' 38 Program planning, implementation and evaluation To nddress Lhe needs and problems of the community 01· specific population groups, Cl-r Ns, 1011,ether,,ith other hc,dth worker. :; participate in tl,t:: planning, implementation, monitoring and c>,·alualion of he;1lth prpgrnms. (l'rogram planning implemenlalion and evnluation. ire cfo;cusscd in t:bapte:irs 8 nnd 9) Health education Heallb cducntion isoneoftl1cst T,1lcgiesofhealtb promotion nnrl a major function and intervention of a Cl J N. Gnat. :n and Kreuter defi nc health education as "any combinati on oflcarning experience1S J-,signecl to focil'itnte voluntary actions conducive to healtb that people can take on tlll'ir '"ni inclivicluall_,. or collectively, as citi;,. cns looking after their own henlth or as dt,cis,on maker:s looking after the he:,lth of others and the co JJ1mon good of the co1mm1nit< l1991, in ~'lec1dc. 1997:156). The gonls of heullh educ.,liun include: (1) c. lienr p. ortidpati1111 in henlt. b decision 111:iking; (2) increasc,,J potenti:il to comply with ho. 11th rec:ommcnclations; (3) de\'elopme11t of self c. JT(;? skills; (4) improved clie J1I and family coping: (5) increased pnrticip,Hion in continuing care for specific conditions; and. (6) adoption of healthier lifestyles (JCAHO in Cl,1rk, 2008:263). Management and supervision CHNs i11 different levels perform diffei:-ent management and supervisory functions. A general dd-inition and description of management functions may be the same but the scope. ind le\'el or acthilics done may be different for ench level of n,an,igement. Quality assurance in community health nursing Toe pro,·ision of qmtliry c..ueis a profossio11:1J re. sponsihilil)'· It is not enough Lo ensure the de. li"el')· of ba~ic health services and implementation of public health programs. CH?\s. rogc-tbcr witlt olhcr health workers should ensure the quality in healt J1 (and nursing) care.,\!lender and Spradley, (2001) identified five reasons for doi1. 1~ quali L)' measurement and improvement io community he~llh nursing: (1) professional sclf­ regt Jlntioa of clinical competence; (2) certific;ition and accreditation; (:3) legislation and regulation: (4) reimbursement; and, (5) C:C)nsumer demands. For a more detailed discussion ofmam1gem ent in public heal ti 1, refer lo Cht1pler 17. Research and evidence-based nursing practice To improve the quality r,f nursing servic.-. es in the commu nity, there is a need l'o ado pl evidencc-hased practice. Evidence-based practice is t J1c ''conscientious inlcgral·ion of be.,;;t re. ~e:icch e,;dence with clinical expertise and p:Jlicnt v. :dues aml needs for the delivery of quality, co,;1-effr:c. :li\'<: h1:ol1h ~re" (Sackelt und As1;1>c. :iates. 2000 in Burns and Grove. :zc,07=500). E,,den<·e-ba. scd rwr. 'ling, therefore, is" t Jn: procesi. by which nur. :es mn J:e clinkal dcci,;innq using lhe be. ~t av;iil:thl c research evidence, their· clinic. al e>. 1>ertise and patient preferences (University of Minnesota. in Simpson, 2004: 10). There i,; a nef. 'd. therefore. for Cl INs to engage or pnrti6p:1te in research. To be able to int~grate t J,c best resc:1rch evid.,nce into practic1·, they should have working knowledge on research concepts and processes and skills to be a hie to critique publis11 ecl rcscnrch reports. CHNs also <. 'Onduct research with the community to generate knowledge th;1I U1e latter can use 10 iniluence policy and decision makers. They can serve as resource·persons in 