The PRECEDE-PROCEED (Predisposing, Reinforcing and Enabling Constructs in Educational Diagnosis and Evaluation-Policy, Regulatory, and Organizational Constructs in Educational and Environmental Development) model focuses on disease prevention and to promote health in communities (Amirfakhraei, Bahmanyar, Setayesh, & Bahadore, 2016). The model includes four assumptions of disease prevention and health promotion, including; (i) behaviors and activities related to health promotion are voluntary (potter, 2016), (ii) health is a priority in the community (Charlier et al., 2017), (iii) health is an integral part of the concept of quality of life and (iv) health is not just the absence of disease(Potter, 2016). Both the PRECEDE and PROCEED components include four phases that facilitate community assessment and a successful establishment of health programs (Saulle et al., 2020).
In a nutshell, the ACE star model is a new model with tools enabling clinicians to define the knowledge process and organize the evidence-based practice process to improve patient care (Indra, 2018). With its five stages, it begins with identifying knowledge and ends with its application in clinical practice through the translation of the recommendations and research evidence into clinical practice (White, 2016). The evaluation phase is critical to note the impacts of a change in health (Orta et al., 2016).
The discussion is related to DNP essentials II (Organizational and Systems Leadership for Quality Improvement and Systems Thinking), and VIII (Advanced Nursing Practice). The application of social science, theoretical frameworks, and leadership skills, clinical practice changes through the generation of policies can be affected.
References
Amirfakhraei, A., Bahmanyar, S., Setayesh, M., & Bahadore, Z. (2016). Effectiveness of educational intervention based on PRECEDE-PROCEED model on altering lifestyle of MS patients. International Journal of Medical and Biological Frontiers, 22(3), 185.
Charlier, P., Coppens, Y., Malaurie, J., Brun, L., Kepanga, M., Hoang-Opermann, V., … & Deo, S. (2017). A new definition of health? An open letter of autochthonous peoples and medical anthropologists to the WHO. European Journal of Internal Medicine, 37, 33-37.
Indra, V. (2018). A review on models of evidence-based practice. Asian Journal of Nursing Education and Research, 8(4), 549-552.
Orta, R., Messmer, P. R., Valdes, G. R., Turkel, M., Fields, S. D., & Wei, C. C. (2016). Knowledge and competency of nursing faculty regarding evidence-based practice. The Journal of Continuing Education in Nursing, 47(9), 409-419.
Porter, C. M. (2016). Revisiting Precede–Proceed: A leading model for ecological and ethical health promotion. Health Education Journal, 75(6), 753-764.
Saulle, R., Sinopoli, A., Baer, A. D. P., Mannocci, A., Marino, M., De Belvis, A. G., … & La Torre, G. (2020). The PRECEDE–PROCEED model as a tool in public health screening: A systematic review. La Clinica Terapeutica, 2(171), e167-e177.
White, K. (2016). Evidence-based practice. Translation of Evidence into Nursing and Health Care. 2nd ed. New York: Springer Publishing Company.