Background dimensions of the CIPP model in the requirements for non-communicable domain program development
| Category | Sub-categories |
|---|---|
| Context | Necessity of pilot studies |
| Needs assessment | |
| Evidence-based programs | |
| Promoting organizational culture | |
| Consider ethics and confidentiality | |
| Comprehensive and holistic view with consideration the four forms: prevention, treatment, eradication and control | |
| Building trust in the health system | |
| Creating common concepts | |
| Existence of policies, rules, protocols and instructions, programs, goals and indicators appropriate | |
| Rational governance in program development, implementation and evaluation | |
| Service prioritization | |
| Epidemiological study | |
| Input | Sufficient number of staff according to the number and volume of services |
| Appropriateness of physical structure and equipment | |
| Creating organizational and social structural networks | |
| Appropriate budget allocation | |
| Appropriate payment system | |
| Process | Stakeholder identification and involvement |
| Comprehensive medical education system | |
| Appropriate decision-making system | |
| Adjusting educational curriculum with the field of NCDs | |
| Providing services permanently and actively | |
| Relationship between service delivery levels | |
| Documentation at service delivery levels | |
| Paying attention to staff motivation | |
| Product | Existence of appropriate evaluation system |
| Continuity in evaluation | |
| Updating evaluation process | |
| Appropriate evaluation indicators |
| Category | Sub-categories |
|---|---|
| Context | Necessity of pilot studies |
| Needs assessment | |
| Evidence-based programs | |
| Promoting organizational culture | |
| Consider ethics and confidentiality | |
| Comprehensive and holistic view with consideration the four forms: prevention, treatment, eradication and control | |
| Building trust in the health system | |
| Creating common concepts | |
| Existence of policies, rules, protocols and instructions, programs, goals and indicators appropriate | |
| Rational governance in program development, implementation and evaluation | |
| Service prioritization | |
| Epidemiological study | |
| Input | Sufficient number of staff according to the number and volume of services |
| Appropriateness of physical structure and equipment | |
| Creating organizational and social structural networks | |
| Appropriate budget allocation | |
| Appropriate payment system | |
| Process | Stakeholder identification and involvement |
| Comprehensive medical education system | |
| Appropriate decision-making system | |
| Adjusting educational curriculum with the field of NCDs | |
| Providing services permanently and actively | |
| Relationship between service delivery levels | |
| Documentation at service delivery levels | |
| Paying attention to staff motivation | |
| Product | Existence of appropriate evaluation system |
| Continuity in evaluation | |
| Updating evaluation process | |
| Appropriate evaluation indicators |