Utility category makes sure that the intended user is reached by information. The feasibility category helps to determine that the examination is prudent, real, frugal and diplomatic. Propriety category ensures there is legal, ethical and with recognition of the wellbeing of evaluation participants alongside the ones affected by the outcomes. The fourth category is the accuracy category. The importance of this is that examination shows and relays technically enough information about aspects that determine the worthiness of the program. (Frieden, 2010)
Observing program implementation helps in the accurate interpretation of the relationship of the program and observed outcomes. Also, it assists researchers to correctly explain program aspects and accompanied degree of program integrity, thus ensuring the correct use of the intervention.
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Also, the quality of examination outcomes is increased since it provides insights on the workability of the program and the cause of their success or failure rather than solely focusing on outcomes. In addition, gathering program integrity data increases statistical power and enhances dissemination. It also increases the evaluator’s level of detecting change. Finally, it eases identification and distribution of working programs. (Noe et al., 2006).
The first step in program implementation skills assessment and set a target. Activities of training are in the second step and the third step is winding up and plan implementation. The tier at the bottom of the pyramid stands for changes in socio-economic aspects. The right mechanism by which socio-economic shows its effect is not always the same. (Durlak, 2008).
The 2nd tier represents the inputs that bring change in a context of the environment to make healthy choices, the normal choice, services provision and other social factors. Its unique feature is that someone must expend vital effort to avoid benefiting from them. The third pyramid level represents one-time or not frequent interventions that are not a must they have ongoing online clinical caring. In general, they have fewer effects than the ones represented by the bottom two tiers since they require reaching to an individual than collective.
The fourth level represents ongoing clinical interventions, where the inventions for cardiovascular prevention have the greatest potential in health impact. The fifth tier stands for health education which is taken as the essence of action in public but in general the least effective type of intervention (Glasgow, 1999).
References
Frieden, T. R. (2010). A framework for public health action: the health impact pyramid. American journal of public health, 100(4), 590-595.
Noe, R. A., Hollenbeck, J. R., Gerhard, B., & Wright, P. M. (2006). Human resource management. China People's University Press.
Glasgow, R. E., Vogt, T. M., & Boles, S. M. (1999). Evaluating the public health impact of health promotion interventions: the RE-AIM framework. American journal of public health, 89(9), 1322-1327.
Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American journal of community psychology, 41(3-4), 327.
