Israel B A, Cummings K M, Dignan M B, Heaney C A, Perales D P, Simons-Morton B G, Zimmerman M A
Department of Health Behavior and Health Education, School of Public Health, University of Michigan, Ann Arbor 48109-2029, USA.
Health Educ Q. 1995 Aug;22(3):364-89. doi: 10.1177/109019819402200308.
Recently there has been an increase in the different types of strategies used in health education interventions, including an emphasis on broadening programs focused on individual behavior change to include larger units of practice. There has also been an increasing critique of the traditional physical science paradigm for evaluating the multiple dimensions inherent in many interventions. Additionally, there is a growing recognition of the importance of involving multiple stakeholders in designing, implementing, and evaluating interventions. Each of these factors carries specific evaluation challenges. With the overall aim of strengthening the evaluation of health education programs, this article aims to (a) present conceptual and technical design issues and options, (b) describe different approaches to evaluation, (c) highlight evaluation approaches that have been effective, (d) critique the limitations of traditional evaluation approaches, (e) examine promising approaches and implications for future evaluations, and (f) provide recommendations for evaluation designs, data collection methods, roles, responsibilities, and principles for evaluating interventions.
最近，健康教育干预中使用的不同类型策略有所增加，包括强调扩大专注于个体行为改变的项目，以纳入更大的实践单位。对于评估许多干预措施中固有的多个维度的传统物理科学范式，也存在越来越多的批评。此外，人们越来越认识到让多个利益相关者参与干预措施的设计、实施和评估的重要性。这些因素中的每一个都带来了特定的评估挑战。本文以加强健康教育项目评估为总体目标，旨在（a）提出概念和技术设计问题及选项，（b）描述不同的评估方法，（c）突出已被证明有效的评估方法，（d）批评传统评估方法的局限性，（e）审视有前景的方法及其对未来评估的影响，以及（f）为评估设计、数据收集方法、角色、责任和干预措施评估原则提供建议。
