Solution Manual for Community Nutrition in Action An
Entrepreneurial Approach 7th Edition by Boyle ISBN 1305637992
9781305637993
Full download link at:
Solution manual: https://testbankpack.com/p/solution-manual-for-community-nutrition-in-action-anentrepreneurial-approach-7th-edition-by-boyle-isbn-1305637992-9781305637993/
Test bank: https://testbankpack.com/p/test-bank-for-community-nutrition-in-action-an-entrepreneurialapproach-7th-edition-by-boyle-isbn-1305637992-9781305637993/ True / False
1. The decision to develop a nutrition program or modify an existing program is always dictated by the enactment of new laws or regulations.
a. True
b. False
ANSWER: False
REFERENCES: Factors That Trigger Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.1 - Describe six factors that can trigger program planning.
KEYWORDS: Bloom’s: Remember
2. New research findings might trigger revision of existing or development of new community nutrition programs.
a. True
b. False
ANSWER: True
REFERENCES: Factors That Trigger Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.1 - Describe six factors that can trigger program planning.
KEYWORDS: Bloom’s: Remember
3. Regardless of external factors, a community nutritionist should consider developing a program when there is a nutritional or health problem in the community that has not been resolved adequately.
a. True
b. False
ANSWER: True
REFERENCES: Factors That Trigger Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.1 - Describe six factors that can trigger program planning.
KEYWORDS: Bloom’s: Remember
4. Before developing or modifying a program, a community nutritionist should first review their organization’s mission statement.
a. True
b. False
ANSWER: True
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
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Chapter 05 - Program Planning for Success
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Chapter 05 - Program Planning for Success
KEYWORDS: Bloom’s: Remember
5. When developing a new program, program goals and objectives are not defined until after funding sources have been identified.
a. True
b. False
ANSWER: False
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Remember
6. A needs assessment might include a survey, the results of which indicate a low level of awareness of heart disease risk factors among Hispanic women.
a. True
b. False
ANSWER: True
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Remember
7. New program goals and objectives should be achievable but not necessarily measurable events.
a. True
b. False
ANSWER: False
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Remember
8. The “A” in SMART objectives for planning new programming refers to the availability of resources for new programming.
a. True
b. False
ANSWER: False
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Remember
9. The “T” in SMART objectives for planning new programming refers to timeframe or start and end dates of the program.
a. True
b. False
ANSWER: True
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Chapter 05 - Program Planning for Success
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Remember
10. Structural objectives are measurable activities surrounding the budget, staffing, organizational resources, and coordination of program activities.
a. True
b. False
ANSWER: True
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Remember
11. A process objective might state, “On the last day of each month for the next 12 months, each community nutritionist will submit an itemized statement of expenses related to conducting the program.”
a. True
b. False
ANSWER: False
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Understand
12. An intervention strategy is the approach developed for achieving the program’s goals and objectives.
a. True
b. False
ANSWER: True
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.3 - Describe three levels of intervention.
KEYWORDS: Bloom’s: Remember
13. Level III interventions focus on increasing awareness of a health or nutritional topic or problem.
a. True
b. False
ANSWER: False
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.3 - Describe three levels of intervention.
KEYWORDS: Bloom’s: Remember
14. Counseling sessions, fitness programs, and community-based wellness programs are examples of level II interventions.
a. True
b. False
ANSWER: True
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Chapter 05 - Program Planning for Success
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.3 - Describe three levels of intervention.
KEYWORDS: Bloom’s: Remember
15. In the context of program planning for a community nutritionist, the term management refers to the personnel and data systems needed to implement the plan.
a. True
b. False
ANSWER: True
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Remember
16. In program management, indirect costs include such things as salaries and wages of program personnel, materials needed, travel expenses, and equipment.
a. True
b. False
ANSWER: False
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Remember
17. A logic model is a framework for planning, implementing, and evaluating programs.
a. True
b. False
ANSWER: True
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Remember
18. In a logic model, outcomes are the activities performed and products developed to address the priorities and reach the target audience.
a. True
b. False
ANSWER: False
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Remember
19. In a logic model, long-term outcomes are social, economic, civic, environmental, and regulatory or legislative changes.
a. True
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Chapter 05 - Program Planning for Success
b. False
ANSWER: True
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Remember
20. Program implementation is the set of activities directed toward putting a program into effect.
a. True
b. False
ANSWER: True
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Remember
21. Evaluation is the use of scientific methods to judge and improve the planning, monitoring, effectiveness, and efficiency of health, nutrition, and other human service programs.
a. True
b. False
ANSWER: True
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.4 - Discuss three reasons for conducting evaluations of programs.
KEYWORDS: Bloom’s: Remember
22. Evaluation of programming should always be comprehensive, assessing all aspects of programming from development through implementation.
a. True
b. False
ANSWER: False
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.4 - Discuss three reasons for conducting evaluations of programs.
KEYWORDS: Bloom’s: Remember
23. Evaluation of programming should always be carried out by outside consultants to avoid internal bias.
a. True
b. False
ANSWER: False
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.4 - Discuss three reasons for conducting evaluations of programs.
KEYWORDS: Bloom’s: Remember
24. Formative evaluation is the process of testing and assessing certain elements of a program before it is implemented fully.
a. True
b. False
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Chapter 05 - Program Planning for Success
ANSWER: True
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.4 - Discuss three reasons for conducting evaluations of programs.
KEYWORDS: Bloom’s: Remember
25. Outcome evaluation is used to determine whether and to what extent a program or an intervention accomplished its stated goals.
a. True
b. False
ANSWER: False
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.4 - Discuss three reasons for conducting evaluations of programs.
KEYWORDS: Bloom’s: Remember
26. The use of the PES statement occurs in the monitoring and evaluation step of the nutrition care process.
a. True
b. False
ANSWER: False
REFERENCES: Professional Focus: The Nutrition Care Process: A Road Map to Quality Care LEARNING OBJECTIVES: CNIA.BOYL.17.5.6 - Describe the steps of the nutrition care process.
KEYWORDS: Bloom’s: Understand
27. The first step in the nutrition care process is nutrition diagnosis.
a. True
b. False
ANSWER: False
REFERENCES: Professional Focus: The Nutrition Care Process: A Road Map to Quality Care LEARNING OBJECTIVES: CNIA.BOYL.17.5.6 - Describe the steps of the nutrition care process.
KEYWORDS: Bloom’s: Understand
Multiple Choice
28. Which factor is not likely to be part of the decision to modify or develop a new community nutrition program?
a. results of a needs assessment
b. anecdotal, word-of-mouth evidence
c. research findings
d. government policy changes
ANSWER: b
REFERENCES: Factors That Trigger Programming Planning LEARNING OBJECTIVES: CNIA.BOYL.17.5.1 - Describe six factors that can trigger program planning.
KEYWORDS: Bloom’s: Remember
29. A is a broad statement of an organization’s purpose and a guideline for future decisions.
a. portfolio
b. needs assessment
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Chapter 05 - Program Planning for Success
c. mission statement
d. business plan
ANSWER: c
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Remember
30. The first step in program planning is ____.
a. development of a management system
b. defining program goals
c. review of a community needs assessment
d. identification of funding sources
ANSWER: c
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Remember
31. The last step in program planning is ____.
a. development of a management system
b. program evaluation
c. review of a community needs assessment
d. identification of funding sources
ANSWER: b
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Remember
32. During the implementation of an urban community nutrition program it was discovered that items packaged into food baskets could not be eaten by many of those receiving the donations due to religious practices. Which step in the program planning process should have noted this fact?
a. development of a management system
b. program evaluation
c. review of a community needs assessment
d. identification of funding sources
ANSWER: c
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Apply
33. In the context of program planning, an objective has four components. What is one of these?
a. an indication of how success will be measured or evaluated
b. an educational program for managers and supervisors
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Chapter 05 - Program Planning for Success
c. the funding source
d. the total cost of the project
ANSWER: a
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Understand
34. In terms of SMART objectives for programming planning, the “M” stands for ____.
a. money
b. measurable
c. management
d. member
ANSWER: b
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Remember
35. In the context of program planning, the question “how will we know that change has occurred” corresponds to which SMART objective?
a. Specific
b. measurable
c. Achievable
d. Relevant
ANSWER: b
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Understand
36. In the context of program planning, the fact that grant money is available to fund the project corresponds to which SMART objective?
a. Specific
b. measurable
c. Achievable
d. Relevant
ANSWER: c
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Understand
37. Which verb is not used when constructing process objectives for program planning?
a. advise
b. build
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Chapter 05 - Program Planning for Success
c. instruct
d. budget
ANSWER: d
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Understand
38. What type of objective are measurable activities related to budgeting, staffing, and management of program activities?
a. process
b. activity
c. instruction
d. structure
ANSWER: d
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Understand
39. The first step in designing a community nutritional intervention is to review the____.
a. program’s goals and objectives
b. budget and financial data
c. marketing and social media presence
d. time frame for implementation
ANSWER: a
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.3 - Describe three levels of intervention.
KEYWORDS: Bloom’s: Understand
40. An intervention strategy addresses the question of ____.
a. why the program is being implemented
b. what facilities will be utilized
c. when the program will start and end
d. how the program will be implemented
ANSWER: d
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.3 - Describe three levels of intervention.
KEYWORDS: Bloom’s: Understand
41. Level I interventions are designed to ____.
a. promote lifestyle changes
b. create supportive environments
c. build awareness
d. change healthcare policy or laws
ANSWER: c
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Chapter 05 - Program Planning for Success
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.3 - Describe three levels of intervention.
KEYWORDS: Bloom’s: Understand
42. Which describes a Level II, community intervention?
a. providing a health fair
b. creating a fitness program in a school
c. providing tax incentives for companies with wellness programs
d. creating Internet websites
ANSWER: b
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.3 - Describe three levels of intervention.
KEYWORDS: Bloom’s: Understand
43. Which describes a Level III, system intervention?
a. small group counseling
b. school policy restricting sugar intake during lunch
c. peer leadership programs
d. improved restaurant menu labeling
ANSWER: b
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.3 - Describe three levels of intervention.
KEYWORDS: Bloom’s: Understand
44. A company providing incentives for employees to join local fitness clubs is an example of a intervention.
a. Level I
b. Level II
c. Level III
d. Level IV
ANSWER: b
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.3 - Describe three levels of intervention.
KEYWORDS: Bloom’s: Understand
45. A brochure on the dangers of smoking during pregnancy is an example of a intervention.
a. Level I
b. Level II
c. Level III
d. Level IV
ANSWER: a
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.3 - Describe three levels of intervention.
KEYWORDS: Bloom’s: Understand
46. “Heart Health, Heart Happy” is an example of a(n)____.
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Chapter 05 - Program Planning for Success
a. marketing plan
b. service announcement
c. tag line
d. headline
ANSWER: c
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Understand
47. Which activity is a way to control costs and increase the reach of community nutritional programs?
a. developing a marketing plan
b. creating websites for advertising
c. forming partnerships with local businesses
d. hiring publicists and marketing specialists
ANSWER: c
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Understand
48. Which expense is an indirect program cost?
a. office space rental
b. salaries of program personnel
c. travel expenses
d. equipment costs
ANSWER: a
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Remember
49. Ina logic model, outputs include ____.
a. workshops, counseling, and other services
b. budgets, marketing plans, and salaries
c. grants, funding steams, and cost-analysis
d. technology, materials, and money
ANSWER: a
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Remember
50. In a logic model, expected outcomes for short-term results might include ____.
a. social changes
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Chapter 05 - Program Planning for Success
b. environmental impact
c. attitude and opinion changes
d. new policies
ANSWER: c
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Remember
51. In a logic model,____ include media, economic and political circumstances, and participants’ demographics.
a. priorities
b. assumptions
c. situations
d. external factors
ANSWER: d
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Remember
52. For group education sessions offered on a voluntary basis and without incentives, the participation rate will likely be____.
a. less than 5%
b. 5-35%
c. 35-50%
d. 50-75%
ANSWER: b
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Remember
53. According to your text, the first step in improving participation rates is ____.
a. putting more effort into making the activities fun and easy for participants
b. understanding the target population and their needs and interests
c. switching to a newer, better supported intervention
d. focusing funding on advertising in local radio, television and print media
ANSWER: b
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Remember
54. Program evaluations ____.
a. take place only when issues arise
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Chapter 05 - Program Planning for Success
b. are never taken to measure cost effectiveness
c. can be used to test innovative approaches to nutrition and public health
d. are carried out only by agency staff, never outside consultants
ANSWER: c
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.4 - Discuss three reasons for conducting evaluations of programs.
KEYWORDS: Bloom’s: Understand
55. A(n) evaluation focuses on activities rather than outcomes.
a. process
b. impact
c. fiscal
d. structure
ANSWER: a
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.4 - Discuss three reasons for conducting evaluations of programs.
KEYWORDS: Bloom’s: Remember
56. A(n) evaluation is used to determine whether a program or intervention accomplished its state goals.
a. process
b. impact
c. fiscal
d. structure
ANSWER: b
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.4 - Discuss three reasons for conducting evaluations of programs.
KEYWORDS: Bloom’s: Remember
57. A(n) evaluation is used to determine the adequacy and effectiveness of the internal resources needed to deliver the program.
a. process
b. impact
c. fiscal
d. structure
ANSWER: d
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.4 - Discuss three reasons for conducting evaluations of programs.
KEYWORDS: Bloom’s: Remember
58. The stated goal of a(n) evaluation might be “to determine whether the nutrition and smoking messages delivered through the intervention resulted in a behavior change in the target population.”
a. process
b. impact
c. outcome
d. structure
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Chapter 05 - Program Planning for Success
ANSWER: c
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.4 - Discuss three reasons for conducting evaluations of programs.
KEYWORDS: Bloom’s: Understand
59. An intervention evaluation determined that “for every one dollar required to produce the program, there is a $4 savings in medical costs.” This is an example of a(n) evaluation.
a. outcomes
b. cost-benefit
c. cost-effectiveness
d. indirect cost
ANSWER: b
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.4 - Discuss three reasons for conducting evaluations of programs.
KEYWORDS: Bloom’s: Understand
60. Within the nutrition care process and model, passing out food vouchers and meals or snacks would fall into which category of nutrition intervention?
a. nutrition counseling
b. food and/or nutrient delivery
c. coordination of nutrition care
d. nutrition education
ANSWER: b
REFERENCES: Professional Focus: The Nutrition Care Process: ARoad Map to Quality Care LEARNING OBJECTIVES: CNIA.BOYL.17.5.6 - Describe the steps of the nutrition care process.
KEYWORDS: Bloom’s: Understand
61. A nutrition for individuals enrolled in an osteoporosis prevention class might state “an intake of 1,200 milligrams of calcium per day from food and supplement sources.”
a. care plan
b. output
c. benefit
d. prescription
ANSWER: d
REFERENCES: Professional Focus: The Nutrition Care Process: A Road Map to Quality Care LEARNING OBJECTIVES: CNIA.BOYL.17.5.6 - Describe the steps of the nutrition care process.
KEYWORDS: Bloom’s: Understand
Matching
Match the section of a final evaluation report in the right column with its description in the left column. Options may be used more than once.
a. background information
b. conclusions, recommendations and options
c. description of the evaluation
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Chapter 05 - Program Planning for Success
d. discussion of results
e. front cover
f. results
g. summary
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.5 - Discuss three major principles to consider when preparing an evaluation report.
KEYWORDS: Bloom’s: Understand
62. The amount of information provided that depends largely on the needs and knowledge of the users ANSWER: a
63. Title of program and its location ANSWER: e
64. Brief overview of the evaluation, not to exceed 1-2 pages ANSWER: g
65. Includes the origin and goals of the program, target population, and characteristics of program materials ANSWER: a
66. Includes the evaluation design and purpose ANSWER: c
67. Presentation of the findings of the evaluation ANSWER: f
68. The findings that are interpreted to see if the program caused the achievement of the objectives ANSWER: d
69. Frequently uses charts, graphs, and tables ANSWER: f
70. The influential part of the report. ANSWER: b
71. Suggests a course of action to enhance the programs strengths and deal with its weaknesses ANSWER: b
72. Similar to the methods section of a research paper ANSWER: c
Match the definitions in the left column with the terms in the right column. Options will only be used once.
a. implementation
b. evaluation
c. fiscal evaluation
d. process evaluation
e. process objectives
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Chapter 05 - Program Planning for Success
f. formative evaluation
g. structure objectives
h. outcome evaluation
i. impact evaluation
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.4 - Discuss three reasons for conducting evaluations of programs.
KEYWORDS: Bloom’s: Understand
73. The process of testing and assessing certain elements of a program before it is implemented fully ANSWER: f
74. The process of determining whether the program’s methods and activities resulted in the desired immediate changes in the client ANSWER: i
75. A measure of program activities or efforts that is, how a program is implemented ANSWER: d
76. The process of measuring a program’s effectiveness in changing one or more aspects of nutritional or health status ANSWER: h
77. The process of determining a program’s benefits relative to its cost ANSWER: c
Match the definitions in the left column with the terms in the right column. Options will only be used once.
a. implementation
b. evaluation
c. fiscal evaluation
d. process evaluation
e. process objectives
f. formative evaluation
g. structure objectives
h. outcome evaluation
i. impact evaluation
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Understand
78. The set of activities directed toward putting a program into effect ANSWER: a
79. The measurable determination of the value or degree of success in achieving specific objectives ANSWER: b
80. Measurable activities surrounding the budget, staffing, and management systems of program activities ANSWER: g
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81. Measurable activities carried out by team members in implementing a program
ANSWER: e
Essay
82. Describe the six factors that can trigger program planning.
ANSWER: Factors that can trigger program planning include the following:
Results of the community needs assessment.
Mandate from an organization’s national office or from a federal agency.
Research findings.
Community leader or coalition.
Availability of funding for new programs.
Government policy.
One or more of these might prompt the planning. For example, recent research findings and results of a community needs assessment might indicate the same need, and thus funding might become available for programs to alleviate that need.
REFERENCES: Factors That Trigger Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.1 - Describe six factors that can trigger program planning.
KEYWORDS: Bloom’s: Understand
83. What are the four components of a well-written objective? Why is each component important?
ANSWER: An objective has four components: (1) the action or activity to be undertaken, (2) the target population, (3) an indication of how success will be measured or evaluated, and (4) the time frame in which the objective will be met. Each component is important because they further clarify the program goal, and ultimately lead to a successful intervention. Well-written objectives aid in conducting the components of the program’s evaluation plan.
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Understand
84. The goal of your program is to “improve the fitness level and eating habits of employees in participating worksites.” Define outcome and process objectives and write both an outcome and a process objective relevant to your program goal.
ANSWER: Outcome objectives are measurable changes in a health or nutritional outcome. For this example, an outcome objective might focus on improvement of the fitness level or eating habits.
A process objective is one that is carried out by the community nutritionist in the implementation of the program. Examples of process objectives for this example could include what the nutritionist is going to do to assist the learner in achieving the outcome objectives.
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Understand
85. Describe three levels of community intervention and provide an example of each.
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ANSWER: Level I interventions focus on increasing awareness of a health or nutritional topic or problem. Examples of Level I interventions include health fairs, health screenings, flyers, posters, table tents, Internet websites, special events, media announcements, health claims on food labels, and legislation.
Level II interventions are designed to help participants make lifestyle changes. Examples of Level II interventions include one-on-one counseling, small-group sessions, fitness programs in schools, health promotion programs for city employees, company incentives for employees who join local fitness clubs, and formation of a community-based wellness committee.
Level III interventions work toward creating environments that support the behavior changes made by individuals. Examples of Level III interventions include worksite cafeteria programs, peer leadership, municipal policy that supports food gleaning, point-of-purchase labeling, tax incentives for companies with health promotion programs, Medicare coverage of medical nutrition therapy, school policy, and legislation.
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.3 - Describe three levels of intervention.
KEYWORDS: Bloom’s: Understand
86. Discuss the purpose for evaluating programs.
ANSWER: The purpose of program evaluation is to gather information for making decisions about redistributing resources, changing program delivery, or continuing a program. It takes the guesswork out of planning and implementing programs. Ultimately, the purpose of program evaluation is to enhance the quality of the program.
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.4 - Discuss three reasons for conducting evaluations of programs.
KEYWORDS: Bloom’s: Understand
87. Discuss the differences among the varying types of evaluation.
ANSWER: Formative evaluation helps to pinpoint and eliminate any kinks in the proposed delivery system or intervention before the program is fully implemented. For example, formative evaluation can be used to assess educational materials.
Process evaluation involves examining program activities in terms of the demographic variables of the target population; the program’s organizations, funding, and staffing; and its location and timing. Process evaluation focuses on program activities rather than on outcomes, and it occurs throughout the planning and implementation phases. Impact evaluation is used to determine whether and to what extent a program or an intervention accomplished its stated goals. It describes the specific effect of program activities on the target population and on immediate indicators of a program’s success. Outcome, or summative, evaluation determines whether the program or intervention had an effect on the target population’s health status, food intake, morbidity, mortality, or other outcomes. Outcome evaluation tends to occur at the end of the program or intervention. Structure evaluation includes assessing the personnel and environmental factors related to program delivery.
Fiscal evaluation determines how program outcomes compare with their costs either through a cost-benefit analysis or a cost-effectiveness analysis.
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.4 - Discuss three reasons for conducting evaluations of programs.
KEYWORDS: Bloom’s: Understand
88. How might outcome (summative) evaluation data be used in a formative way?
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ANSWER: Summative evaluation data can be used in a formative way by utilizing the data completed at the summation of a previous intervention in a manner that will improve the intervention the next time it is given.
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.4 - Discuss three reasons for conducting evaluations of programs.
KEYWORDS: Bloom’s: Understand
89. Discuss three major principles to consider when preparing an evaluation report and describe how you would distribute it.
ANSWER: Three principles to keep in mind include the following:
a. Communicate the information to the appropriate potential users.
b Ensure that the report addresses the issues that the users perceive to be important.
c. Be sure that the report is delivered in time to be useful and in a form that the intended users can easily understand.
The results of the evaluation can be distributed informally through a short memorandum or more formally, such as in a full report. You may send the full report to your immediate supervisor, division director, and board of directors and provide a copy of the executive summary to interested community groups. You may inform the media and general public by distributing a press release and posting key findings on the organization’s website.
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.5 - Discuss three major principles to consider when preparing an evaluation report.
KEYWORDS: Bloom’s: Understand
90. Describe the challenges that multiculturalism presents to the evaluator.
ANSWER: Conducting a fair and democratic evaluation in a multicultural environment requires striking a balance between the rights of the minority culture groups and the rights of the larger culture.
Here are some challenges:
a. The evaluator must strive to remain neutral in the face of competing minority interests.
b. The evaluator must search out and define the views and interests of the minority groups to ensure that their needs are being met.
c. The evaluator must be sensitive to the cultural differences that make implementing the evaluation difficult.
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.5 - Discuss three major principles to consider when preparing an evaluation report.
KEYWORDS: Bloom’s: Understand
91. How might a community nutritionist utilize the nutrition care process (NCP)?
ANSWER: A community nutritionist may utilize the NCP to design and deliver nutrition care, use the standardized language as part of a community assessment, or use outcome data to advocate for new policy development.
REFERENCES: Professional Focus: The Nutrition Care Process: A Road Map to Quality Care
LEARNING OBJECTIVES: CNIA.BOYL.17.5.6 - Describe the steps of the nutrition care process.
KEYWORDS: Bloom’s: Understand
92. List the seven steps of program planning in order.
ANSWER: The seven steps include:
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a. Review the results of the community needs assessment.
b. Define program goals and objectives.
c. Develop a program plan.
d. Develop a management system.
e. Implement the program.
f. Evaluate program elements and effectiveness.
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Remember
93. What is a SMART objective?
ANSWER: A SMART objective is one that is specific, measurable, achievable, relevant, and able to be completed within a given timeframe.
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Understand
94. Explain how evaluation could be used to justify your program or to show accountability.
ANSWER: Evaluation can be used to justify the budget or expenditures or to show the need for increased funds. It can be used to justify staff, resources, and facilities as well as to justify program goals and procedures. Evaluation can be used to account for certain program practices and to compare program outcomes against program standards.
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.4 - Discuss three reasons for conducting evaluations of programs.
KEYWORDS: Bloom’s: Understand
95. Differentiate between cost-benefit analysis and a cost-effectiveness analysis.
ANSWER: A cost-benefit analysis estimates both the tangible and intangible benefits of a program and the direct and indirect costs of implementing the program. Unlike a cost-benefit analysis, which reduces a program’s benefits and costs to a common monetary unit, a costeffectiveness analysis relates the effectiveness of reaching the program’s goals to the monetary value of the resources going into the program.
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.4 - Discuss three reasons for conducting evaluations of programs.
KEYWORDS: Bloom’s: Understand
96. List the four steps of the nutrition care process.
ANSWER: The four steps include:
a. Nutrition assessment
b. Nutrition diagnosis
c. Nutrition intervention
d. Monitoring and evaluation
REFERENCES: Professional Focus: The Nutrition Care Process: A Road Map to Quality Care
LEARNING OBJECTIVES: CNIA.BOYL.17.5.6 - Describe the steps of the nutrition care process.
KEYWORDS: Bloom’s: Remember
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97. Who might be possible partners for this program?
ANSWER: Possible partners could include local businesses, cooperative extension offices, fitness and recreational facilities, food companies, local health departments, girl scouts, the university, other civic organizations, and parent and church groups.
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Understand
98. State one overall program goal and two learning objectives for the program.
ANSWER: Answers will vary, but should focus on nutritional issues of 6- to 8-year-old girls. The goal should be a broad statement of desired changes or outcomes, whereas the objectives should be specific and measurable.
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Understand
99. Write a structure objective and a process objective.
ANSWER: Answers will vary. However, a process objective is a measurable activity carried out by the community nutritionist in implementing the program while the structure objective helps achieve the process objective (and is related to budget, staffing patterns, management systems, resource use, or coordination).
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Understand
100. Write a tag line for the program.
ANSWER: Answers will vary, but will need to be a short, simple message that conveys a key theme of the program.
REFERENCES: Steps in Programming Planning
LEARNING OBJECTIVES: CNIA.BOYL.17.5.2 - Describe seven steps in designing, implementing, and evaluating nutrition programs.
KEYWORDS: Bloom’s: Understand
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