Planning Implementing And Evaluating Health Promotion Programs A Primer 7th Edition by James F. McKenzie – Test Bank




Planning Implementing And Evaluating Health Promotion Programs A Primer 7th Edition by James F. McKenzie – Test Bank

Planning, Implementing, & Evaluating Health Promotion Programs, 7e (McKenzie)

Chapter 2   Starting the Planning Process


1) Which of the following is NOT considered to be an appropriate source for building a rationale?

  1. A) Needs assessment data
  2. B) Epidemiological data about a specific health problem
  3. C) Cost-effectiveness data of health promotion programs
  4. D) Wikipedia and similar websites

Answer:  D


2) When gaining support from decision makers, the term “resources” often refers to

  1. A) monies that could be used for staff, facilities, material supplies.
  2. B) congruent organizational policies.
  3. C) program and concept visibility.
  4. D) a place at the organizational power.

Answer:  A


3) The instrument to assess leadership support for health promotion programs in work settings is

  1. A) Health Promotion Inventory (HPI).
  2. B) Health Programs Inventory (HPI).
  3. C) Leading by Example (LBE).
  4. D) Leaders Assessment Tool (LAT).

Answer:  C


4) Data that describe the status of a health problem within a population based on distribution and determinants of health are referred to as

  1. A) social data.
  2. B) political data.
  3. C) epidemiological data.
  4. D) statistical data.

Answer:  C


5) In order for resources and support to flow into health promotion programming

  1. A) decision makers need to see values from the program.
  2. B) taxes must be raised to offset costs.
  3. C) planners must commit to fund raising efforts.
  4. D) materials must be available from previous, similar programming.

Answer:  A


6) The first step planners should take to gain the support of decision makers is to

  1. A) form a focus group.
  2. B) write a plan.
  3. C) develop a rationale.
  4. D) conduct a needs assessment.

Answer:  C

7) People willing to do the actual work needed to plan and implement a program are referred to as

  1. A) managers.
  2. B) stakeholders.
  3. C) doers.
  4. D) interventionists.

Answer:  C


8) Health education specialists can access and understand background information to develop a rationale by

  1. A) conducting a literature review.
  2. B) conducting a longitudinal study.
  3. C) selecting a planning model.
  4. D) writing a grant proposal.

Answer:  A


9) A program rationale

  1. A) should be no more than two pages long.
  2. B) is the step that outlines each component of the program in detail.
  3. C) can be focused on funding issues.
  4. D) allows planners to sell the program to decision makers.

Answer:  D


10) Which of the following is a benefit statement for individuals of a health promotion program?

  1. A) Controls burden on taxpayers
  2. B) Lowers out-of-pocket costs for health care
  3. C) Improved price competitiveness
  4. D) Reduced pain and suffering

Answer:  B


11) Which of the following is a benefit for the community with health promotion programming?

  1. A) Increased worker morale
  2. B) Retention and recruitment tools
  3. C) Improved price competitiveness
  4. D) Improved quality of life of citizens

Answer:  D


12) Which of the following is a benefit for the employer with health promotion programming?

  1. A) Enhanced worker performance/productivity
  2. B) Reduced pain and suffering from illness and accidents
  3. C) Provides model for other communities
  4. D) Improves the quality of life of citizens

Answer:  A


13) When starting the planning process, health educators

  1. A) use skills found in all Areas of Responsibility for Health Educators.
  2. B) are most apt to concentrate on Area of Responsibility IV.
  3. C) cannot use any of the Areas of Responsibility.
  4. D) draw from several of the Areas of Responsibility.

Answer:  D

14) Often, the idea or big push for a health promotional program comes from top level people and not the community.

Answer:  FALSE


15) Evidence-based practice is more likely to produce quality programs than other approaches.

Answer:  TRUE


16) The most important initial step in the planning process is gaining the support of management.

Answer:  TRUE


17) References do not need to be included at the rationale preparation stage.

Answer:  FALSE


18) When ROI is less than 0, then the program is producing savings that exceed the cost of the program.

Answer:  FALSE


19) Social math refers to inflating national statistic to make the health problem appear more serious to decision makers.

Answer:  FALSE


20) Influencers are always much more important than doers in the planning process.

Answer:  FALSE


21) Keeping the same planning committee members throughout the life of a program ensures success.

Answer:  FALSE


22) Institutionalization refers to a program becoming imbedded within an organization.

Answer:  TRUE


23) A rationale can be viewed as a 4×4 matrix, with each square of each level representing the next step.

Answer:  FALSE


24) A planning committee is a group of individuals who are willing to serve in an advisory role and assist in program planning.

Answer:  TRUE



25) Two terms synonymous with planning committee are steering committee and advisory committee.

Answer:  TRUE


26) The guidelines for how a planning committee operates are referred to as parameters.

Answer:  TRUE


27) The most efficient and effective way to select planning committee members is to have them assigned by their employers for the task.

Answer:  FALSE

28) Name at least three types of individuals who would be important to include on a planning committee.

Answer:  (any three of the following)

Representatives of all segments of the target population, Doers, Influencers, Representatives of the sponsoring agency, and Other stakeholders


29) List four methods for determining the values and benefits to be emphasized in a rationale.


  • Examine recent or past meeting minutes, decisions, or comments that are relevant to the value placed on health and prevention.
  • Find out from the individuals in a position to know why past decisions related to budget or employee benefits were made by the managers involved.
  • Review past formal reports or evaluations of health program and benefits that have been commissioned or carried out on behalf of the decision makers.
  • Conduct a formal survey of all or a portion of the key decision makers involved to determine what is the most important to them.


30) List, in order, the steps to include in a rationale.

Answer:  Title, Identify the problem globally, Narrow the problem, State a proposed solution, State what can be gained from the program, State why the program will be successful, Provide references.


31) List and explain three sources that can be used to build a rationale for a program.


  • Literature in the field — previous research and observations
  • Needs assessment data — show need for intervention by showing needs of target population
  • Epidemiological data — support your claim of need with statistics about the target population’s health and the health status of similar populations
  • Values and benefits for decision makers — relates the benefits of the program to the values and benefits of the decision makers



32) List two questions that planners should consider when looking for partners.

Answer:  (any two of the following)

  • Who is also interested in meeting the needs of the priority population?
  • Who also sees the unmet need of a priority population as a problem?
  • Who has unused resources that could help solve a problem?
  • Who would benefit from being your partner?


Planning, Implementing, & Evaluating Health Promotion Programs, 7e (McKenzie)

Chapter 6   Mission Statement, Goals, and Objectives


1) Mission statements, goals, and objectives are closely linked with

  1. A) Areas II and IV of the Responsibilities and Competencies for Health Educators.
  2. B) Areas II and VI of the Responsibilities and Competencies for Health Educators.
  3. C) Areas III and IV of the Responsibilities and Competencies for Health Educators.
  4. D) Areas III and VI of the Responsibilities and Competencies for Health Educators.

Answer:  A


2) A mission statement can be described as a program

  1. A) goal.
  2. B) objective.
  3. C) overview.
  4. D) assessment.

Answer:  C


3) A goal is an expectation that

  1. A) is written to include all aspects or components of a program.
  2. B) provides specific direction for a component of a program.
  3. C) generally has a specific timeline.
  4. D) is easily observed by program planners and implementers.

Answer:  A


4) Terms such as distinguish, infer, prove, synthesize, and contrast are important in creating

  1. A) program strategies.
  2. B) outcomes for objectives.
  3. C) vision statements.
  4. D) goal measurements.

Answer:  B


5) Questions such as “Can the objective be realized during the life of the program?” and “Does the program have enough resources?” are appropriate when planners are

  1. A) assessing needs.
  2. B) fine-tuning strategies.
  3. C) selecting personnel.
  4. D) developing objectives.

Answer:  D


6) Which of the following is an example of the criterion element of an objective?

  1. A) “Reduce the occurrence of”
  2. B) “After reading the pamphlets”
  3. C) “With 100% accuracy”
  4. D) “All employees of the company”

Answer:  C



7) The words “explain” and “define” would be best suited for what type of objective?

  1. A) Awareness
  2. B) Knowledge
  3. C) Behavior
  4. D) Environment

Answer:  B

8) The words “understand,” “know” and “appreciate” would be best suited for writing

  1. A) objectives.
  2. B) goals.
  3. C) models.
  4. D) strategies.

Answer:  B


9) “Before the beginning of the program, all participants will have received a DVD containing all pertinent materials and short lessons” is a(n)

  1. A) learning objective.
  2. B) outcome objective.
  3. C) process objective.
  4. D) participant objective.

Answer:  C


10) “To increase the number of people who have access to primary health care,” is an example of a program

  1. A) objective.
  2. B) mission statement.
  3. C) goal.
  4. D) statement of purpose.

Answer:  C


11) Objectives specify intermediate accomplishments or benchmarks that represent progress toward the goal.

Answer:  TRUE


12) Healthy People 2010 was the first document of its kind in American public health history.

Answer:  FALSE


13) “By the end of the program, the participants will be able to list five risk factors for heart disease” is an example of a process objective.

Answer:  FALSE


14) Objectives of each level type should be included in a health intervention program.

Answer:  TRUE


15) The learning objectives hierarchy begins with awareness objectives.

Answer:  TRUE


16) Intermediate objectives occur soon after the program is implemented.

Answer:  FALSE


17)  Write an objective for an exercise program and label the four elements that make it an appropriate objective.

Answer:  By the end of the 6 month training period, 75% of participants in the program will be walking three miles, three days a week.


Outcome — walking three miles, three days a week

Conditions — by the end of the 6 month training period

Criterion — 75%

Priority population — participants

18) Describe how you, as a health education specialist, might use Healthy People 2020 when planning your programs.

Answer:  Healthy People 2020 can serve as a guideline for developing goals and objectives for the program.  You want your program to be aligned with the goals and objectives already established for the nation.


19) List the five main levels of objectives outlined in your textbook.

Answer:  Process, Learning, Behavioral, Environmental, Outcome


20) Write an appropriate objective for a smoking cessation program.

Answer:  By the end of the 10 week program, 10% of the participants will have quit smoking.


21) Name the four elements that must be present for a well-written objective.

Answer:  The outcome to be achieved (what)

The priority population (who)

The conditions under which the outcome will be observed (when)

The criterion for deciding whether the outcome has been achieved (how much)


22) What six questions should be considered when writing objectives?

Answer:  Can the objective be realized during the life of the program or within a reasonable time thereafter?

Can the objective be realistically achieved?

Does the program have enough resources to achieve a specific objective?

Are the objectives consistent with the policies and procedures of the sponsoring agency?

Do the objectives violate any of the rights of those who are involved?

If a program is planned for a particular ethnic/cultural population, do the objectives reflect the relationship between the cultural characteristics of the priority group and the changes sought?


23) List the five characteristics of a SMART objective.

Answer:  Specific







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