Posted: February 27th, 2022

PBHL 6200 Week 7 Project Exercise

PBHL 6200 Week 7 Project Exercise
In this project exercise, you will build on the work you did in the previous three project exercises. Look back at my feedback on those, and wherever applicable, make sure your work below reflects any relevant comments I provided. Use the directions in bold below to organize your responses (write your responses under the directions in bold; you can delete the rest of the instructions that are not in bold). Wherever you use outside information, be sure to cite the source in-text as well as in the reference list in APA format. You can check out this resource from Purdue University regarding how to cite properly (in-text and in your resource list) in APA format: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html.
1.) In a few sentences, describe your chosen health behavior and under-served target population (backing up your choice with evidence from the literature). African American populations in the United States should be encouraged to increase their consumption of vegetables and fruits. In the United States of America, African-Americans are disproportionately affected by cardiovascular risk factors such as diabetes mellitus, hypertension, and obesity. According to Kibe and Bazargan (2022), African Americans consume an adequate number of vegetables and fruits, which should contribute to the provision of cardiovascular health-protective benefits. Given that cardiovascular disease is the leading cause of mortality and morbidity in the United States, it is worthwhile to encourage individuals to engage in this behavior. African Americans have a lesser likelihood of fulfilling the daily guidelines of 2.5 cup equivalents of veggies and 2.5 cup equivalents of fruits compared to whites and the general population. When we evaluate the accessibility of these healthy food items in rural and urban areas, we find that residents of poorer neighborhoods have, on average, to travel further to reach supermarkets and health food stores. There is a significant lack of public transportation in rural areas, which may provide a problem for transit. This causes non-vehicle-owning rural residents to rely on family, friends, and other individuals for their transportation and shopping needs. In addition, homeowners may have to travel significantly greater distances than city dwellers to buy for groceries. Dean, W. R. Sharkey, and J. R. Dean (2011).

In addition, diet-related chronic illnesses, such as obesity, are one of the primary causes of increased costs in both healthcare institutions and private homes. Consequently, the promotion program is beneficial to both the general public and the community. Individuals in low-income areas may not have access to grocery stores selling nutritious foods, but they may have access to fast food restaurants; consequently, it is essential to urge individuals to consume a balanced diet that includes fruits and vegetables.

2.) In your health promotion strategy, you will combine components of at least two different health behavior theories (at two different levels) to inform your approach towards promoting the health behavior. In your Week 5 Project Exercise, I asked you to choose one individual level OR one interpersonal level theory/model to use in your health promotion strategy which would help you address social inequities experienced by the target population. This week, I want you to choose one more theory/model at a different level which you will use to inform your health promotion program. For example, if you chose a theory/model at the intrapersonal(individual) level for Week 5, you can choose a second theory/model at the interpersonal or community/group level this time. Choose a theory/model that will further help you address social inequities in your target population. Write the name of both theories/models you will use in your health promotion strategy here (the one you chose for Week 5 (revised if necessary), and the additional one you are choosing this week), including what level (intrapersonal, interpersonal, or community/group level) they each fall under. See the List of Constructs (also attached to the Week 7 Project Exercise guidelines) for reference.
3.) Using the table you created in Week 5 as a starting point, add a description of concepts/constructs from the second theory/model you are choosing this week and describe how you will apply the concepts/constructs from that theory/model in your health promotion strategy. Remember, the focus is on influencing the constructs. For instance, if you are using “perceived barriers” from the Health Belief Model in your health promotion strategy, you want to help the target population get over their potential barriers and/or help them see that there is a way around these obstacles. If you are using “outcome expectations” from Social Cognitive Theory, you want to demonstrate to the target audience that there are positive outcomes to participating in the intended health behavior. If you are using “relative advantage” from Diffusion of Innovations, you want to demonstrate to the target audience that the health behavior you are asking them to partake in is an advantage to what they were already doing. I’ve specified how many concepts/constructs I would like you to use for each theory/model in the List of Constructs document. Refer to my feedback from the Week 5 Project Exercise and incorporate comments where necessary. Your animated video can address some of the concepts/constructs on your table, but there should be more to your health promotion strategy than just the one video. Fill out the table below with specific examples of how your health promotion strategy will incorporate theoretical constructs/concepts from both theories/models you will apply in your health promotion strategy.

Name of Theory/Model Name of concept/construct Description of concept/construct How specifically you will influence this concept/construct in your health promotion strategy

4.) As you recall, I asked that the example animated video that you will create should address at least one theoretical construct from your table above. Which theoretical concept/construct(s) (other than observational learning) will you address through the animated video that you will create. Your response can be copied/pasted (and revised as necessary) from question #4 in the Week 4 Project Exercise
5.) Finally, using the storyboard you wrote for the Week 5 Project Exercise (revised, as necessary, based on my feedback), create an actual first draft (with animations, and voice-over if possible) of your (3-5 minute) animated video. Remember, the idea behind this video is that it will be shared with the target audience for your health promotion strategy to encourage observational learning as well as any other constructs you are addressing in it. I encourage you to use the (free) Animaker software so you can learn something new. Here is an example of a video created in Animaker by a former student: https://www.youtube.com/watch?v=GgCW1uTgfzU&ab_channel=konblaze. However, if you feel more comfortable, you may use a different method (e.g., PowerPoint, white board illustrations with voice-over, etc.) if you prefer. Here is an example of a video created in PowerPoint by a former student: https://www.youtube.com/watch?v=PBjiJZjKsXM&t=14s. Below, I have included steps for how to create a web link for a video generated in Animaker (Option A) and also steps for creating a voiced-over “animated” video in PowerPoint (Option B). Once you have a link generated for your draft YouTube video, copy and paste the url here:
Option A (uploading a video from Animaker)
1. Once you have generated your video in Animaker, go into your “Dashboard” (https://www.animaker.com/)
2. Select the video you created
3. On the top right corner, select “Publish” (and say “Download Video” and allow the video to download to your computer in mp4 format)
4. Go to “YouTube” and sign in using your Google (or other) account if you are not already signed in
5. Click on the icon that has a plus sign inside a video camera (in the upper right corner)
6. Select “upload video” and choose your downloaded video file from your computer
7. You will be prompted to answer a few questions. You can say “yes, the video is made for kids.” Make sure you keep the video “unlisted.”
8. Copy the url for your video

Option B (uploading a voiced-over video in PowerPoint – this is just a suggestion, if you have a better/easier way to do it, feel free to do that instead)
1. Go to benu.zoom.us
2. Sign in with your BenU credentials
3. Go to “host a meeting” on the top right
4. Make sure your audio is connected
5. Open the PowerPoint presentation on your computer and enable the “presentation mode”
6. Select the “share screen” icon and select the screen on your computer that you would like to share
7. Select the “record” button when you are ready to start recording the voiceovers (if you want to test to make sure everything is working properly, move on to step 8 right away to see if the recording looks the way you want before you do your whole presentation). If you don’t see the “record” button anymore you need to select the three dots where it says “more.” You should see the option to record under there.
8. When you are done, you can select “stop recording” (you may need to select the three dots where it says “more” again to stop the recording).
9. Select “end” at the bottom right corner to end the meeting
10. After your meeting ends, you should see a folder popup that contains the recording to your meeting (the mp4 file with the icon with the little BLUE design in the middle. It may be called “zoom”). This is the one you want. You may see other files that say “audio only” or “playback;” you don’t need those. You can rename your recorded file at this point, and save it to a more easily accessible location on your computer if you would like.
11. Go to “YouTube” and sign in using your Google (or other) account if you are not already signed in.
12. Click on the icon that has a plus sign inside a video camera (in the upper right corner)
13. Select “upload video” and choose your recorded video from wherever it is saved to your computer
14. You will be prompted to answer a few questions. You can say “yes, the video is made for kids.” Make sure you keep the video “unlisted.”
15. Copy the url for your video
16.

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