DNP-825 Topic 6 Discussion 1: Provide an overview of the health promotion theory and program evaluation model you will use in your DPI Project.

Topic 6 DQ 1
Assessment Description
Provide an overview of the health promotion theory and program evaluation model you will use in your DPI Project. Explain your rationale for your choices. Provide any relevant literature to support your response.

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Health Promotion Theory and Program Evaluation Model
Health promotion is integral to engagement in activities and practices that lead to improved health. Pender’s Health Promotion Model has been widely adopted in reinforcing positive health promotion behaviors by identifying and changing erratic unhealthy behaviors (Chen et al., 2021). This model identifies perceived benefits, perceived barriers, and self-efficacy as factors that predict self-care behaviors and activities (Rabiei et al., 2020). Perceived benefits and self-efficacy promotes engagement in self-care health-promoting activities and lifestyle that improve health and quality of life. Perceived barriers, on the other hand, negatively undermine involvement in healthy behaviors. This model will be integral to understanding facilitators and barriers to behavior change in the successful implementation of my DPI project.
The program evaluation model provides insights into the implementation process and evaluates the outcomes. This ensures quality improvement of the resultant health promotion programs or initiatives. The Context, Input, Process, and Product (CIPP) evaluation model is a cyclic model that allows for systematic correction and modification of any errors by supporting decisions on program planning, structuring, execution, and improvement (Lee et al., 2019). This model determines the criteria, indicators, and direction of the evaluation, required resources, execution plan and process, program progress, outcomes, and efficacy of the program (Lee et al., 2019). This model will be resourceful to my DPI because it is systematic and allows progressive improvement with resultant quality outcomes of the intended program.

References
Chen, H.-H., & Hsieh, P.-L. (2021). Applying Pender’s health promotion model to identify the factors related to older adults’ participation in community-based health promotion activities. International Journal of Environmental Research and Public Health, 18(19), 9985. https://doi.org/10.3390/ijerph18199985
Lee, S. young, Shin, J.-S., & Lee, S.-H. (2019). How to execute context, input, process, and product evaluation model in Medical Health Education. Journal of Educational Evaluation for Health Professions, 16, 40. https://doi.org/10.3352/jeehp.2019.16.40
Rabiei, L., Masoudi, R., Lotfizade, M., & Gheysarieha, M. R. (2020). Evaluating the effect of Pender’s health promotion model on self-efficacy and treatment adherence behaviors among patients undergoing hemodialysis. Journal of Education and Health Promotion, 9(1), 197. https://doi.org/10.4103/jehp.jehp_747_19