Kneale, D;
Bangpan, M;
Thomas, J;
Sharma Waddington, H;
(2020)
Using logic models in research and evaluation of Health EDRM interventions.
In: Kayano, R and Murray, V and Clarke, M and Chan, EYY, (eds.)
WHO Guidance on Research Methods for Health and Disaster Risk Management.
(pp. 350-368).
World Health Organization (WHO Kobe Centre): Kobe, Japan.
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Abstract
This chapter outlines how logic models can be used to conceptualize how interventions are intended to work, and their relationship with the broader context in which they take place – focusing on Health EDRM settings. Logic models are tools used to outline assumptions about the chains of processes, activities or events expected to occur during the implementation of an intervention, and the way in which these lead to changes in outcomes. They provide an initial set of assumptions about how different components of an intervention are expected to change outcomes, and can be used to develop further sub-research questions to investigate the validity of these assumptions. Logic models can also be used to communicate findings from research and evaluation activities, and can serve as useful tools in planning an intervention, including for the identification of relevant outcomes and monitoring of its delivery. However, this chapter will focus primarily on the use of logic models for research and evaluation purposes.
Type: | Book chapter |
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Title: | Using logic models in research and evaluation of Health EDRM interventions |
Open access status: | An open access version is available from UCL Discovery |
Publisher version: | https://extranet.who.int/kobe_centre/en/project-de... |
Language: | English |
Additional information: | This version is the version of record. For information on re-use, please refer to the publisher's terms and conditions. |
UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
URI: | https://discovery.ucl.ac.uk/id/eprint/10111007 |
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