Critique a health promotion evaluation (2000 words).

Title of assessment task: Critique a health promotion evaluation (2000 words). Assessment # and Type LO# Learning Outcomes Assessment 1 Written Assignment 1 Critically review examples of health promotion evaluation. 2 Recognise when and how to utilise formative, process, impact and outcome evaluation. 4 Incorporate Te Tiriti o Waitangi within evaluation planning. 5 Present work at the appropriate academic standard. ** UES Highly Academic Journals** Instructions: Critique one of the three health promotion evaluations from the list below. This critique will address the following questions: 1. Develop a brief overview of the health promotion program being evaluated and what it is trying to achieve. 2. Discuss how have health promotion principles and Te Tiriti o Waitangi been applied within this study? 3. What are the strengths or gaps of this evaluation? 4. What are the key learnings from this evaluation that could be applied elsewhere? _____________________________________________________________________________________________________ 1. Cushman, P., & Clelland, T. (2012). Addressing health issues in New Zealand schools. International Journal of Health Promotion & Education, 50(4), 159-168 110p. doi:10.1080/14635240.2012.702504 In New Zealand, schools implement a variety of strategies in an attempt to address health factors that influence students' learning. The purpose of this study was to determine the extent to which schools were able not only to identify health issues influencing learning but also to use a health promoting schools approach to address these issues. A questionnaire was posted to a randomly selected sample of 1000 New Zealand primary and secondary schools. Questions were asked about the school's strategic responses to the health issues that were identified as barriers to learning as well as respondents' knowledge of health promoting schools. The health issues that respondents most frequently perceived as affecting learning were related to food choices, lack of food, and physical activity and fitness. The piecemeal approach to addressing the issues suggests schools do not have a clear understanding of the concept of health promoting schools and that there is a need for professional development and a comprehensive national strategy. 2. Wyllie, A. (1997). Evaluation of a New Zealand Campaign Towards Reduction of Intoxication on Licensed Premises. Health Promotion International, 12(3), 197-207. Reducing intoxication on licensed premises is an important aim of the New Zealand host responsibility programme. A comprehensive programme of evaluation research is detailed, outlining the evaluation, development and ongoing monitoring of a campaign towards reduction of intoxication, based around television advertising. As part of stakeholder interviews, managers of licensed premises identified that they found reducing intoxication a difficult issue to deal with and they were hindered by the lack of drinker awareness of the legal responsibilities of bar staff. This lack of drinker awareness was confirmed by a subsequent survey. A campaign consisting of television advertising, posters and cards listing signs of intoxication was developed and pretested to ensure it had sufficient appeal and communicated the correct messages. Response to the campaign was assessed via surveys with the 18–55-year-old target age group and managers of licensed premises. Public awareness that barstaff could not serve intoxicated patrons increased markedly and managers were positive about the campaign. The role of this campaign in relation to other strategies to reduce intoxication is discussed. 3. Rush, E., Cairncross, C., Williams, M. H., Tseng, M., Coppinger, T., McLennan, S., & Latimer, K. (2016). Project Energize: intervention development and 10 years of progress in preventing childhood obesity. BMC Research Notes, 9(1), 1-7. doi:10.1186/s13104-016-1849-1 Prevention of childhood obesity is a global priority. The school setting offers access to large numbers of children and the ability to provide supportive environments for quality physical activity and nutrition. This article describes Project Energize, a through-school physical activity and nutrition programme that celebrated its 10-year anniversary in 2015 so that it might serve as a model for similar practices, initiatives and policies elsewhere. The programme was envisaged and financed by the Waikato District Health Board of New Zealand in 2004 and delivered by Sport Waikato to 124 primary schools as a randomised controlled trial from 2005 to 2006. The programme has since expanded to include all 242 primary schools in the Waikato region and 70 schools in other regions, including 53,000 children. Ongoing evaluation and development of Project Energize has shown it to be sustainable (ongoing for >10 years), both effective (lower obesity, higher physical fitness) and cost effective (one health related cost quality adjusted life year between $18,000 and $30,000) and efficient ($45/child/year) as a childhood 'health' programme. The programme's unique community-based approach is inclusive of all children, serving a population that is 42 % Māori, the indigenous people of New Zealand. While the original nine healthy eating and seven quality physical activity goals have not changed, the delivery and assessment processes has been refined and the health service adapted over the 10 years of the programme existence, as well as adapted over time to other settings including early childhood education and schools in Cork in Ireland. Evaluation and research associated with the programme delivery and outcomes are ongoing. The dissemination of findings to politicians and collaboration with other service providers are both regarded as priorities