Name
Mohd. Zainorein Wong Bin Khuizani Sik Wong
Student Matrix Number
2018201604
Title
Environmental Health Promotion and Education Planning
Course
Environmental Health Promotion and Education
Lecturer
Dr Siti Nor Ain Binti Seri Masran
Date of Submission
15 May 2020
Health Promotion and Education Planning
1. Program Goals.




To emphatically impact the wellbeing conduct of people and networks just as the
living and working conditions that impact their wellbeing.
To improve the health of the individual and community level.
To help people to understand that health is the most valuable community asset.
Health promotion action aims at reducing differences in current health status and
ensuring equal opportunities and resources to enable all people to achieve their fullest
health potential
2. Objectives.






Raise awareness of the extent of illness, suffering and death among mothers and
children, and its impact on health as well as social and economic development.
Increase understanding that solutions exist.
Raise the level of interest and awareness among all segments of society.
enable people to identify their health problems and needs
Help people in solving their health problems using their potential
Build normal health trends
Establish proper health behavior and the wrong change to true healthy behavior.
3. Types of objectives.




Health Objectives.
Behavioral Objectives.
Learning Objectives.
Resource Objectives.
4. Community assessment.



Continuous, systematic processes for assessing and addressing health needs in a
community.
Able to identify areas for coordination, ways to maximize collaboration, and
strategies to further improve community health.
These components included preplanning; developing partnerships; developing vision
and scope; collecting, analyzing, and interpreting data; identifying community assets;
identifying priorities; developing and implementing an intervention plan; developing
and implementing an evaluation plan; communicating and receiving feedback on the
assessment findings and/or the plan; planning for sustainability; and celebrating
success. Within several of these components, we discuss characteristics that are
critical to improving community health.
5. Epidemiological Assessment.

Identify the health determinants of the identified problems and set priorities and
goals.

Uncovers the behavioural and environmental factors most likely to influence
the identified priority health issues.
Translates priorities into measurable objectives for the program being
developed
Behavioural Determinants


1. Behaviours or lifestyles that contribute to the occurrence and severity of a
health problem.
2. The behaviour of others who can directly affect the behaviour of the
individuals at risk.
3. The action of decision makers whose decisions affect the social or physical
environment that influences the individuals at risk.

Environmental Determinants
1. Those social and physical factors external to the individual, often beyond
his or her personal control, that can be modified to support the behaviour
or influence the health outcome.
2. At this phase in the program planning process, community organizing
theories and principles are still relevant, as are interpersonal and individual
theories of behaviour change such as Social Cognitive Theory.
6. Behavioral and environment Assessment.
Behavioral assessment identifies what behaviors cause or are strongly related to the
problem you identified in Phase 1.
 Environmental assessment uses the same process as the behavioral assessment to
identify environmental risk factors.
 Phase Three is to develop a list of likely behavioral and environmental risk factors,
select the ones that are both most important and are easier than others to change, and,
finally, develop behavioral objectives.
 These are the seven steps that lead to the development of behavioural objectives:
i. Review known risk factors and separate them into behavioural and non behavioural
causes of the health problem.
ii. Separate the behavioural factors in terms of preventive behaviours or treatment
procedures. The goal of this step is to identify very specific actions that develops
behavioural objectives.
iii. Divide the behaviours into more important and less important.
iv. Divide the behaviours into more changeable and less changeable.
v. Choose the behavioural target.
vi. Do the same thing for the major non-behavioural factors.
vii. Develop your behavioural and non-behavioural objectives

7. Educational and Ecological Assessment.

Planners identify the following factors that influence the likelihood that behavioural
and environmental change will occur.
1. Predisposing Factors: "antecedents to behaviour that provide the rationale or
motivation for the behaviour".
2. Reinforcing Factors: "factors following a behaviour that provide continuing
reward or incentive for the persistence or repetition of the behaviour".
3. Enabling Factors: "antecedents to behavioural or environmental change that allow
a motivation or environmental policy to be realized".

All three levels of change theories can be useful at this stage.
1. Individual-level theories- most appropriate to address predisposing factors.
2. Interpersonal-level theories - most appropriate for reinforcing factors; suggest
indirect communication channels and methods.
3. Community-level theories - most appropriate for enabling factors; suggest
environmental changes and methods such as grassroots organizing and advocacy
8. Budgeting and Organizational Assessment.





It is an organizational tool used for planning and controlling within an organization.
Also, it is a formal written guideline for your future plan of action, expressed in
financialterms within a set time period.
It can help refine goalsthat reflect realistic resources.
It can compel members of the organization to use funds efficiently.
It can provide accurate information to adjust, analyze, and evaluate programs &
activities.It can aid in decision making.
It can provide a historical reference to be used for future planning
9. Evaluations (Phase 7, 8, 9 ).

Data collection plans should be in place for evaluating the process, impact, and outcome of
the program.
Process Evaluation: determines the extent to which the program was implemented
according to protocol.
2. Impact Evaluation: assesses change in predisposing, reinforcing, and enabling factors, as
well as in the behavioural and environmental factors.
3. Outcome Evaluation: determines the effect of the program on health and quality of life
indicators.
1.