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The 130th Annual Meeting of APHA |
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The 130th Annual Meeting of APHA |
Robert J. Letourneau, MPH1, Carolyn E. Crump, PhD2, Shelley Golden, MPH2, Alan Dellapenna, MPH3, and Kelly Taylor, MS, REHS4. (1) UNC Injury Prevention Research Center, University of North Carolina-Chapel Hill, CB#7505, Chase Hall, Chapel Hill, NC 27599-7505, 919-966-3920, Robert_Letourneau@unc.edu, (2) Dept. of Health Behavior and Health Education, University of North Carolina-Chapel Hill, CB# 7505, 248 Chase Hall, Chapel Hill, NC 27599-7505, (3) IHS Injury Prevention Program, Indian Health Service-Phoenix Area, 12300 Twinbrook Parkway, Suite 610, Rockville, MD 20852, (4) Injury Prevention Program, Indian Health Service, 12300 Twinbrook Parkway, Suite 610, Rockville, MD 20852
This presentation describes the process by which the Indian Health Service (IHS) and staff from the University of North Carolina (UNC) collaborated to revise the content of the IHS Injury Prevention Short-Course Training Program. Training courses were revised to ensure that course content was integrated and sequential based on seven core training topics: 1) Injuries as a Public Health Problem; 2) Program Design and Implementation; 3) Coalitions and Collaboration; 4) Program Evaluation; 5) Injury Data; 6) Marketing/Advocacy; and 7) Program Management. To revise course content, a Short-Course Revision Committee with 12 IHS/Tribal injury prevention staff was facilitated through an eight step, iterative revision process lasting ten months. The eight steps undertaken to revise, implement, evaluate, and further improve the first course included: 1) develop course objectives and identify committee responsibilities; 2) develop course session planning guides; 3) develop course agenda; 4) develop session materials; 5) finalize course planning; 6) implement revised course; 7) evaluate revised course; 8) summarize evaluation feedback and further improve course. Working through these eight iterative steps increased IHS staff capacity to design training courses to ensure that core topics were distributed appropriately within and across courses, and integrated within a course through the use of a common theme. Course participant evaluations, instructor comments, and UNC observer evaluations revealed successful implementation of integrated course content. The framework for revising course content and the process undertaken to increase staff capacity to design injury prevention course sessions are both feasible and effective at improving injury prevention training opportunities.
Learning Objectives: At the end of this session, the participant will be able to
Keywords: Training, Injury Prevention
Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.