Evidence-Based Programming: A Practitioner's Guide

Abstract

The movement toward evidence-based practices and intervention is now very prevalent in the fields of medicine, health care, mental health, management, public policy, and education, to list just a few examples. 1 Worksite health promotion programs, understandably, are beginning to experience growing interest in using evidence-based interventions as well. Within the Patient Protection and Affordable Health Care Act (P.L. 111-148 as amended) 2 the term ''evidence-based'' is used 41 times, indicating a fairly high level of congressional familiarity with the term and a high level of expectation for the use of the concept. Thirteen of those uses of the term ''evidence-based'' were included in Title IV, Prevention of Chronic Disease and Improving Public Health, which is the prevention and health promotion centerpiece within the legislation. It is clear that health promotion practitioners will increasingly be expected to provide evidence-based programming, including planning, design, implementation, interventions, and evaluation of services, to their target populations, and thus the reason for addressing this topic in this edition of The Art of Health Promotion. We will be exploring the following aspects of the topic:

Moving the Worksite Health Promotion Profession Forward

“…Not only are health promotion practitioners today required to plan programs, but they also need to have the skills to design built environments that encourage movement and interpersonal connectivity, teach effective communications methods, integrate health promotion and health protection, and influence policies both at work and in the communities. Other unique qualities include tailoring interventions according to readiness, generational differences, competency, values and preferences of their workforce population (Ryan, McPeak, & Chapman, 2011). Also critical to the success of a program is the skilled professional with the capacity to design a results-oriented, comprehensive program, and who can understand the importance of theory-based planning and strive to obtain a culture of health and employee engagement (Ryan et al, 2011).…”

“…Other unique qualities include tailoring interventions according to readiness, generational differences, competency, values and preferences of their workforce population (Ryan, McPeak, & Chapman, 2011). Also critical to the success of a program is the skilled professional with the capacity to design a results-oriented, comprehensive program, and who can understand the importance of theory-based planning and strive to obtain a culture of health and employee engagement (Ryan et al, 2011). A comprehensive program, as defined by the Centre for Health Promotion University Toronto, includes five keys elements: health assessments and screenings, health education and skill building, integration and linkage, supportive social and physical environment, and evaluation (Carver County Government Center, 2007).…”

“…Professionals in the field of WHP predict that health promotion practitioners will be expected to provide evidence-based programming, which is the capability to design a program based on the best available research evidence that the program will be effective (Ryan et al, 2011). The Society for Public Health Education (2013) has noted that individuals trained in health education offer knowledge, skills, and training that complement those of health care providers, policy makers, educational experts, human resource personnel, and many other professional whose work affects human health.…”

“…Hence, the unanswered question remains: Would standards in WHP provide the pathway to an effective workforce? The 2010 Affordable Care Act calls for the Centers for Disease Control and Prevention to expand the utilization of evidence-based prevention and health promotion practices in the workplace by providing assistance to directors of health promotion programs with the following (Ryan et al, 2011):…”