: W. B. Saunders.
Hibberd, J. M., & Smith, D. L. (2006). Nursing leadership and management in Canada (3rd ed.). Toronto: Elisevier Canada.
Kreuter, M. W., Lezin, N. A., Kreuter, M. W., & Green, L. W. (2003). Community health promotion ideas that work (2nd ed.). Sudbury, Mass: Jones and Bartlett Publishers. Polit, D. F., & Hungler, B. P. (1999). Nursing research: Principles and methods (6th ed.). Philadelphia: J.B. Lipp incott.
Rossi, P. H., Freeman, H. E., & Lipsey, M. W. (1999). Evaluation: A systematic approach (6t h ed.). Thousand Oaks, California: SAGE Publications.
Rubenfeld, M. G., & Scheffer, B. K. (1999). Critical thinking in nursing: An interactive approach. Philadelphia: J.B. Lipp incott.
Stanhope, M., & Lancaster, J. (2004). Community & public health nursing (6th ed). St. Louis: Mosby.
Timmreck, T. C. (2003). Planning, program development, and evaluation: A handbook for health promotion, aging, and health services (2nd ed.). Boston: Jones and Bartlett Publishers.
Wass, A. (2001). Promoting health: The primary health care approach (2nd ed.). Sydney: Harcourt Saunde rs.
Witkin, B. R., & Altschuld, J. W. (1995). Planning and conducting needs assessments: A practical guide. Thousand Oaks, California: SAGE Publications.
Yoder Wise, P. S. (2003). Leading and managing in nursing (3rd ed.). St. Louis: Mosby.
Initial Comment: At the beginning of each module outline some thought provoking material is presented to provide a focus for you to get started. This section is intended to help you draw a mental picture of the module intents. Module Intents: The module intents describe the focus of the opportunity for learning presented in the module. When you have completed a module, go back to the intents. Ask yourself if you have achieved your goal for learning. If not, consider what else would be helpful for achieving your objective. You may want to keep track o f what is helpful (and what is not) and include it at the end o f the term in your evaluation of the course.
Required Reading: These core readings are intended to facilitate your learning. Reading the designated material will assist in your learning and help you use your time effectively. Required readings are either in your text or in the article reprints package.
Further Reading: These readings are included because of the wider scope they provide for the topic. You are encouraged to make use of library resources to access these readings if you do not have them from other sources. The University of Saskatchewan library now has internet access to a wide variety of electronic journals and electronic books where complete articles and books are available "on-line." Check the Library Handbook for access information.
Further Reflections: This section is designed to further stimulate your interest, expand on learning opportunities, and build on your own knowledge and experiences.
Bibliography: These works provide background for the Further Reflections section.
Check: (√) This section is intended to help you recap and assess your understanding of the module intents and to assess your learning progress. Suggested Activities
: Learning activities are presented at the end of each module outline. These activities are intended to contribute to your understanding of the concepts addressed in the module. In addition, activities employ critical thinking skills aimed at enhancing clinical app lication of health program planning and evaluation concepts.
Basic definitions and assumptions
Health Program Planni ng a nd Evaluation: An O verview
Role of the nurse in Program Planning and Evaluation
Target pop ulation (group) Needs Assessment
Identification of needs Analysis format
Collecting data - methodologies Setting priorities
Basic measurements (rates, ratios, and proportions) Epidemiology
Presenting descriptive epidemiological data
Defining the problem or situation Targeted Assessment
Exploring program focus Establishing program goals
Assessing educational readiness and training needs
Planning process Program Plan Development
Components of program plans Purpose, mission, philosophy Policies and procedures
Creating the planning document Gantt Chart
Program Planning and Evaluation Models
Decision Making Model Demingís cycle (P-D-C-A) Marketing Your Program
Marketing - business plan Budgeting
Building a decision support system
Phases of implementation Implementation
Resistance to c hange Impact of Change
Power and po litics Effective negotiating
Evaluation criteria Program Evaluation
Scope of evaluation
Quality improvement process
Accountability and p rogram evaluation Communication/feedback
1. I would encourage you to send your assignments as an attachment via email. Alternately, assignments must be postmarked or date stamped on or before the specified due date. Late assignments will be docked 5% per day beyond the specified d ue date (refer to Policies & Regulations, Post Registration BSN Program - Student Handbook).
2. In unus ual circumstances when the professor teaching t he course has been made aware of the circumstances in advance of the due date,
3. All course components must be completed in order to receive credit for this course.
a time extension for the assignment may be given.
4. The Publication Manual of the American Psychological Association (APA) (5th ed.) must be used as the style guide for all written assignments.