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The PRECEDE-PROCEED model (PPM) is a process that focuses on the community as a source of public health promotion. This model is used as a comprehensive road map of directions for constructing, applying, and assessing health promotion and health intervention methods of health. Proceed stands for policy, regulatory, and organizational constructs in educational and environmental development, which is the structure for applying and assessing public health plans. Proceed focuses on 3 phases, such as process evaluation, impact evaluation, and outcome evaluation. Process evaluation determines if the intervention methods are reaching the targeted community and are accomplishing the goals that were set. Impact evaluation evaluates if there is behavioral change and outcome evaluation identifies if the intervention is reducing the prevalence of the negative behavior and increasing the positive behavior (Glanz et al., 2015; Rural Health Information Hub, 2020).

Precede stands for predisposing, reinforcing, and enabling constructs in educational diagnoses and evaluations, which is the structure for planning a specific public health plan. Precede focuses on 5 phases such as (1) social assessment, (2) epidemiology/behavioral and environmental assessment, (3) educational/ecological assessment, (4) administrative and policy assessment and intervention alignment, and (5) implementation. Phase 1 determines the social problems and needs of a community and identifies the results. Phase 2 identifies the health determinant issues when the problem is identified and set goals towards it. Phase 3 analyzes the behavioral and environmental determinants that enhance the identified problem. Phase 4 influences the implementation of interventions that encourages positive behavior change. Phase 5 focuses on implementing interventions (Glanz et al., 2015; Rural Health Information Hub, 2020).

The intervention mapping model (IMM) builds on the logic model of the problems that were identified, developed and expanded on in the PRECEDE-PROCEED model. This model works as a guide that focuses on interpreting the determinants that affect behavioral and environmental change and matches theory-based changed methods to the determinant to improve and promote health. This model has 6 steps, such as (1) logic model (theory) of the problem, (2) program outcomes and objectives-logic model (theory) of change, (3) program plan, (4) program production, (5) implementation plan, and (6) evaluation plan (Glanz et al., 2015).

Step 1 uses a planning group to describe the framework of the intervention and conduct a needs assessment to create a logic model of the problem. Step 2 uses theory and evidence to define and identify the targets of change for the intervention. Step 3 focused on generating a program theme that matches a theory-based and evidence-based intervention method and then selecting the practical application that will deliver the intervention change. Step 4 incorporates methods and practical applications into a structured program by developing the needed materials and messages. Step 5 is the planning phase that focuses on the implementation, adoption, maintenance, and sustainability of designing and testing the effectiveness of the intervention program. Step 6 creates an evaluation plan that conducts the outcome and process evaluation method (Glanz et al., 2015).

The PRECEDE-PROCEED model is the foundation for the intervention mapping model. Both models are used as community-based guides that use the ecological approach in planning and providing guidance for the use of theories to understand the health problems and plan the intervention methods that are caused by determinants factors. Additionally, I prefer the PPM because its steps are more detailed, easier to use on other health problems, it provides flexibility and is appropriate to use on a larger scale for various health problems (Glanz et al., 2015).

An example of the PPM is the child pedestrian injury prevention project. The targeted group is children age 5-10 and the epidemiological factor is severe head injuries for child pedestrian injuries. The behavioral risk factors are children lacking parental supervision when crossing, and children lacking education on road crossing procedures. The environmental risk factors are roadside obstacles such as road construction, and high traffic volume and speed, such as rush hour traffic. The contributing factors are parents allow their children to cross the roads alone. Intervention methods are education on road crossing procedures at school and at home implementing safety traffic signs near school zones.

An example of the IMM is using the “It’s your game” program (sexual health education program) to reduce adolescent risky sexual behavior that results in STI/STD. The targeted group is predominantly African American and Hispanic middle school students in urban school districts with a determinant factor of low socioeconomic status. The behavioral factor is risky sexual behavior for STI/STD and teen pregnancy and environmental factor is lack of parental communication about sexual health and lack of parental monitoring. The next step is to design a plan related to the determinant that would influence change in persuading the children not to have sex, use a condom, use contraceptives, and get tested. The plan is to use computer activities and interactive programs with feedbacks to reinforce and enable students from partaking in risky behavior. Next is implementation by working with the community to provide free condoms in school and teaching teachers how to deliver the “it’s your game program.” Lastly, to evaluate the programs’ progress, conduct an experiment that measures the intervention outcome such as testing the students’ knowledge on STI/STD (Glanz et al., 2015).

Reference

Glanz, K., Rimer, B. K., & Viswanath, K. (2015). Health behavior: Theory, research, and practice (5th ed.). San Francisco, CA: Jossey-Bass.

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