Sample Essay Writing Paper on Communication of Program Needs

Communication of Program Needs

The needs assessment survey is a very important aspect that ensures a program meets the needs of its recipients. It is therefore with this regard that organizations that are operating a specific program should carry out an extensive research towards identifying its target population, or community, which will help determine whether the program met the need. Communication is also an important aspect because it helps all the stakeholders involved understand the intention of the program, and work collectively in collaboration in order to ensure that the program meets a need.

Communication involves the community to take part in identifying the most important need that a program should first address. It determines areas of weaknesses and need strengthening and the viability of the program (Hardina, 2002). This paper will explain how hygienists shall visit an elementary school and educate the children on achieving oral hygiene. This program will empower children with knowledge that is concerned with fighting cavity.

The program will aim to meet many of its goals and carry out the mission of educating elementary children in improving their health as far as cavity is concerned. Cavity is a source of some other health problems such as cancer, and preventing cavity will reduce of chances of having the said health problems. The program will start by acquiring information from different sources on the causes and the effects of cavity. The sources of information includes the government records band document as the secondary data, band council professionals as key informants and the community members through the elementary school children, face-to-face interviews. The information collected from the sources will help in strategizing the approaches and level of involvement that the children should be involved in the program. The information will also aid in formulating a training curriculum for an effective program (Spieler, & Ro��s�s�l�e�,� �2�0�1�2�)�.� �
�T�h�e� �d�e�v�e�l�o�p�e�d� �l�i�t�e�r�a�t�u�r�e� �a�n�d� �r�e�v�i�e�w� �m�a�t�e�r�i�a�l�s�,� �w�h�i�c�h� �s�h�a�l�l� �c�o�n�s�i�s�t� �o�f� �e�x�i�s�t�i�n�g� �d�a�t�a�/�m�o�d�e�l�s�,� �w�i�l�l� �p�r�o�m�p�t� �f�o�r� �c�e�r�t�a�i�n� �i�n�t�e�r�v�e�n�t�i�o�n�s�.� �T�h�e� �h�y�g�i�e�n�i�s�t�s� �s�h�a�l�l� �v�i�s�i�t� �d�i�f�f�e�r�e�n�t� �s�c�h�o�o�l�s� �a�n�d� �u�s�e� �t�h�e� �m�a�t�e�r�i�a�l�s� �d�e�v�e�l�o�p�e�d� �t�o� �p�r�e�p�a�r�e� �w�o�r�k�s�h�o�p�s� �a�n�d� �t�r�a�i�n�i�n�g�. However, all the hygienists should report to the overall supervisor, with a written report of what they have done in the schools. All required instruments for the activity shall be available in order to ensure that the program goes smoothly and effectively. The instruments will be up-to-date and functioning able to detect any changes in the cavity treatment (Giannobile, et al 2010).

The hygienists should organize health workshops across all schools that they visit. In these workshops, they will be able to do cavity screening to all participants noting down the conditions before any action of treatment and after the treatment actions. In carrying out health education workshops, the hygienists will educate children on the causes of cavity and the long-term effects. They will offer handouts materials to the children so they could read and do more research on their own. The children should be able to identify the symptoms of having cavity by the end of the program (Bateman, Abesamis, & Ho-Asjoe, 2009).

The hygienists will also make recommendations for the strategies that the children should follow in order to ensure that they prevent cavity. Records from the hygienists should help in keeping communication so that it becomes easy to monitor any changes. The hygienists will make follow up visits regularly to ensure that the children are doing the right thing as far as fighting cavity is concerned. The Supervisor will also carry out a random interview to see how effective the programs is, while keeping contact which� �w�i�l�l� �h�e�l�p� �i�n� �l�a�t�e�r� �f�o�l�l�o�w� �u�p�s�.� �T�h�e� �p�r�o�g�r�a�m� �s�h�o�u�l�d� �r�u�n� �b�e�t�w�e�e�n� �s�i�x� �t�o� �t�w�e�l�v�e� �m�o�n�t�h�s�.� �H�o�w�e�v�e�r�,� �h�y�g�i�e�n�i�s�t�s� �c�a�n� �f�o�r�m� �a� �r�e�l�a�t�i�o�n�s�h�i�p� �t�h�a�t� �c�a�n� �f�o�l�l�o�w� �u�p� �a�f�t�e�r� �t�h�e� �d�e�s�i�g�n�a�t�e�d� �p�e�r�i�o�d� �(�S�p�i�e�l�e�r�,� �&� �R�o�s�s�l�e�,� �2�0�1�2�)�.�

�R�e�f�e�r�e�n�c�e�s�
�B�a�t�e�m�a�n�,� �W�.� �B�.�,� �A�b�e�s�a�m�i�s�,� �N�.� �F�.�,� �&� �H�o�-�A�sjoe, H. (2009). Praeger handbook of Asian American health: Taking notice and taking action. Santa Barbara, Calif: Praeger/ABC-CLIO.
Hardina, D. (2002). Analytical skills for community organization practice. New York: Columbia University Press.
Spieler, P., & Ro���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������&��A��B��`��a����¤��Ñ��Ò��ø�� ��, ��~ �� ��– ��È ��ò ��`
��¢
��£
��! ��Z ��öéößéöÒßÒŸ«¸ž‘„‘wj]PC«���������������hL5�hmÃ�CJ�OJ��QJ���hL5�h
zõ�CJ�OJ��QJ���hL5�h5^ �CJ�OJ��QJ���hL5�hP(ê�CJ�OJ��QJ���hL5�hX*��CJ�OJ��QJ���hL5�h?;�CJ�OJ��QJ���hL5�h+
6�CJ�OJ��QJ���hL5�hÑ4È�CJ�OJ��QJ���hL5�hµ `�CJ�OJ��QJ���hL5�h]9�CJ�OJ��QJ���hL5�hÛvC�CJ�OJ��QJ���hL5�h<C
�CJ�OJ��QJ���h(dÊ�CJ�OJ��QJ���h?=�h?=�CJ�OJ��QJ���h?=�CJ�OJ��QJ���������������������’��-��:��;��<��=��>��?��@��A��B��a��c ����…�CJ�OJ��QJ���h`c*�h)4�CJ�OJ��QJ���h)4�CJ�OJ��QJ���hL5�hÄ#�CJ�OJ��QJ��—
��˜
��™
��š
��´
��ÿ
��›��ñ��7��“��”��ï��ð��ù�����������������(��óæÙ̸®¤š†|rere†RH>���������������hó�I�CJ�OJ��QJ���h<A�CJ�OJ��QJ���hŒ
Ó�CJ�OJ��QJ���h`c*�hèD©�CJ��h`c*�hèD©�CJ�OJ��QJ���hèD©�CJ�OJ��QJ���hŠV<�CJ�OJ��QJ���h
W+�CJ�OJ��QJ���hp‹�CJ�OJ��QJ���h›õ�CJ�OJ��QJ���hNr‘�CJ�OJ��QJ���hQ`�CJ�OJ��QJ���hÝN:�CJ�OJ��QJ���h„�CJ�OJ��QJ���hL5�hOi€�CJ�OJ��QJ���hL5�h<A�CJ�OJ��QJ���hL5�h` �CJ�OJ��QJ���hL5�hB Ü�CJ�OJ��QJ��(��P��f��v��¼��Ô��Ö��$��ª��%��+��]��ƒ��Ù����¦��ä��q��Ñ��öìöìâìâØÎÄκ°¦œ’…’…œ{ö{qg]SI��h˜}�CJ�OJ��QJ���h½]C�CJ�OJ��QJ���hô(8�CJ�OJ��QJ���h­Jh�CJ�OJ��QJ���h¿E­�CJ�OJ��QJ���hð6¡�CJ�OJ��QJ���h`c*�hŠV<�CJ�OJ��QJ���hŠV<�CJ�OJ��QJ���hÁ*ƒ�CJ�OJ��QJ���h×÷�CJ�OJ��QJ���hÌAV�CJ�OJ��QJ���h Õ�CJ�OJ��QJ���h’`”�CJ�OJ��QJ���h”’s�CJ�OJ��QJ���h )}�CJ�OJ��QJ���hó�I�CJ�OJ��QJ���hAPÌ�CJ�OJ��QJ���hÂbp�CJ�OJ��QJ��Ñ��Ó��Ý��ò��÷��ø��ù��‡��¯��Ð��ã��ë��ø��£��@��J��>��R��`��t��~��€��Œ��–��˜��š��œ��²����öéöéßÕßËÁ·Á·­£™…{ne{nß…WJ����h`c*�hA«�CJ�OJ��QJ���hÖY`�hPi�5CJ�OJ��QJ��h`c*�hŠV<�CJ��h`c*�hŠV<�CJ�OJ��QJ���hŠV<�CJ�OJ��QJ���hPi�CJ�OJ��QJ���h`´�CJ�OJ��QJ���h�CJ�OJ��QJ���h€9�CJ�OJ��QJ���h]c�CJ�OJ��QJ���hš~P�CJ�OJ��QJ���hƒi=�CJ�OJ��QJ���hSg�CJ�OJ��QJ���hð6¡�CJ�OJ��QJ���h˜}�CJ�OJ��QJ���h`c*�h)4�CJ�OJ��QJ���h)4�CJ�OJ��QJ��œ��²��…��õ��ª,��–-��š-��œ-�� -��¢-��¦-��¨-��¬-��®-��..��0.��2.��Ò.��Ô.��Ö.��Ø.��ð������������à������������à������������à������������à������������Ö������������Ô������������Ö������������Ô������������Ö������������Ô������������Ö������������Ô������������Ì������������Ê������������Ô������������Â������������Ô������������Ô������������à�����������������������������������������������������������dà�gd(dÊ������dà�gd–|Ë����� ��dð��¤��gd–|Ë����„Є0ýdà�^„Ð`„0ýgd`c*����$„Ðdà�`„Ða$gdƒ*l����[��„��…��™��Î��ô��õ������,��,��$,��‚,��-��X-��”-��–-��˜-��œ-��ž-��¢-��¤-��¨-��ª-��®-��ê-��ö-��ø-��&.��(.��*.��ðãÖɹÉãÉ·®É¹É¹É¡™•™•™•™•†ziiMhƒ*l�CJ�OJ��QJ��mH�nH�uhPi�h–|Ë�CJ�OJ��QJ���!j����hPi�hÁ Ú�CJ�OJ��QJ��UhPi�CJ�OJ��QJ��aJ��h–|Ë�h–|Ë�CJ�OJ��QJ��aJ��hH#��j����hH#�Uh`c*�h`c*�CJ�OJ��QJ���h`c*�h`c*�CJ��Uh`c*�h`c*�6CJ�OJ��QJ��]�h`c*�h`c*�CJ�OJ��QJ���h`c*�hPi�CJ�OJ��QJ���h`c*�hA«�CJ�OJ��QJ���h`c*�hA«�6CJ�OJ��QJ��]s�s�l�e�,� �M�.� �(�2�0�1�2�)�.� �N�o�n�g�y�n�e�c�o�l�o�g�i�c� �c�y�t�o�p�a�t�h�o�l�o�g�y�:� �A� �p�r�a�c�t�i�c�a�l� �g�u�i�d�e�.� �B�e�r�l�i�n�:� �S�p�r�i�n�g�e�r�.�
�G�i�a�n�n�o�b�i�l�e�,� �W�.� �V�.�,� �G�e�n�c�o�,� �R�.� �J�.�,� �&� �B�u�r�t�,� �B�.� �A�.� �(�2�0�1�0�)�.� �C�l�i�n�i�c�a�l� �r�e�s�e�a�r�c�h� �i�n� �o�r�a�l� �h�e�a�l�t�h�.� �A�m�e�s�,� �I�o�w�a�:� �W�i�l�e�y�-�B�l�a�c�k�w�e�l�l�.�
��

��

��

��

�C�O�M�M�U�N�I�C�A�T�I�O�N� �O�F� �P�R�O�G�R�A�M� �N�E�E�D�S� � � � � � ��2��


�R�u�n�n�i�n�g� �H�e�a�d�:� �C�O�M�M�U�N�I�C�A�T�I�O�N� �O�F� �P�R�O�G�R�A�M� �N�E�E�D�S� � � � � � � � ��1��