pink-book

Recommendations

Info

“universal” symbols, such as a stop sign, an arrow, or a big black “X,” usually test well. Don’t confuse this intended audience with large, busy matrices—for example, functionally illiterate individuals have trouble using a bus schedule. — Avoid using all capital letters; they are more difficult for everyone to read, particularly so for less skilled readers. — Use captioned illustrations that are relevant to the subject matter and model the desired behavior. — Use headings and subheadings to convey a message and help reinforce the flow and content. — Use bullets and other graphic devices to highlight key messages and to avoid large blocks of print. — Avoid right-justified margins. • Pretest all materials with the intended audience. This is absolutely crucial with low-literacy intended audiences. Writers and communication specialists are highly literate by definition. It is impossible for a person who reads well and has a good vocabulary to guess what people without those skills will understand. For example, an FDA brochure on food safety used the key message, “Keep hot foods hot, keep cold foods cold.” Pretesting showed that low-literacy readers had no idea what they were supposed to do based on this message, nor did they understand what foods fell into the hot and cold categories. A final note: You will find that most intended audiences of any reading level prefer well-produced materials that follow these guidelines. Developing Effective Web Sites A Web site should be graphically appealing and provide information about health issues in an informative manner. Some organizations begin by creating sites that primarily provide information to their stakeholders, employees, or members. To extend outreach, create an additional section in the site to appeal to the intended audience. For consumers, you might call this section the Help Center and provide a place for users to receive information about a particular health topic, participate in online surveys, or download your organization’s consumer information. Many sites contain useful public health information and resources, but too often this information is buried within the site. Keep visitors interested in the site by making it easy to navigate. To ensure that users will find the site well designed and easy to use, pretest the site as you would any other materials. Usability testing, which tests the site to see how well it helps users meet their goals, is crucial to creating an effective site. The best time to do this testing is as you are developing the site, not after it’s completed. If the site is not yet running on a computer, test using paper or poster board mock-ups of pages. Conduct usability testing by having people who represent the intended audience actually sit down and use the site to complete tasks, either by themselves or in pairs. Observe how they interact with the site and ask specific questions once they have completed the tasks. Their experiences and responses will allow you to improve the site before it is used. If you make major modifications to the site after usability testing, test again before the site goes live. For more information on usability testing, see www.usability.gov. Remember, your well-designed and attractive site is useless unless people know it exists. Therefore, consider launching a Web site by conducting both traditional and online media outreach. Online outreach can include alerting search engines such as STAGE 2 Making Health Communication Programs Work 75
CHARACTERISTICS OF WELL-DESIGNED WEB SITES • Compliant with W3C accessibility guidelines (www.w3.org/wai), which ensure access to the Web by everyone regardless of disability, and, for government publications, Section 508 guidelines (www.usability.gov/accessibility) • Clean and consistent design (e.g., a simple background, legible type, a few carefully selected colors) • A search engine (program that helps users find information) and a link to the search engine on all Web pages • Fast display of graphics and text • Clear and consistent navigation elements (to make it easy for users to move to and from different information sources) • Interactivity and fun elements • Short/concise pages (e.g., a Web page should not exceed 250 words on average) • Compatibility with major browsers and earlier versions of major browsers (e.g., Netscape, Microsoft Internet Explorer) • Mechanisms to track site usage and invite user response 76 Developing and Pretesting Concepts, Messages, and Materials
Page 1 and 2:
uideAPlanner’sGuideAPlanner’sGu
Page 3 and 4:
Page 5 and 6:
Acknowledgments Many health communi
Page 7 and 8:
Table of Contents Why Should You Us
Page 9 and 10:
Page 11 and 12:
Page 13 and 14:
The Role of Health Communication in
Page 15 and 16:
• Organizations—Organizations a
Page 17 and 18:
THEORIES GUIDE ACTION TO INCREASE M
Page 19 and 20:
a systematic, continuous process th
Page 21 and 22:
Page 23 and 24:
Use this book to produce and implem
Page 25 and 26:
Page 27 and 28:
Why Planning Is Important The plann
Page 29 and 30:
served to date, messages and materi
Page 31 and 32:
occur and potential solutions for e
Page 33 and 34:
• Creating a supportive environme
Page 35 and 36: GOALS AND OBJECTIVES: HEALTHY PEOPL
Page 37 and 38: the intended audiences (e.g., those
Page 39 and 40: train, at a community event, in the
Page 41 and 42: Organizational and Community Channe
Page 43 and 44: COMMUNICATION CHANNELS AND ACTIVITI
Page 45 and 46: • Create and display advertisemen
Page 47 and 48: • Expanded support for your organ
Page 49: STEPS FOR INVOLVING PARTNERS IN THE
Page 52 and 53: Develop a Communication Strategy St
Page 54 and 55: SAMPLE STRATEGY STATEMENT CONTINUED
Page 56 and 57: statement can also help all players
Page 58 and 59: against your program’s goal. For
Page 60 and 61: Myth: If we work with partner organ
Page 62 and 63: Glanz, K., Lewis, F. M., & Rimer, B
Page 64 and 65: Developing and Pretesting Concepts,
Page 66 and 67: • Are the materials likely to mee
Page 68 and 69: or on a contract basis. In either c
Page 70 and 71: • Acknowledge culture as a predom
Page 72 and 73: importance when planners and design
Page 74 and 75: which messages work best with inten
Page 76 and 77: HEALTH COMMUNICATION MATERIALS OPTI
Page 78 and 79: PRESENTATION OPTIONS FOR ADVERTISIN
Page 80 and 81: (do it for them); or ego-driven (su
Page 82 and 83: health care coverage, it is particu
Page 84 and 85: TAILORED COMMUNICATIONS: HEALTHY BI
Page 88 and 89: Google or Yahoo about the site as w
Page 90 and 91: • Never skip technical review by
Page 92: BENEFITS AND LIMITATIONS OF PRETEST
Page 95 and 96: name of the one currently speaking)
Page 97 and 98: new solutions will be effective wit
Page 99 and 100: Center for Substance Abuse Preventi
Page 101 and 102: uideAPlanner’sGuideAPlanner’sGu
Page 103 and 104: Preparing to Implement Your Program
Page 105 and 106: patients, physicians, and family me
Page 107 and 108: 1. Make a list of key media contact
Page 109: Working With the Media During a Cri
Page 112 and 113: • Ask callers what prompted their
Page 114 and 115: through calls, meetings, or letters
Page 116 and 117: Center for Substance Abuse Preventi
Page 118 and 119: Assessing Effectiveness and Making
Page 120 and 121: • How long will the program last
Page 122 and 123: 2. Define the Data You Need to Coll
Page 124 and 125: OUTCOME EVALUATION DESIGNS APPROPRI
Page 126 and 127: EXAMPLES OF OUTCOME EVALUATION FOR
Page 128 and 129: ensure that you include the right m
Page 130 and 131: • You will be able to give eviden
Page 132 and 133: Refining Your Health Communication
Page 134 and 135: Myth: If our program is working, we
Page 136 and 137:
Communication Research Methods In T
Page 138 and 139:
In this section, you will learn whe
Page 140 and 141:
TYPES OF RESEARCH AND EVALUATION CO
Page 142 and 143:
WORKING WITH MARKET RESEARCH PROFES
Page 144 and 145:
• Providing insights into the res
Page 146 and 147:
PROS AND CONS OF DIFFERENT FORMATS
Page 148 and 149:
internal resources, you may choose
Page 150 and 151:
WORKING WITH COMMUNITY ORGANIZATION
Page 152 and 153:
Avoid counting or quantifying types
Page 154 and 155:
USING SOFTWARE TO ANALYZE QUALITATI
Page 156 and 157:
145
Page 158 and 159:
Participant Recruitment If you or s
Page 160 and 161:
• The locations where the pretest
Page 162 and 163:
COMPONENTS USED IN MOST QUESTIONNAI
Page 164 and 165:
10. Thank participants for their co
Page 166 and 167:
day, 1 hour per day). Share drafts
Page 168 and 169:
Analyzing quantitative responses. T
Page 170 and 171:
PROS AND CONS OF VARIOUS SURVEY FOR
Page 172 and 173:
Follow these steps to conduct a sur
Page 174 and 175:
Do this by finding the nearest perf
Page 176 and 177:
EXAMPLE USING THE SMOG READABILITY
Page 178 and 179:
causing discomfort to those whose r
Page 180 and 181:
Communication Planning Forms and Sa
Page 182 and 183:
Communication Program Plan Overview
Page 184 and 185:
Sample Promotion Plan Promotion Pla
Page 186 and 187:
Evaluation: OC will evaluate its pr
Page 188 and 189:
Negotiated Partners/Roles of Each:
Page 190 and 191:
Strategy Statement/Creative Brief T
Page 192 and 193:
Sample Focus Group Screener Form NC
Page 194 and 195:
Yes No a. Heart disease (CONTINUE)
Page 196 and 197:
Sample Focus Group Moderator’s Gu
Page 198 and 199:
7. What are your thoughts about peo
Page 200 and 201:
Sample Intercept Questionnaire Cent
Page 202 and 203:
9. How well does each of the follow
Page 204 and 205:
193 APPENDIX A
Page 206 and 207:
Breast Cancer Materials User Survey
Page 208 and 209:
Breast Cancer Risk Assessment Tool
Page 210 and 211:
Producing Rough-Cut Video for Prete
Page 212 and 213:
3. Make sure your script and produc
Page 214 and 215:
1. a. b. c. 2. a. b. c. 3. a. b. c.
Page 216 and 217:
Part IV [Following are sample quest
Page 218 and 219:
Presentation of New Information 1.
Page 220 and 221:
Part V [Listed below are sample que
Page 222 and 223:
Sample Script for Hosting a Theater
Page 224 and 225:
Average Ratings for Commercial Ads
Page 226 and 227:
215 APPENDIX A
Page 228 and 229:
Selected Planning Frameworks, Socia
Page 230 and 231:
Kotler, P., & Roberto, E. L. (1989)
Page 232 and 233:
To communicate the message successf
Page 234 and 235:
combine bits of information into
Page 236 and 237:
For Further Reading Beyer, J. M., &
Page 238 and 239:
227 APPENDIX B
Page 240 and 241:
Information Sources APPENDIX C
Page 242 and 243:
National Center for Chronic Disease
Page 244 and 245:
Journal of Health Communication Dep
Page 246 and 247:
Selected Readings and Resources APP
Page 248 and 249:
Campbell, M. K., DeVellis, B. M., S
Page 250 and 251:
Glanz, K., Lewis, F. M., & Rimer, B
Page 252 and 253:
National Cancer Institute. (1998).
Page 254 and 255:
243 APPENDIX D
Page 256 and 257:
Glossary APPENDIX E
Page 258 and 259:
Comprehension. A pretesting measure
Page 260 and 261:
Message concepts. Brief statements,
Page 262:
Social cognitive theory. A theory o
show all

pink-book

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?