Module 6: HIV Prevention Evaluation for Native Communities

Goal of Module 6: To provide an evaluation framework for your HIV prevention intervention program.

In order to provide an effective HIV prevention intervention for Native people, you will need to ensure that a solid, culturally relevant evaluation plan informs your program from beginning to end. Program evaluation can help determine whether your HIV prevention intervention program is accomplishing what it set out to accomplish. This module includes an overview of helpful cultural components that effect evaluation, hands-on considerations, evaluation steps and tools, and avenues to share lessons learned to help you build an effective evaluation for your HIV prevention intervention program.

Contents 3e Justify Conclusions

This module helps you to create and conduct evaluation of your HIV/AIDS prevention and intervention program.

It includes information on:


Key Concepts to Guide Evaluation

Hands-On Considerations

Evaluation Steps

Recall that the evaluation method described in this chapter is utilization-focused, which means that each evaluation finding will be important to specific users. This means that you may have several versions of the evaluation report, depending upon the end-user of the findings. For example, funders may want only the findings relevant to the specific evaluation questions posed in the original request for proposals. Yet, an activist group that is a member of the stakeholder body may wish to see evaluation findings relative to cultural competency integrated into programmatic activities. The findings should justify each stakeholder’s interest in the evaluation – and this process begins with data analysis.

Data Analysis

Analysis begins after the data gets collected and entered into some form of tracking program (such as an Access or Excel database for quantitative data). Data analysis might sound intimidating, but there are simple ways to look at your information. With quantitative data, responses are often tallied and answers are reported as “frequencies” and “percents.” For example, 20% of all female participants between the ages of 21 and 30 report non-condom use with their primary sex partner.

Qualitative data usually gets “coded”—the responses are sorted into similar groups and the answers are reported in narrative form. You should look out for similar findings from different groups, trends across groups, surprising information that warrants further investigation, and differences between groups (age groups, risk behavior categories, gender, ethnicity, etc.). There are certainly more complex methods of analyzing your information, and you may need to seek the assistance of staff from your local health department. Colleges and universities may have staff that can provide assistance. This data analysis should provide you with answers to your original research questions. It will also point out areas that need additional attention or resources.

Exercise - Data Collection

  • What has been budgeted for the evaluation?
  • What resources are available to you? (Staff expertise, supplies, etc.)
  • Who will enter the data?
  • Who can analyze the data?
  • How does the data from different sources compare? Does it all say the same thing or are there differences?
  • Does the pre-existing information support your findings?
  • What training will they need?
  • What trends and themes stand out?
  • Are there contacts or resources at the local health department or university?