Immunization and child health materials development guide pdf

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Step 1. Plan Your Project The first step in materials development is a well-designed plan. It provides a clear and concise summary of your project, project justification, project goals, a workplan, a realistic timeline, and a detailed budget. Planning will help you make good decisions and will help you and your staff stay focused on the project, even when things go wrong. Planning also helps you define, and later measure, success. PATH recommends you put your plan in writing. This means documenting your research, writing out your communications objectives, and creating a detailed, step-by-step workplan and budget. Although this may seem like a lot of work, it will help ensure your final product is accepted, distributed, and properly used. A. Find and Review Existing Materials and Resources A thoughtful and thorough effort in this area will have a powerful effect on the quality of your final product. By building upon and improving existing materials, you can produce a higherquality product with less time and money. 1. Gather Existing Materials. People have been developing materials on immunization and child health for more than 40 years. A few hours of research can yield many useful resources and materials focused on your topic of interest. Sometimes you may find that the material you need already exists. Evaluate it using a process similar to the pretesting process described in this Guide. If it is found to be appropriate, you can reproduce it or help distribute it to a broader audience—without going through the costly and time-consuming process of developing original material. Or, you may find a nearly appropriate material that needs translation, updating, new facts and figures, new drawings, new colors, or a better narrator. It’s highly likely that you’ll find something—a booklet, brochure, poster, or radio script—that you can draw upon or modify when creating your new material. If so, call or write the organization that created it and get permission to borrow from it. Ask if they conducted an evaluation of the material and if they would share it with you. Whether they have evaluated it or not, be sure to evaluate it with members of your audience(s) before adapting or reproducing it. Also search for knowledge, attitude, and practice (KAP) studies that relate to your audience or your topic area. These surveys are often available and provide valuable data about audiences you might hope to reach. Page 5
2. Look for Materials on Other Topic Areas. You may find that high-quality materials exist, though they focus on other topics, such as maternal health, nutrition, or HIV/AIDS. They can give you ideas on formats, colors, art styles, artists, writers, and producers, for example. Borrow from these sources, learn from their mistakes, and build on their successes. Keep in mind that you don’t need to reinvent the wheel. Ask your partners or colleagues in other organizations if they have information, materials, or experience to share with you. Learn from each other and further enhance your relationship. Partners can provide good information that you might not get elsewhere. B. Define a Communications Objective 2 Once you have a better idea of what kinds of materials are and are not available, you can begin to define your communications objective. Write a plan, and share it with your communications team. Before moving to Step 2: Identify and study your audience, try to reach agreement on your objectives so you all understand what you hope to accomplish, and how. 1. Identify Your Overarching Goal. Materials development is usually part of a larger program that aims to achieve an overarching goal: for example, to increase routine immunization rates among urban mothers, or to encourage young people ages 9–15 to get hepatitis B shots. Whatever it is, make sure you and your team understand the overall goal of your program. 2. Define the Purpose of Your Proposed Materials. Generally, try to answer what you hope to accomplish through the materials development process. Explain how your proposed material or set of materials will help you achieve your overall programmatic goal. Will these materials educate parents about the importance of immunization? Or will they explain immunization and disease facts to parents? 3. Think About the Audience. Think about whom your communications materials are meant to address. Try to define this group as narrowly as possible. In the next section, you will learn how to define your audience with more certainty and learn about their information needs. 4. Decide Which Medium to Use. Decide which medium—print, radio, video, or computerbased—might be most appropriate for your audience and your budget. Considerations for your audience might include whether or not they are literate, whether they have access to a radio, television, or computer, and whether they will need to refer to the information again. Also, consider your budget and your ability to distribute materials. Would using your materials require training? Try to answer these questions to the best of your ability, and then test your assumptions during the audience research phase. You may learn that while many people own radios, they prefer printed information to remind them of important instructions, or vice versa. Page 6
Page 1 and 2: Immunization and Child Health Mater
Page 3: immunization and child health mater
Page 7: Table of Contents Page A Letter fro
Page 10 and 11: Materials development is especially
Page 12 and 13: The Guide explores qualitative rese
Page 16 and 17: THE CREATIVE BRIEF 3 A creative bri
Page 18 and 19: Figure 1. Sample Materials Developm
Page 20 and 21: Step 2. Identify and Study Your Aud
Page 22 and 23: • Fieldworkers, traditional birth
Page 24 and 25: 2. Define Your Audience by Stages o
Page 26 and 27: B. Determine Informational Needs of
Page 28 and 29: 2. Decide Which Method Best Meets Y
Page 30 and 31: In-Depth: Effective Qualitative Res
Page 32 and 33: • Ask participants to imagine som
Page 34 and 35: Figure 11. Principles of Question D
Page 36 and 37: Figure 12. Tips for the Facilitator
Page 38 and 39: Figure 14. Example of Organizing FG
Page 40 and 41: immunization. Make sure the questio
Page 42 and 43: 3. Identify Patterns. As the facili
Page 44 and 45: SUMMARY OF FOCUS GROUP PHASES Phase
Page 46 and 47: Figure 17. Organizing Your Notes 22
Page 48 and 49: Step 3. Develop Messages
Page 50 and 51: A meeting with policy-makers may be
Page 52 and 53: Figure 18. Guidelines for Designing
Page 54 and 55: Step 4. Create Draft Materials Keep
Page 56 and 57: The artist can prepare more than on
Page 58 and 59: C. Video Materials Producing a vide
Page 60 and 61: VIDEO Same expert demonstrates Solo
Page 62 and 63: Special Advantages of the Web. The
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• Easy to Create. A single person
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MAKE AN INTERACTIVE, “BRANCHING
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- Get Outside Help, If You Need It.
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Step 5. Pretest and Revise Draft Ma
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B. Measuring Variables Pretesting m
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Figure 25. Drafts of an ORS Message
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In-Depth: Effective Pretesting 1. P
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Low-Literate Materials Pretest Form
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Using the Pretest Data Sheet. Use t
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A response to a picture is consider
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Figure 30. Sample Illustration, Pre
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Figure 32. Completed Print Material
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8) Then, multiply the answer by 100
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Figure 35. Pretesting Pattern for O
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• Introduction. Introduce yoursel
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• Written Pretest Questionnaire.
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Step 6. Produce Materials
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Economies of Scale. Often, the more
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Step 7. Distribute Materials and Tr
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Figure 36. Tips for Using Print Mat
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Step 8. Evaluate Materials
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Appendix 18 includes a sample evalu
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References AIDSCAP. How to Conduct
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Glossary of Acronyms AIDSCAP BCC BD
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PATH (Program for Appropriate Techn
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Appendices
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Appendix 1 Topic Guide for Focus Gr
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E. Closure 1. Review any patterns o
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Appendix 3 SMOG Readability Formula
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Leave Plenty of White Space. This m
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Use Simple Illustrations. Avoid ext
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Use Appropriate Illustrative Styles
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Appendix 5 Hiring Experts If you ha
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Sample Letter January 25, 2001 Dire
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Appendix 7 Video Camera Directions,
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22. Titles: (a) Cards, film, slides
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⇑ Clearly identify steps in a tec
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Appendix 10 Sample Questions for Pr
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Appendix 12 Pretest Data Sheet Pret
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Appendix 14 Group Pretest Answer Sh
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Appendix 16 Radio and Video Pretest
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Appendix 18 Evaluation Form Evaluat
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6. What was most useful about the G
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