# Presentation: 184028

## Practice Module

**Practice Module**

**Notes:**
As you recall, the SHI includes eight self-assessment modules.  To gain a better understanding of what is involved in completing a module, we are going to practice a module together.

## Demonstration

- Module 7: Health Promotion for Staff

**Notes:**
Before I have you practice a module on your own, we will demonstrate the completion of a few of the items from Module 7.  Turn to Module 7, Health Promotion for Staff, in your SHI notebooks and follow along as we look at these items.  

(Co-facilitators should participate in informal dialogue to complete demonstration questions [slides 2-14].  If another facilitator is not available, ask for a volunteer from the audience to walk through the questions, or you may demonstrate alone.)

## CC.3  Promote staff participation

- Does the school or district use three or more methods to promote and encourage staff participation* in its health promotion programs?

**Notes:**
Question CC.3, a cross-cutting question on promoting staff participation asks, “Does the school or district use three or more methods to promote and encourage staff participation* in its health promotion programs?”

## CC.3  Promote staff participation

- *Examples of methods to promote and encourage staff participation include
- _Information at orientation for new staff_
- Information included with paycheck
- Flyers posted on school walls
- Letters mailed directly to staff
- _Announcements at staff meetings_
- Articles in staff newsletters
- Incentive/reward programs
- Public recognition
- Health insurance discounts
- Posting to a Web site
- E-mail messages

**Notes:**
Examples of methods to promote and encourage staff participation include information at orientation for new staff, information with paycheck, flyers posted on school walls, letters mailed directly to staff, announcements at staff meetings, articles in staff newsletters, incentive/reward programs, public recognition, health insurance discounts, posting to a Web site, and e-mail messages.

In our school, we provide some information on our health promotion programs at the new staff orientation, and we often make announcements of health programs at our staff meetings.

## CC.3  Promote staff participation

- 3 =	Yes, uses three or more of these       	methods.
- _2 =__	__Uses two of these methods._
- 1 =	Uses one of these methods.
- 0 =	Uses none of these methods.

**Notes:**
Looking back at our list, we use two methods to promote staff participation, so we would score a 2 on this question.

## PA.1  Programs for staff on physical activity/fitness

- Does the school or district offer* staff members physical activity/fitness programs** that are accessible and free or low-cost?
- *Offer means that the school or district has a special arrangement for staff to participate in physical activity/fitness programs either on-site or through a community program off-site.
- **Physical activity/fitness programs include classes, workshops, and special events.

**Notes:**
Let’s move on to the next question.

Question PA.1 is a physical activity question about programs for staff on physical activity/fitness.  This question asks, “Does the school or district offer staff members physical activity/fitness programs that are accessible and free or low-cost?”  

“Offer” means that the school or district has a special arrangement for staff to participate in physical activity/fitness programs either on-site or through a community program off-site.  Physical activity/fitness programs include classes, workshops, and special events.

## PA.1  Programs for staff on physical activity/fitness

- 3 =	Yes.
- 2 =	Offers physical activity/fitness 	programs, but some staff members find 	them inaccessible or expensive.
- 1 =	Offers physical activity/fitness 	programs, but many staff members find 	them inaccessible or expensive.
- _0 =__	__Does not offer physical activity/fitness _	_programs._

**Notes:**
Hmmm...well, I don’t think we offer any type of physical activity programs, so we would score a 0 on this question.

## T.1  Programs for staff on tobacco-use cessation

- Does the school or district offer* staff members tobacco-use cessation programs** that are accessible and free or low-cost?
- *Offer means that the school or district has a special arrangement for staff to participate in tobacco-use cessation programs either on-site or through a community program off-site.

**Notes:**
Let’s do one more question as part of this demonstration.

Question T.1, a tobacco question, is about programs for staff on tobacco-use cessation.  The question reads “Does the school or district offer staff members tobacco-use cessation programs that are accessible and free or low-cost?”  

Again, “offer” means that the school or district has a special arrangement for staff to participate in tobacco-use cessation programs either on-site or through a community program off-site.  

## T.1  Programs for staff on tobacco-use cessation

- **Cessation services can include any of the following:
- Group tobacco-use cessation program
- Brief clinical counseling
- _Self-help educational material_
- Computer-based cessation program
- _Referral to local physician_
- Telephone quite line
- Pharmacological cessation aid (e.g., nicotine replacement therapy, Zyban)

**Notes:**
Tobacco-use cessation services might include group tobacco-use cessation programs, brief clinical counseling, self-help education materials, computer-based cessation programs, referrals to local physicians, telephone quit lines, or pharmacological cessation aids. 

In our school, we have some brochures about quitting smoking as well as a physician referral list. 

## T.1  Programs for staff on tobacco-use cessation

- 3 =	Yes.
- 2 =	Offers tobacco-use cessation 	programs, but some staff members find 	them inaccessible or expensive.
- _1 =__	__Offers tobacco-use cessation _	_programs, but many staff members find _	_them inaccessible or expensive._
- 0 =	Does not offer tobacco-use cessation 	programs.

**Notes:**
Although we offer a couple of cessation services, staff members might consider them to be expensive or inaccessible, so we should score a 1 on this question.

## Completed Module 7 Scorecard

**Notes:**
As we completed Module 7, Health Promotion for Staff, we recorded our answers on this Scorecard.  We also added in some fake scores for the items we did not discuss.  Let’s tally the scores for each column, then add all those scores together.  Finally we will divide our total points, 7, by the total possible points, 27, and multiply that by 100.  Therefore, our percentage score for this module is 26%.  

## Planning Question 1:List strengths and weaknesses

- Strengths
- Health screening for staff
- Promoting staff participation
- Weaknesses
- Stress management
- Conflict resolution
- First aid and CPR
- Physical activity/fitness
- Weight management/healthy eating
- Tobacco use cessation

**Notes:**
Planning Question 1 asks us to list our strengths and weaknesses in regards to Module 7, Health Promotion for Staff.  Remember:  In general, the questions that we scored 3’s and 2’s on are our strengths, and the 1’s and 0’s are our weaknesses.  Based on our assessment of Module 7, which was summarized in the Scorecard we just saw, what would you say our strengths are?  

They are health screening for staff and promotion of staff participation.  

What are our weaknesses?  

They are the lack of programs for stress management, conflict resolution, first aid and CPR, physical activity/fitness, weight management/healthy eating, and tobacco-use cessation.

## Planning Question 2:For each weakness, list actions

- Offer stress management program
- Increase access to conflict resolution programs
- Offer first aid and CPR
- Partner with local gym to offer employee discounts
- Start after-school employee walking club
- Partner with local organizations for weight management/healthy eating programs
- Further advertise current tobacco-use cessation programs
- Create additional tobacco-use cessation programs

**Notes:**
Planning Question 2 asks us to list some actions for each of our weaknesses.  Remember:  This is where we should essentially flip around our weaknesses to create actions.

What are some actions we could take to address our weaknesses?

Examples include offering programs on stress management, conflict resolution, first aid, and CPR; partnering with local gyms to offer employee discounts; starting an after-school employee walking club; and creating additional tobacco-use cessation programs.

## Planning Question 3:Rate actions

- Rate each proposed action based on
_**Importance**_ – How important is this action to my school?
_**Cost**_ – How expensive would it be to plan and implement this action?
_**Time**_ – How much time and effort would it take to implement the action?
_**Commitment**_ – How enthusiastic would the school community be about implementing the action?
_**Feasibility**_ – How difficult would it be to complete the action?

**Notes:**
Planning Question 3 asks us to rate the actions that we listed in Planning Question 2 on the following five criteria:

Importance – How important is this action to my school?
Cost – How expensive would it be to plan and implement this action?
Time – How much time and effort would it take to implement the action?
Commitment – How enthusiastic would the school community be about implementing the action?
Feasibility – How difficult would it be to complete the action?

Let’s look at our list of actions again (go to the previous slide).  Now, let’s select a few of the actions and rate them on a scale of 1 to 5, on each of the five dimensions:  importance, cost, time, commitment, and feasibility.  

## Activity IInstructions

- Assign roles
- Separate Practice Module 1 Scorecard from discussion questions
- Walk through discussion questions and record answers on Scorecard
- Calculate score

**Notes:**
That concludes the demonstration.  Now we will have you try this on your own.  (Refer back to Activity Plan to read detailed instructions for this activity.)

## Activity I Discussion

- What was easy?
- What was difficult?
- Did you learn anything new by discussing these issues?
- What was one barrier your group faced, and how did you overcome it?
- Does anyone have any questions about completing the discussion questions before we move on to the planning questions?

**Notes:**
Now let’s step back from this activity and talk a little about what this experience was like.

What was easy?  
What was difficult? 
Did you learn anything new by discussing these issues?
What was one barrier your group faced, and how did you overcome it?
Does anyone have any questions about completing the discussion questions before we move on to the planning questions?

## Activity IIInstructions

- Remember roles!
- Complete planning questions
- Identify strengths and weaknesses
- Brainstorm actions to address weaknesses
- Prioritize actions using table
- Select a representative to report back

**Notes:**
Let’s get back into our teams.  Remember your roles from the previous activity.  Complete the three planning questions:  identify strengths and weaknesses, brainstorm actions to address weaknesses, and prioritize actions using the table.  I also would like for each group to select a volunteer to report back to the large group following this activity.

## Activity IIDebrief

- Each group share one action that was identified as a priority and tell us which weakness you are addressing with this action.

**Notes:**
Each group should pick one action that you identified as a priority and tell us which weakness you are addressing with this action.