What is a Situational assessment?

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2 What is a Situational assessment? A snapshot of the present used to plan for the future Similar to a needs assessment except: It looks beyond the individual to the surrounding environment (social determinants of health) Takes into account multiple sources of information Emphasizes strengths what is working well? rather than deficits what is not working? Situational assessments apply to populations, rather than individuals Why consider conducting a situational assessment? To learn more about the population of interest To anticipate trends and issues that may affect the implementation of your program To identify community wants, needs and assets and To set priorities, goals and outcomes To inform decisions 2

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4 Step 1: Identify Key Questions to be answered We suggest these three broad important research questions as a starting point. 1. What is the situation? 2. What is making the situation better and what is making it worse? 3. What possible actions can you take to deal with the situation? Use these questions to develop more specific research questions to guide your situational assessment. Well written research questions are: Relevant: arise from issues raised in practice and/or in literature Manageable: sources of data are accessible Fit for assessment: the question can actually be answered Clear and simple: start simple and as you collect data ask more complicated questions Key Question Examples: How does asthma affect youth in our community? To what extent would students, staff and other employees like a smoke-free campus? How can our community agencies respond and help youth deal with suicides when they do happen? How can our community help prevent youth suicides? What role can mentorship programs have in helping youth cope with the social determinants of health (e.g., housing, social support)? 4

5 Step 2: Develop a data-gathering plan Try to be as comprehensive as possible Use diverse types of data For example: Community health status indicators, environmental scan, best practice syntheses/ guidelines, community stories, evaluation findings, stakeholder mandates, etc. Use diverse data-collection methods For example: literature reviews, focus groups, stakeholder consultations, surveys, etc. Use diverse sources of data For example: peer-reviewed journals, partner organizations, community spokespersons, professional associations, resource centres, etc. Use both qualitative and quantitative types, methods and sources. Questions to consider: What type of data would you like to gather? What method would you use to collect your data? What data sources will give you the information you want? How, specifically, will you complete this data collection task? Who is responsible (lead) for this data collection task? How much time (in total days or total hours) is allocated to this task? What are the dollars required for this task? The data-gathering plan can include: Type of data Method Source Lead Support Time Allocated Deadline Budget Other resources 5

6 If you want Type of data Method Sources Information about community needs Community health status indicators Literature search/review Local Board of Health, Community Health Status Reports, Rapid Risk Factor Surveillance System, Canadian Community Health Survey CCHS, Public Health Agency of Canada (PHAC) Infobase, Evidence Based Practice Resources Information about what conditions in the social environment, organizational environments or at the broader societal level are causing, or helping to alleviate the situation Environmental Scan Focus group; key informant interview Staff from community service organizations that are already working on the problem; project team; consultants; local public health epidemiologist; members of the intended audience Information about what evidence exists to support various courses of action Best Practice Synthesis and Guidelines Search of databases populated with programs that have met best practices criteria See below Guidance about what the nature and scope of the final program should be Review of stakeholder mandates, policies, guidelines, etc. Internal document review Strategic plans from your own, or related organizations; professional standards and guidelines, your own budget documents, documents summarizing the political agendas/priorities of your funder etc. Potential links that can help to guide data gathering tasks and identify evidence: McMaster University, Tools are also available to document evidence searches Alberta Research Center for Health Evidence, Canadian Best Practices Portal for Health Promotion and Disease Prevention Rapid Risk Factor Surveillance System, Statistics Canada, Canadian Community Health Survey Public Health Agency of Canada, Chronic Disease Infobase. 6

7 Step 2: Example Data Gathering Plan Research Question: What role can mentorship programs have in helping youth cope with the social determinants of health (e.g., housing, social support)? Type of Data Method Source Lead Support Time Allocated Deadline Budget Other resources Research findings Practicum student 2 weeks Oct 14 N/A N/A Best practices synthesis and guidelines Community stories/ testimonials Community stories/ testimonials Literature searches and reviews Literature searches and reviews Interviews Focus groups Government departments, Researchers, Websites, Public libraries (secondary) Government departments, Researchers, Websites, Public libraries (secondary) Past and current mentors (primary) Youth participants (primary) Practicum student Program manager Two adult trained facilitators Student s supervisor and practicum supervisor Student s supervisor and practicum supervisor Practicum student Program Manager 2 weeks Oct 14 N/A N/A 4 weeks Nov 16 N/A Phone, tape recorder 2 weeks Nov 30 $250 (for food and gift certificates [thank you gifts] for participants). Facilities, food and drink, print material, tape recorder, presentation equipment 7

8 Step 3: Gather the data Tips: Make sure the people collecting the data have the right skills to do it properly Keep good records about where the data came from so that you can weight it accordingly and reference it as you move into decision-making Conduct a broad search for literature and critically appraise your sources before organizing, synthesizing and summarizing the data If carrying out primary data collection, make sure you are doing it in an ethical manner using informed consent Critical appraisal tools: Systematic reviews and meta-analyses: AMSTAR and PRISMA Randomized controlled trials: CONSORT checklist Non-randomized controlled trials: TREND Statement Checklist Cohort studies, case control studies, economic evaluations: CASP Qualitative studies: McMaster critical review form Mixed methods studies: Evaluation tool for mixed methods studies Develop a standard data collection sheet which includes (as relevant): Author & year Location & setting Target population Method Main findings 8

9 Step 3: Gather the data Example Data Gathering Sheet Author & Year 1 Location & Setting Target Population Method Main Findings Population and Public Health, BC Ministry of Healthy Living and Sport; 2010 N/A Primary and secondary school students Evidence review: literature search and screening process for quality, research context and relevance to BC Existing systematic reviews which show strong evidence of effectiveness to foster social support and connectedness; one of few strategies effective as stand-alone program; particularly with longer term DuBois et al, 2011 N/A Mentoring programs directed to children and adolescents from Systematic review programs; Costly Support effectiveness of mentoring for emotional/psychological well-being, involvement in problem or high-risk behavior and academic domains; gains are modest Zimmerman, et al, 2002 Large American Midwestern City Adolescents (age not defined) Interviews 52% of youth reported having natural mentor; those with natural mentors were less likely to smoke marijuana, be involved in delinquency and had more positive attitudes about school 1 Please note: A full reference document should be created in conjunction with the data gathering sheet. 9

10 Step 4: Organize, synthesize and summarize the data 1. What did you discover? What is the situation? 2. Summarize the trends, public perceptions, and stakeholder concerns: What impact is the current situation having on health, quality of life and other societal costs? What groups of people are at highest risk of health and quality of life problems? What settings or situations are high risk, or pose a unique opportunity for intervention? 3. What is one factor that is influencing the situation? Is it making the situation better? Is it making the situation worse? 4. Does this factor suggest any directions or conclusions related to planning steps 3 and 4 where you will make decisions about program goals, objectives, audience/s, strategies, activities and resources? If so, please outline those directions/conclusions below. 5. What possible action might be taken to address the situation? What information do you have about evidence of effectiveness for this possible action? 10

11 Step 4: PEEST Trend Political Example Trends about what local politicians consider the current key issues to be, how the media portray the issue you are concerned about, how community members feel about their ability to influence policies and politics, timing of the next election Economic Environmental Social Levels of employment, presence of business participation in community issues, economic priorities identified by members of the community Trends regarding degree of noise pollution, property maintenance issues, housing or food issues in a community Types of people moving into and out of the community, change over time in volunteerism Technological Change in the number of people with access to the internet, how communication methods are changing, impact of the growing use of automated systems on access 11

12 Step 4: SWOT Analysis Factor Example Strength Credibility of your organization with funders Weakness Internal accountability mechanisms make it very hard to work in partnership with other organizations Opportunity There is a new granting program of the provincial government relating to your program issue Threat Your local council has twice refused to fund a program of this kind. 12

13 Step 4: Force Field Analysis At what level of the environment does this factor influence the situation? Is it making the situation better or worse? 13

14 Step 4: Force Field Analysis Factors that make the situation BETTER Community support for program Societal (media, political, economic, social, technological environments) Factors that make the situation WORSE Poverty Organizational environment Networks, including friends and family environment Single parent Individuals Child gender PublicHealthOntario.ca 27

15 Step 5: Communicate the information Develop a communication plan. Your communication plan should identify: 1. Key audiences (e.g. policy makers, funders, those affected most by the problem and/or solution) 2. Communication objectives for each audience (e.g. what is the key messages to be communicated). Consider when developing your objectives, what could this audience do (e.g. spread the word, make better policy decisions, become involved, vote a certain way)? 3. Methods of communication (e.g. written, verbal) and communication channels (e.g. social media, , letter, phone call, press conference) and 4. Type of products to be developed (e.g. press release, informatics, poster, or article). 14

16 Step 5: Communicate the information Example Communication Plan Key Audience Communication Objectives Communication Channel Products Decisonmakers Garner additional support and Presentation to City Council resources for the program Increase understanding of the multiple factors which impact teen s lives in our community Board of Directors Garner additional support and resources for the program Increase understanding of the multiple factors which impact teen s lives in our community Increase buy-in for programmatic changes Program Staff Increase understanding of the multiple factors which impact teen s lives in our community Inform future decision making regarding the program Current and Past Mentors and Mentees Confirm the importance of teen s voices in shaping the program Solicit recommendations to improve program Garner additional support and resources for the program Presentation Presentation at staff meeting to listserv Presentation at annual reunion Power Point presentation Summary document Power Point presentation Summary document Newsletter Power Point presentation Summary document Blurb in Newsletter Song Partner Organizations Share results to listserv Blurb in Newsletter 15

17 Step 6: Consider how to proceed with planning Ask yourselves: 1. What are the gaps in data quality or quantity, relative to stakeholder expectations, that may restrict your ability to make evidence-based decisions about goals, audiences, objectives, strategies, activities and resources? 2. What is your current perception about your ability to have an impact on the situation with available time, financial resources and mandate? 3. What are your next steps in the planning process? Will you proceed now, or must you revisit research questions, project scope or resources? 16

18 This document may be freely used without permission for non-commercial purposes only and provided that appropriate credit is given to Public Health Ontario. No changes and/or modifications may be made to the content without explicit written permission from Public Health Ontario. 17