INHE 2001 Week 10 Evaluation Plan Example

What Will Be Countable Afterward: An Evaluation Plan for the Housekeeping Crew's Splash Protection Lesson, Ending on the Result That Would Count as Failure

Student Name

Walden University

INHE 2001: Fundamentals of Health Education and Behavior

Instructor Name

Month Day, Year

What Will Be Countable Afterward: An Evaluation Plan for the Housekeeping Crew's Splash Protection Lesson, Ending on the Result That Would Count as Failure

What the Plan Promises

This plan says exactly what will be counted after the ten-minute huddle lesson for the evening environmental services crew, who will count it, when, and against what. It covers the lesson's four objectives and the two equipment changes passed to the supervisor. It closes by stating in advance the result that would mean the program did not work.

The Measures

Table 1

Measures, who takes them, when, and the comparison

Baseline figures come from the needs assessment and the supervisor's two-week station checks before the lesson.

Why These Comparisons

The immediate checks at the huddle tell us whether the lesson taught what it set out to teach, which is worth knowing even if behavior does not change, because it separates a teaching failure from a failure of the idea. The station checks compare against a real baseline the same supervisor collected the same way. The first-90-minute share tests the reasoning from Week 6: if empty hooks were driving skips, personal goggle pairs and restocking should cut early-shift skipping most.

Process measures, such as whether hooks were actually stocked and whether the lesson ran at full length, are included because outcomes say nothing about a lesson that never ran as designed. Guidance on evaluating complex interventions recommends measuring delivery alongside outcomes for exactly this reason (Moore et al., 2015).

Known Weaknesses

Two weaknesses are stated now. First, crew members may wear goggles more when they know checks are happening. A systematic review of this observation effect found it real but inconsistent in size from study to study (McCambridge et al., 2014). Keeping checks unannounced and spreading them across the shift reduces, but does not remove, this problem. Second, incidents are rare. With two splashes in six months, the log cannot reveal a change in either direction, so its count appears in the report without counting toward the verdict.

The Result That Would Count as Failure

Failure is declared if, by week 4, goggles are worn at fewer than 24 of 30 observed jug changes, a rate of 80%, and the share of skips in the first 90 minutes has not fallen below half. That failure condition was chosen because baseline use was about 61%; a program that leaves use well under 80% and leaves the early-shift pattern intact has not changed the barrier it was built to address. If that happens, the next step is to examine whether hooks were stocked and personal pairs carried before revising the lesson, since the plan's theory placed the problem in access rather than knowledge (Green & Kreuter, 2005).

References

Green, L. W., & Kreuter, M. W. (2005). Health program planning: An educational and ecological approach (4th ed.). McGraw-Hill.

McCambridge, J., Witton, J., & Elbourne, D. R. (2014). Systematic review of the Hawthorne effect: New concepts are needed to study research participation effects. Journal of Clinical Epidemiology, 67(3), 267-277. https://doi.org/10.1016/j.jclinepi.2013.08.015

Moore, G. F., Audrey, S., Barker, M., Bond, L., Bonell, C., Hardeman, W., Moore, L., O'Cathain, A., Tinati, T., Wight, D., & Baird, J. (2015). Process evaluation of complex interventions: Medical Research Council guidance. BMJ, 350, Article h1258. https://doi.org/10.1136/bmj.h1258