The second component is the communication or education process itself, that is, program delivery with measures of the extent of receiver attention, comprehension, and interaction. The third component is the outcomes and receivers' acceptance or rejection of the message. In program development, first the inputs are collected and considered. Receiver inputs include measures of participants' initial skills, attitudes, beliefs, and habits. The situational factors to consider include time and place of delivery, repetitiveness of message, and whether the message is one way or reciprocal.
All inputs can influence the responses to the program.
Next, an educational program is delivered with some level of interaction, and participants' attention to and comprehension of different aspects of the program are measured. The final step is outcomes measurement. The model integrates program development and formative evaluation. Table 1 shows how we collected data for each component of the model. Telephone survey to assess working women's interest in nutrition information.