Sun Smart, Healthy Skin!

Lindsey Lanigan Brittany Brackett Jenna Anderson

Abdu Hassen

Small text box: notes and changes for this page: pictures are temporaty to show our idea, need to find more with good qual-ity ask how to put shaddow on pics and numbers

CONTENTSTABLE OF

THIS IS WHERE OUR CONTENTS AND PAGE NUMBERS WILL GO EX. Introduction..................................................................................................................... 1 Rationale.......................................................................................................................... 2 Theoretical Foundation ................................................................................................. 3 Needs Assessment ..........................................................................................................4 Objectives.........................................................................................................................5 Intervention .....................................................................................................................6,7 Recources/Instructional Aids .........................................................................................9,10 Evaluation Procedure ....................................................................................................12,13 Budget .............................................................................................................................14 Meet the Creators ..........................................................................................................15,16 What We Learned ...........................................................................................................17,18 Brand Manual ..................................................................................................................19, 20

Introduction

S kin cancer is one of the most common and one of the most preventable forms

of cancer in the United States ((Brownson, Deshpande, Elliott, Nehl, Rabin, & Glanz, 2010). Excessive exposure to ultraviolet rays produced by the sun may cause melano-ma, a serious skin cancer that can metas-tasize to other parts of the body and lead to premature death. (Skin Cancer Founda-tion, 2013). Triggered by uncontrollable and controllable risk factors, exposure to harmful ultraviolet rays is inevitable.

The Shade foundation was created to en-gage UMD students in preventative sun safe-ty behaviors. The goal of the program is to increase the use of sunscreen among UMD students attending UMD Relay for Life. The program was designed using the Health Be-lief Model, which focuses on individual de-cision making. The constructs of perceived susceptibility, perceived severity, and per-ceived benefits were measured to evaluate the effectiveness of the program.

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VISION: Sun Smart, Healthy Skin! MISSION: “To promote healthy skin behaviors for young adults through educational interactive seminars.”

Data collected from our needs assess-ment enabled us to refine our learning

objectives and learning activities. From the assessment, we found that 37% (n=14) of the participants do not believe they are at risk of developing skin cancer. Only 34% admitted that they believe skin can-cer is a harmful disease that can lead to death (n=13); the remaining 66% believed that skin cancer is not a very serious type cancer in comparison to other forms of cancer. For this reason, the program plan-ners felt a learning objective regarding perceived susceptibility and perceived severity would be appropriate because it is important for everyone to know that they are at risk of skin cancer. In order for the perceived threat of skin cancer to in-crease, students need to be aware of their individual perceptions because ultimately these perceptions influence their decision

to take preventable health actions (wear sunscreen). There is a slim chance that the 34% of the people who do not believe they are at risk of skin cancer will change their behavior of neglecting to wear sun-screen unless they are informed of reasons to apply sun protection. For this reason, the program planners felt it was vital to edu-cate the audience about why sunscreen use is important. Our needs assessment revealed that 92% of the participants wear sunscreen to prevent sunburn (n=35), but only 42% (n=16) admitted to applying sun-screen the majority of the time they are outside. Knowing that skin cancer is a seri-ous disease is not enough; the likelihood of action to increase sunscreen use depends on perceived benefits and perceived barri-ers. Hence, a learning objective about the perceived benefits of sunscreen use was incorporated.

2Rationale

Theoretical FoundationThis program is guided by the Health Belief Model (HBM), which says that the perceived threat of skin cancer is determined by modifying factors (age, sex, ethnicity, personality, and socioeconomics), perceived susceptibility, perceived severity, and cues to action (develop a sunburn). The HBM focuses on individual decision-making and the constructs are specifi-cally designed around how the individual perceives the threat of skin cancer and how they feel about implementing interventions to prevent it. The constructs explored in our program include perceived susceptibility, perceived severity, perceived benefits, perceived barriers, and likelihood to act.

Perceived susceptibility involves one’s opinion of chances of developing skin cancer while perceived severity centers around one’s belief of how serious skin cancer is and what con-sequences ensue from neglecting to wear sunscreen. Modifying factors lead to perceived benefits, which include one’s belief in the efficacy of wearing sunscreen to reduce the risk of developing skin cancer or reduce the seriousness of impact. On the other hand, per-ceived barriers give reason as to why people neglect to wear sunscreen. These barriers may revolve around expense, positive perceptions of being tan, inconvenience of application and reapplication, and poor influence inflicted from media campaigns. To counteract the barriers, people need to define and adhere to their likelihood that they will wear sunscreen when they expose their skin to the great outdoors. Perceived benefits and perceived barriers lead to the likelihood of our goal behavioral change, which is to increase sunscreen use. Whether in the sun or shade, the use of sunscreen is vital in order to protect one-self from developing skin cancer. Over time, self-efficacy would come into play as people gained confidence in their ability to increase their use of sunscreen. Once confidence is obtained, the likelihood to act (apply sunscreen) would increase, and ultimately the threat of developing skin cancer would subside.

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Needs AssessmentTo effectively plan Shade, 20 questions were formulated into a needs assessment and distrib-uted to 38 college students at UMD; all surveys were returned (n=38). Our sample population included the HLTH 3305 class, as well as a portion of the Colleges Against Cancer committee, all of which will be present at UMD Relay for Life and accessible to view our presentation and return our evaluation. From the needs assessment, Shade concluded that it was important to measure perceived susceptibility, perceived severity, and perceived benefits.

We asked our participants if they knew that their lack of sunscreen use could increase their risk of skin cancer to measure their perceived susceptibility. Although 97% of our participants knew this information (n=37), only 42% admitted that they use sunscreen the majority of the time their skin was exposed to the sun. Clearly, perceived susceptibility is a problem as the program planners recognized a pattern where participants admitted that they knew that skin cancer is real issue (71% or n=27), yet only 29% of those participants admitted to reap-plying sunscreen after swimming, sweating, or after exposing themselves to sunlight for ex-tended periods of time (n=11). Secondly, it was important to determine how our participants perceived the severity of skin cancer, or perhaps the severity of the consequences that can result from tanning both indoors and out. To measure this construct, Shade asked partici-pants to rate how harmful they believed skin cancer was in comparison to other cancers.

Ironically, 34% (n=13) of all participants ranked skin cancer as being very life threat-ening, whereas 29% (n=11) believed it wasn’t harmful in comparison to other

types of cancer. Perceived benefits were measured to see how well peo-ple regard sunscreen use as a preventative and sun smart method to

decreasing their susceptibility. Our survey found that people mainly wear sunscreen to prevent sunburn (n=35); less than half of all

participants (47%, n=18) chose to wear sunscreen because it decreased their risk of skin cancer, and 24% (n=9) of all par-

ticipants decided to apply sunscreen because their family wore it. 4

Learning Objectives

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At the end of this presentation, participants will... TheoreticalConstruct/Variable

1. 85% of students will be able to identify, on a post-presentation questionnaire, three risks for skin cancer.

2. 90% of students will be able to determine, on a post-presentation questionnaire, how common skin cancer is.

Perceived Susceptibility

Perceived Severity

Perceived Benefits 3. 85% of students will be able to identify, on a post-presentation questionnaire, three reasons to wear sunscreen.

1. On a post-presentation questionnaire, 100% of students will report on a questionnaire, that they were able to hear all speakers.

3. A week before our presentation, program plan-ners will have all needed materials prepared and ready for the presentation.

2. Three days before our presentation, program planners will test the electronic equipment that will be used during the presentation.

Audibility

Preparedness

Technology

Our group will... Effort/direct outputs being measured

Administrative Objectives

Methods continued on next page

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Methods: WE NEED A LITTLE EXPLINATION IN THIS SEC-TION

2:00 2:01

2:01

2:03

2:03

2:12

2:122:10

2:10

2:13

Introduction

Assign Teams

Determine the order of jeop-ardy

Jeopardy In-structions

Ice breaker: Partner Tag

Introduce Shade: Each individual will introduce them-selves (All)

Count off so partic-ipants are equally divided into 4 teams (Brittany)

Assign the person in the front of each line to be the first one in control of writting the answer (Brittany)

Explain the rules of the jeopardy game to all participants (Jenna)

Game: Explain rules of the game. The participants will play the game. (Brittany)

None

None

None

TV, laptops, ex-tention cord

None

Lindsey will intro-duce jeopardy.

Jenna will assign teams.

None

Flash drive, extra laptops, verbally explain game. Lindsey will lead the game.

Jenna will assign the order.

Start Time

End Time

Content Focus

Method/ Activity

Resources/ Instructional

Aids

Backup Method/

Resources

Intervention

Methods Cont’d

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Introduce and expand on the answers to each game question.

Explain the benefits of us-ing sunscreen: Labeled “Score”

Explain the proper use of sunscreen:

Labeled “Use It or Lose It”

Explain the severity of skin cancer

Explain the sus-ceptibilities that contribute to developing skin cancer

2:402:13 PowerPoint: Jeopardy game

(Abdu)

PowerPoint: Jeop-ardy game(Jenna)

PowerPoint: Jeop-ardy game(Brittany)

PowerPoint: Jeop-ardy game(Lindsey)

TV, laptops, extension cord, lights, white boards, markers

Flash drive, extra laptops, extra lights, extra mark-ers, paper, verbal

2:40 2:45 Key concepts learned: Partici-pants complete an evaluation

Closure (All) Handouts, Pens, Sunscreen sam-ples

Abdu will conclude the presentation

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Apply a penny -sized dollop of lotion to your face

Apply a quarter-sized dollup of lotion to each arm

Apply a nickel-sized dollup of lotion to the midsection

Apply a dollup of lorion the size of three dimes to shoulders and back

Apply a half dollar-sized dollup of lotion to each leg

REMEMBER TO APPLY SUNSCREEN!

By wearing sunscreen you cut your risk of developing melanoma in half!

Quarter Nickel

3 DimesHalf-dollar

Penny

FRONT

BACK

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Resources/Instructional Aids designed by group members:

Bag Tag- Lindsey

A bag tag will be handed out for participants take home. They will serve as a reminder to apply sunscreen when going outside.

SMOG: 9.23

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Resources/Instructional Aids designed by group members:

Jeopardy Game- Abdu

PowerPoint will be made that will act as a Jeopardy board. This PowerPoint will be used

to quiz the audience and also teach them about the proper use of sunscreen.

SMOG: 8.0

Sticker- Brittany

A sticker will be made that will be wrapped around travel size bottles of sunscreen. These

stickers will be used to remind the students of when to apply and reapply sunscreen.

SMOG: 8.28

Pinterest Page- Jenna

A Pinterest page will be made for Shade followers to view. The boards will touch on the importance of using sunscreen and other sun protection techniques.

SMOG: 9.54

TEXT HERE MAYBE A QUOTE OR FACT This will not be the real picture, too pix.

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Each participant will receive a post-pre-sentation questionnaire that will evaluate

how well the program planners were able to meet their learning and administration objectives. To ensure the objective about perceived severity is reached, students will be asked to determine how common skin cancer is in the United States. Next, question two will evaluate perceived susceptibility as the participants will be asked to identify three risk factors that may contribute to skin

cancer. The construct outlined by perceived benefits will be evaluated, as participants will be asked to identify three benefits to wear-ing sunscreen. Administration objectives will be evaluated through the post-presentation questionnaire as well because questions re-late to audibility and program planner pre-paredness. We made sure we checked the use of our technology so the presentation could be viewed on the screen the day of our intervention.

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Process & Outcome Evaluation Procedures:

Cont’d eval needs to go here

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Price Quantity TotalBag Tags (print) $1.39 each 20 $27.80Push Lights $2.59 each 6 $15.54White boards $2.99 each 4 $11.96White board mark-ers

$1.00 1 $1.00

Printing Stickers $4.50 2 pages $9.00Sunscreen $1.00 30 $30.00Baked goods (priz-es)

$8.00 1 $8.00

TOTAL $102.88

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BudgetThe budget is created to cover expenses of printing our materials, purchasing need-

ed materials and handouts.

Lindsey Lanigan was born August 2, 1992 in White Bear Lake, Minnesota. While

attending high school there she was very involved in athletics and ambassadors. Through both of these activites, voluteer hours were required, and as she became more involved in volunteering for community activites, she became more interested and intrieged by them. When she graduated highschool in 2010, her intentions were to go to school to become a health teacher in schools. Lindsey is currently a Junior at the University of Minnesota Duluth and her plan to be a health educator still remains, however she chose to major in Community Health Education instead of School, and minor in Psychology. She has a strong passion for helping others live healthy lifestyles, and she strives to live one as well.

Jenna Anderson was born on April 26, 1991 in Rochester, MN, just eleven minutes before her

twin sister, with whom she identifies as her best friend. She graduated from Kasson-Mantorville High School in 2009 and began her college career at the University of Minnesota Duluth that same year. After Jenna completes her Health Education B.A.S. Community and Chemistry degrees in December 2013, she hopes to attend Pharmacy School and specialize in Oncology. Her dream is to work on Gonda 10 at the Mayo Clinic in Rochester, MN. Since 2009, Jenna has worked with the American Cancer Society and was named President of Col-leges Against Cancer at UMD in 2012. Aside from working towards her goal in pharmacology, Jenna enjoys spending quality time with her family and friends as well as fishing for walleyes, shopping, run-ning half marathons, and relaxing in the sunshine.

MEET THE CREATORS OF SHADE15

Brittany Brackett is a student at UMD working toward a Community Health major. She plans

to attend nursing school following graduation in May 2014. After nursing school, she hopes to ob-tain a Masters in Nursing and become a Nurse Practitioner. She has volunteered in hospitals in Memphis Tennessee, her hometown, and has been able to scrub in and watch surgeries. With this experience she feels her interest is working in the emergency room of a hospital. Brittany would love to return to Memphis after graduation and work in the hospital she has volunteered at.

Abdurahman Kadir was born on November 20 and raised in small city of Dodola, Oromia/Ethiopia,

where everyday survival is a challenge. Having the opportunity to move to the United States and con-tinue his education without these challenges has been a great opportunity for him. Abdurahman, graduated from Arlington High School in St Paul MN. Arlington High School is known for being a Bio-SMART school. The focus is to introduce students to the bio-industries and to expose them to the fields of business, marketing, engineering, medical & health sciences, and technology. By being in this environ-ment he was able to take advanced science classes, which ultimately sparked his interest in the medical field. Abdurahman now attends his 4th year at UMD majoring in Health Education with Community con-centration. His future goal is to obtain a degree in the medical field and acquire a position in that area. His ultimate goal is to become a doctor.

MEET THE CREATORS OF SHADE 16

WHAT WE LEARNEDLindsey Lanigan: Over the course of the semester I found that the biggest challenge we

faced was coordinating meeting times and working with each other’s schedules. With all of us having three to five other classes along with Community Health Methods this semes-ter, we had a lot of road blocks along the way. Many times meetings would work for two or three of the group members, but not the fourth. This became frustrating for all of us because it is something that is not in our control. However, I believe our group did a very good job dealing with this. At the beginning of the semester, we made a chart of our everyday class schedule. This helped us to develop a time every Tuesday and Thursday that we would meet and either work on our next assignments, or discuss future plans and make sure we were all on the same page. We figured out very quickly that twice a week was not enough time spent on this project so we would coordinate our meeting times via text or email. We never found an issue with this and it was very easy to figure plans out this way. I learned that being flexible and cooperative is one of the most important qualities you need to have when work-ing with a group. This was a very great learning experience for me because in my future I will come across many projects and tasks that will require the skills I used and learned through-out the course of the semester. I became much more confident in my work and am very proud of what my group as a whole has accomplished this semester.

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Abdu Hassen: Let me explain what I learned about health education methods in few words, Marketing, promotions, profession, community, business, health education, ca-

reer and engagement…etc those are the words that comes to my mind when I think of health education method. I have acquired much knowledge through my involvement with the group, school and community. I learned the quality of being a good leader and being able to help and direct in the right direction. As a student, one challenge I face is time man-agement. Balancing classes, work, extra projects, extra curriculum activities, social groups, and relationships among other personal issues, it’s hard to balance. I can create a major tension among the different things I have to prioritize if I don’t manage my time accordingly. This is a challenge that I deal with on a day-to-day basis; hence the way I deal with it is of importance. Through the many experience in dealing with such challenge, I have learned that I have to set my priorities more clearly so that I don’t overwhelm myself with too many demands on my time. In particular, an example of this challenge that I face is, having to lead a student group, studying for an exam and homework. The most important things are that makes a successful group is being able to bring the group together to reach our com-mon goal and enjoying the process of doing so. From working within community and school I have a better understanding of it structure, culture, and challenges as well as my own. I learned that when it comes to prioritizing my time, I have learned to put my education first before any socializing event as well as any involvement with extra-curriculum activity. I have to dedicate to not only finding the solution to my work, but also to see the necessity in un-derstanding the method of solving the problem. Homework is not something that I view as a chore, rather it is what will take me to next level and assist me in reaching my goals. Finally, a semester group project made me a more consensus citizen and globally minded student.

Jenna Anderson: The glue that holds a program together is the theory in which the pro-gram is based. To ensure the success and usefulness of an intended program, it is essential

that the program planners develop a solid research foundation that targets both the audi-ence and issue that is being addressed. Throughout HLTH 3305, I applied the skills I acquired throughout my undergraduate study to develop a program in hopes of reducing melano-ma rates in Duluth. My greatest challenge was abiding by the theory. In most cases, I found myself wanting to linger from the rules and seek new territory. I wanted to obtain as much information from every angle as I could, yet I soon realized that amount of information we acquired was too great; it would overwhelm our theory and our program. For that reason, I would say my greatest challenge was that we had to focus on just one goal. Granted, this goal would lead to progressive outcomes, but it made the research difficult. An increase in sunscreen use will decrease one’s risk of melanoma, but in developing this program, I want-ed to define the root of the problem. I, myself, am an avid tanner, so through-out the process I learned the severity of skin cancer. Still, I continued to use tanning beds, either out of habit or for relaxation. Ironically, I have a tremendous family history of cancer, so it’s odd to realize, but I almost developed the mentally where I would say to myself- “if I’m going to develop cancer, at least this way I will have had a say.” To put it lightly, I soon realized that my poor attitude was not only selfish but out of peer stupidity. With confidence, I can say that this re-search has not only opened my eyes, but it has changed my behavior. In pursuit of my future study in oncology I plan to share what I have learned throughout this process and make it known that cancer is a disease that doesn’t hold the key to our lives. Rather than fear for the unknown for step into rebellion, my goal is to teach others that education is the basis that ignites change. In the future, I hope that Shade’s message will be well known and shared within the health education community so others can benefit from the research that was gathered throughout this semester.

Brittany Brackett: The biggest challenged I faced this semester was definitely scheduling. With a group of four I first thought we had the advantage because we had one less

person to schedule with, however, this still posed a problem. We all had different schedules including half having morning classes, half with night classes, volunteer work, work, and other student organizations. We worked on this by utilizing Google Docs and splitting up work. I learned that I am a strict planner. I look ahead at what is due and I try to set dates on when we need to get this done, in order to be on top of the ball. However, we rarely made those deadlines because of scheduling issues. Google Docs and having a couple of regular meeting times was crucial for our group. I can take this experience into my career or other classes by realizing things might not go exactly as expected but stressing and frus-tration will not help the situation. Be proactive and accomplish the goals in the best way you can.

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Brand Manual

FONTS

Headers and titles : Agency FB Blackoak STDText/context: Century Gothic

Identity DevelopmentThe logo is based on a gradient that fades from sunburned red to sun kissed orange to sunshine yellow, encouraging the viewer to be mindful of precautionary skin protec-tive measures from sunrise to sunset. The program targets college students, so bright, eye-catching hues were selected. Program planners chose to sway away from black, the color that represents skin cancer, because they wanted to produce a design that was upbeat, as opposed to something dark. The chosen font is Century Gothic. A clean, cursive text clearly identifies the Shade organization as the program title occupies most of the design. The “e” on “Shade” flows into a sun for visual interest and additive appeal. The curves portrayed on the letterhead and business card coexist with the hues dis-played in the Shade logo. A strong curvature was applied to the letterhead and business card design because the sun’s rays can target an individual at any angle, and the over-lapping, upward continuation of the line symbolizes the need for increased ultraviolet protection as the day progresses.

Logo Color Black and White

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CMYK RGB HEX CODE

C: 2.35M: 91Y: 83K: 0

C: 0M: 0Y: 86K: 0

C: 0.61M: 22Y: 100K: 0

C: 1M: 53Y: 84.45K: 0

C: 1.84M: 74.41Y: 83K: 0

R: 233G: 62B: 58

R: 237G: 104B: 60

R: 244G: 143B: 63

R: 253G: 199B: 12

R: 255G: 243B: 59

#e83e39

#ed683c

#f48f3f

#fdc60c

#fff23a

Colors Used

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