Running head: SUNWISE IMPACT EVALUATION 1 Survey Instrument for the Impact Evaluation of the SunWise Program Ashley Roberts University of Cincinnati
SUNWISE IMPACT EVALUATION 2 This instrument is based on the Health Belief Model and its four constructs that will be addressed: perceived susceptibility, perceived severity, perceived benefits, and cues to action. Rosentock (1960) proposed the construct of perceived susceptibility or a person s belief to developing a disease as a result of engaging in a particular behavior as an important factor in determining the behavior. It has a strong cognitive factor and is somewhat based on knowledge (Sharma & Romas, 2008). Sources of UV light for school children include prolonged exposure during peak hours and tanning booths. For this study, the construct of perceived susceptibility to sources of UV light has been defined as the frequency and capability of K-8 students to identify (1) the time frame of the sun s strongest rays, (2) artificial sources of UV light, (3) the correct SPF of sun screen lotion, and (4) the consequences of using tanning booths. This will be measured through summing the multiplicative score on a four item selected response-type self reporting rating scale, measuring knowledge of UV light sources susceptibility. Rosentock (1960) proposed the construct of perceived severity or a person s belief in the degree of harm that can result from the developed disease as a result of engaging in a particular behavior as an important factor in determining the behavior. Comparable to perceived susceptibility it has a strong cognitive factor and knowledge foundation but its perception is based upon the person s point of view (Sharma & Romas, 2008). Negative health effects of UV ray sun exposure for school children include disorders such as the development of sunburns, cataracts and melanoma. For this study, the construct of perceived severity of negative health effects has been defined as the frequency and capability of K-8 students to identify (1) the characteristics of a sunburn, (2) consequences of cataracts, (3) consequences of melanoma, and (4) environmental effects of ozone layer depletion. This will be measured through summing the
SUNWISE IMPACT EVALUATION 3 multiplicative score on a four item selected response-type self reporting rating scale, measuring knowledge of negative health effects due to UV ray sun exposure severity. Rosentock (1960) has proposed the construct of perceived benefits or a person s belief in the advantages of the actions recommended that decrease the risk of the disease due to engaging in a particular behavior. An option is likely to be viewed as beneficial if it decreases the perceived susceptibility and perceived severity of the disease (Sharma & Romas, 2008). Sun protective behaviors for school children include using sun screen lotion, wearing a baseball cap, playing in the shade, and wearing sunglasses. For this study, the construct of perceived benefits for sun protective behaviors has been defined as the frequency and occurrence of K-8 students to perform (1) applying sun screen lotion before recess, (2) wearing a baseball cap during recess (3) playing in the shade during recess, and (4) wearing sunglasses during recess. This will be measured through summing the multiplicative score on a four item observation-type rating scale, measuring frequency of sun protective behavior benefits. Rosentock (1960) has proposed the construct of cues to action or reminders to make a person feel the need to take action. The intensity of the reminder is dependent upon the ranking of the perceived susceptibility and perceived severity, for example, if low a strong reminder is needed as a cue to action (Sharma & Romas, 2008). Reminders of sun protective behavior for school children include posting signs, recognition, and penalties. For this study, the construct of cues to action for reminders of sun protective behavior has been defined as the evaluation of K-8 students to choose (1) pictures posted around the classroom, (2) rewards for participating, (3) penalties for disregarding, and (4) quizzes for reinforcing. This will be measured through summing the multiplicative score on a four item Likert-type scale self reporting scale, measuring students opinions of reminders for cues to action.
SUNWISE IMPACT EVALUATION 4 Purpose: To examine the attitudes toward, knowledge of and participation in sun protective behaviors of students grades K-8. 1. Sun rays are strongest between what times? a. 8 am and 10 am b. 10 am and 4 pm c. 5 pm and 7 pm d. 8 pm and 10 pm 2. Which are artificial sources of UV light? a. Tanning beds and sunlamps b. The sun and the moon c. Classroom light bulbs d. Flashlight 3. What is the correct SPF of sun screen lotion to use? a. -3 b. 5- c. 15+ d. 0 4. Which are consequences of using tanning booths? a. Healthy skin b. Healthy eyes c. Damaged ear drums d. Damaged skin 5. What are the characteristics of a sunburn? a. black dots on the skin b. reddening of the skin that last at least 12 hours c. bruises on the skin d. rash of the skin that lasted for 2 hours 6. Which of these is a severe consequence of too much UV sun exposure on your eyes? a. cataracts b. black eyes c. eye color changes d. red eyes
SUNWISE IMPACT EVALUATION 5 7. Which of these is a severe consequence of too much UV sun exposure on your skin? a. Dry skin b. Rosacea c. Melanoma d. Darker skin 8. Which of these are environmental effects of ozone layer depletion? a. Less clouds b. Higher levels of radiation at earth s surface c. More rain d. Higher levels of oxygen 9. How often do you applying sun screen lotion before recess? 10. How often do you wear a baseball cap during recess? 11. How often do you play in the shade during recess? 12. How often do you wear sunglasses during recess? 13. How much would you like sun protective behavior pictures posted around the classroom?
SUNWISE IMPACT EVALUATION 6 14. How much would you like to receive rewards for participating in sun protective behaviors? 15. How much would you like penalties for those who disregard sun protective behaviors? 16. How much would you like quizzes to help remember sun protective behaviors?
SUNWISE IMPACT EVALUATION 7 Reference Sharma, M., & Romas, J. A. (2008). Theoretical foundations of health education and health promotion. Sudbury, MA: Jones and Bartlett. SunWise US EPA. Retrieved 1/18/2010, 2010, from http://www.epa.gov/sunwise/index.html