Chapter 17 Evaluation and Reflection

Chapter Overview

Key Issues and Learning Outcomes

Key issues within this chapter:
  • A reflective practitioner is one who continually re-evaluates his or her practice and learns from experience.
  • Evaluation is critical to assess the impact of health promotion activities.
  • Health promotion is a fast-moving area of work and it is important to be familiar with new developments.
  • Many sources of information on health promotion exist including conferences, attending courses, peer-reviewed journals, publications from organizations (in-house and external reports) and magazines.
By the end of this chapter you should be able to:
  • consider how you can apply the concept of the reflective practitioner in your own work and plan your future learning in health promotion.
  • understand the concepts involved with evaluation and apply them in critically assessing reports of health promotion activities.
  • be familiar with sources of information on health promotion that you can draw upon in your work.

Test your Knowledge

Having read the chapter can you now answer the following questions?

  1. What are the characteristics of a reflective practitioner?
  2. What is the difference between the terms ‘effectiveness’ and ‘efficiency’ in evaluation?
  3. What indicators can be used to demonstrate a change in knowledge as a consequence of an intervention? Can these indicators be used to demonstrate changes in behaviour?
  4. Why are ‘randomized control trials’ often not possible in health promotion?
  5. What are the advantages and disadvantages of ‘process’, ‘participatory’ and ‘outcome’ evaluations?
  6. How can you assess if a website can be trusted?
  7. List three peer-reviewed health promotion journals which you might regularly consult and consider submitting an article to.

Internet links

Personal development

Skills for Health is the Sector Skills Council (SSC) for the UK health sector. It provides information to about competency, training and skills to help deliver a skilled and flexible UK workforce in order to improve health and healthcare. http://www.skillsforhealth.org.uk/page/

Public Health Resources Unit website has a lot of information to assist in portfolio development and other professional matters. The public health development team at PHRU leads, or is involved in, much of the work across the UK to strengthen the cohesion and impact of the public health workforce.
http://www.phru.nhs.uk/

Reading Scientific Papers and Systematic Reviews

DISCERN checklist for rating the quality of health information for consumers
http://www.discern.org.uk

Greenhalgh, T. (1997) How to read a paper. Series of articles exploring different aspects in the British Medical Journal:

Abstracts of Cochrane Reviews. Cochrane Reviews make the results of research assessing the effects of health care more easily available to those who want to make better decisions.
http://www.york.ac.uk/inst/crd/

DARE Database. The NHS Centre for reviews and dissemination – University of York. The NHS centre for Reviews and Dissemination - their database of Abstracts of Reviews of Effectiveness (DARE) covers the published literature on effectiveness of health care interventions.
http://www.york.ac.uk/inst/crd/

EPPI-Centre. The EPPI-Centre is part of the Social Science Research Unit (SSRU), Institute of Education, University of London, and has been involved in a methodological programme of evidence-based work on social interventions since 1993. The EPPI-Centre has compiled a register of ongoing and completed effectiveness reviews in different health promotion areas. This register currently contains over 400 ongoing and completed effectiveness reviews. All reviews have been key worded systematically according to their health focus (e.g. mental health, sexual health, tobacco, drugs) and relevant population group (e.g. age group, gender).
http://eppi.ioe.ac.uk/cms/

lecturer resources student resources
practical health promotion