GREEN'S PRECEED -

PROCEED MODEL
a presentation of Group IV
BSN - II B
 AGENDA
01 02
DEFINITION PURPOSE IN
OF THE USING THE
MODEL MODEL

03
PHASES OF
THE MODEL
DEFINITION
The PRECEDE-PROCEED model is a
comprehensive structure for assessing
health needs for designing,
implementing, and evaluating health
promotion and other public health
programs to meet those needs. PRECEDE
provides the structure for planning a
targeted and focused public health
program. PROCEED provides the
structure for implementing and
evaluating the public health program.
 PURPOSE
WHY USE PRECEDE-PROCEED?
Over and above the use of logic models
in general, there are some good
reasons for using PRECEDE-PROCEED
specifically:

● PRECEDE-PROCEED provides a template for the

process of conceiving, planning, implementing,
and evaluating a community intervention.
● PRECEDE-PROCEED is structured as a
participatory model, to incorporate the ideas
and help of the community. That means that
its use will provide you with more, and more
accurate, information about the issues in
question, and with a better understanding of
their history and context in the community.
 PURPOSE
WHY USE PRECEDE-PROCEED?
● Community involvement is also a means of
building community ownership of the
intervention, leading to more community
support and a greater chance of success.
● PRECEDE-PROCEED considers the ways in
which administrative and policy guidelines
can limit or shape an intervention, an area of
planning too often ignored.
 PURPOSE
WHY USE PRECEDE-PROCEED?
● PRECEDE-PROCEED considers the ways in which
administrative and policy guidelines can limit or
shape an intervention, an area of planning too often
ignored.
● PRECEDE-PROCEED incorporates evaluation of the
process, the intervention itself, and the final outcome.
That allows the intervention to be monitored and
adjusted to respond to community needs and changes
in the situation, and checks that its accomplishments
actually lead to the projected goal.
● PRECEDE-PROCEED sets out a strict process, it says
much less about content. It leaves plenty of leeway for
adapting your intervention’s design and methods to
the situation, the needs of the community, etc.
 PRECEDE
Predisposing, Reinforcing, and Enabling Constructs in
Educational Diagnosis and Evaluation
PHASE 1

Social
assessment:
Determine the social
problems and needs of a
given population and
identify desired results.
PHASE 2

Epidemiological
assessment:
Identify the health
determinants of the
identified problems and set
priorities and goals.
PHASE 2
Most of the factors
influencing the issues or
outcomes can be classified
as behavioral, lifestyle, or
environmental.
PHASE 3

Ecological
assessment:
Analyze behavioral and
environmental
determinants that
predispose, reinforce, and
enable the behaviors and
lifestyles are identified.
 PREDISPOSING
FACTORS
Are intellectual and emotional “givens”
that tend to make individuals more or less
likely to adopt healthful or risky behaviors
or lifestyles or to approve of or accept
particular environmental conditions. Some
of these factors can often be influenced by
educational interventions
 ENABLING
FACTORS
Are those internal and external conditions
directly related to the issue that help
people adopt and maintain healthy or
unhealthy behaviors and lifestyles, or to
embrace or reject particular environmental
conditions
 REINFORCING
FACTORS
are the people and community attitudes
that support or make difficult adopting
healthy behaviors or fostering healthy
environmental conditions.
PHASE 4
Identify administrative and
policy factors that influence
implementation and match
appropriate interventions that
encourage desired and
expected changes.
 PHASE 4
• Administrative issues include organizational
structure, procedures, and culture; and the
availability of resources necessary for the
intervention.

• Policy and regulatory issues have to do with the

rules and restrictions – both internal and external
– that can affect an intervention, and their levels
of flexibility and enforcement.
 PROCEED
Policy, Regulatory, and Organizational Constructs in
Educational and Environmental Development.
PHASE 5

Implementation:
Design intervention, assess
availability of resources,
and implement program.
PHASE 6

Process
Evaluation:
Determine if program is
reaching the targeted
population and achieving
desired goals.
PHASE 7

Impact
Evaluation:
Evaluate the change in
behavior.
PHASE 8
Outcome
Evaluation:
Identify if there is a
decrease in the incidence
or prevalence of the
identified negative
behavior or an increase in
identified positive
behavior.
 IMPLEMENTATION CONSIDERATIONS

The PRECEDE-PROCEED model provides a

structure that supports the planning and
implementation of health promotion or
disease prevention programs. This model
has worked well for many health promotion
topics, and can effectively support one-time
interventions or long-running programs.