Cluster Analysis
M. Venkataswamy Reddy in Statistical Methods in Psychiatry Research and SPSS, 2019
Evaluation study is made for assessing the effectiveness of program implemented or for assessing the impact of developmental projects on the development of project area. Evaluation is determination of the results attained by some activity (whether a program, a drop or a therapy or an approach) designed to accomplish some valued goal or objective. Evaluation research is thus, directed to assess or appraise the quality and quantity of an activities and its performance, and to specify its attributes and conditions required for its success. It is also concerned with change over time. As evaluation research asks about the kind of change the program views as desirable, the means by which the change is to be brought about, and the signs according to which such change can be recognized.
Constructing a Program Development Proposal for Community-Based Practice: A Valuable Learning Experience for Occupational Therapy Students
Patricia A. Crist, Marjorie E. Scaffa in Best Practices in Occupational Therapy Education, 2012
Limitations related to the evaluation process must be acknowledged. First, the survey of students and site supervisors employed a retrospective design. This did not permit a comparison of graduates' pre- and post- assignment perceptions. In addition, because the study utilized a semi-structured telephone interview, the duration of the interview was limited, and visual aids could not be used, as in in-person interviewing (Frey & Oishi, 1995). Although random selection of graduates of the program was a strength of the evaluation of the assignment, random selection of agency supervisors was not possible because of job mobility among so many site supervisors. Finally, the interviewer for the study was also one of the course instructors. Although she is a psychologist with experience in interviewing, it is possible that the student responses were affected by this previous relationship. Great care was made to adhere to the interview protocol to decrease the effect of this limitation.
Evaluating Hispanic/Latino Programs: Ensuring Cultural Competence
Melvin Delgado in Alcohol Use/Abuse Among Latinos: Issues and Examples of Culturally Competent Services, 2014
Given the important role of evaluation, the authors present basic evaluation concepts that are central to most evaluation activities and when properly applied can result in sound rigorous evaluation plans. These components are recommended for the evaluation of high risk youth program funded by the Center for Substance Abuse Prevention which has a long history of funding demonstration projects with strong evaluation components. Additionally, many of these demonstration projects have targeted youth of culturally distinct groups. The components for effective evaluation include three major areas of evaluation: (1) management of evaluation; (2) process evaluation; and (3) outcome evaluation. The focus will be placed on process and outcome evaluation although management of the evaluation is discussed briefly. Using these evaluation concepts we intend to build on what Orlandis (1992) has termed “cultural competence” by presenting and how cultural factors should be incorporated into the evaluation of a program so that the result is a “culturally competent evaluation strategy.”
Searching for active ingredients in rehabilitation: applying the taxonomy of behaviour change techniques to a conversation therapy for aphasia
Published in Disability and Rehabilitation, 2021
Fiona Johnson, Suzanne Beeke, Wendy Best
The traditional focus of evaluation research across disciplines is to define and report on outcomes of intervention. However, the high scientific standards applied to outcome reporting are rarely extended to the reporting of intervention content. Consequently, the components of intervention that may be responsible for producing change are often under-reported and poorly defined [1–3]. It is argued that the poor specification and characterisation of intervention content risks undermining the credibility and evidence base for rehabilitation [2,3]. Even where intervention content is detailed, a lack of agreed terminology means that essentially similar processes may be named differently from study to study, whilst, in contrast, generic descriptions such as “feedback” mask significant variation in the procedures being used [4,5]. Under-reporting and poor specification of intervention content pose a challenge for the accurate implementation of evidence-based interventions in clinical contexts, the replication of interventions’ effects, and the useful comparison and accumulation of evidence in systematic reviews [4,6,7]. Finally, they act as a barrier to analysing which components of intervention are most involved in creating change, and examining how these “active ingredients” work.
Using a Food Bank as a Platform for Educating Communities during the COVID-19 Pandemic
Published in Journal of Community Health Nursing, 2022
Xianglan Jin, Mabel Ezeonwu, Andreka Ayad, Karen Bowman
Outcome evaluation measures program effects on the target population (CDC, n.d.) and is therefore not possible for this short-term health education intervention. Impact evaluation however measures a program’s effectiveness in achieving its goals and objectives (CDC, n.d.). There was ample evidence that the goals and objectives of the health education project were met. Multiple health education topics were covered and made accessible to clients. The food bank staff and volunteers noted that the project deliverables were excellent resources that will benefit their community. There was quantifiable evidence that the project goals were met. For example, 1) six health education topics were covered (see, Table 2), 2) four healthy recipes were created with underutilized food items at the food bank, 3) health education on diabetes and hypertension was provided, and 4) ergonomics video for staff and volunteers was produced. In addition, a total of 200 copies of the different education brochures and flyers were printed and delivered to the food bank. Each patron received the education materials – inserted in their food delivery boxes. Digital copies of the education resources were also provided to the food bank staff to enable them to print additional copies as needed, and for upload to their website for broader dissemination to the community.
Capturing outcomes of competency-based medical education: The call and the challenge
Published in Medical Teacher, 2021
Elaine Van Melle, Andrew K. Hall, Daniel J. Schumacher, Benjamin Kinnear, Larry Gruppen, Brent Thoma, Holly Caretta-Weyer, Lara J. Cooke, Jason R. Frank
As illustrated in Figure 1, program evaluation efforts can focus on examining aspects of program processes or outcomes. However, to examine outcomes, we advocate for developing a specific logic model or design that best represents the particular context and outcome under examination (for those wishing to delve more deeply into this possibility, a more comprehensive CBME logic model is provided in Supplementary Appendix 1). An initial logic model design will help to illustrate intended connections between program activities and outcomes. Over time, as evidence is collected, the details of the model may be adapted to reflect the actual relationship between program activities and outcomes. This is critical because CBME, as a CSI, will undergo constant refinement and compromise as various aspects are adapted within specific contexts. Described as ‘opening the black box,’ linking processes to outcomes is a critical step in ensuring that we develop a robust understanding of the potential of CBME as an educational reform initiative (Cuban 2013). Accordingly, we propose that the following six strategies be taken into consideration when examining CBME outcomes.
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