Abstract
Building capacity to foster community-university partnerships for health and equity: Results from an evaluation of the Community-Based Participatory Research Partnership Academy
Chris Coombe, PhD, MPH1, Barbara Israel, DrPH, MPH1, Amy Schulz, PhD2, Angela G. Reyes, MPH3, Zachary Rowe, BBA4, Ricardo Guzman, LMSW, MPH5, Carol Gray, MPH1 and Lello Guluma1
(1)University of Michigan School of Public Health, Ann Arbor, MI, (2)University of Michigan, School of Public Health, Ann Arbor, MI, (3)Detroit Hispanic Development Corporation, Detroit, MI, (4)Friends of Parkside, Detroit, MI, (5)Community Health and Social Services Center, Detroit, MI
APHA's 2018 Annual Meeting & Expo (Nov. 10 - Nov. 14)
Introduction: Community-based participatory research (CBPR) is an effective approach to understand and address health inequities. However, few intensive training programs exist to develop the skills needed to develop such partnerships. To address the need to enhance the capacity of university and community entities to develop effective, equitable CBPR partnerships, the Detroit Urban Research Center (Detroit URC), has conducted the CBPR Partnership Academy, a national initiative that annually brought together 12 community-academic pairs for year-long integrated training, including an in-person week-long short course, online workshops, mentoring, and networking.
Methods: The Detroit URC conducted participatory, formative evaluation of the Academy. The mixed methods design included pre- and post-academy surveys, course evaluation questionnaires, online learning activity questionnaires, focused group discussions, web-based analytics, and documentation.
Results: The participants reflect multiple dimensions of diversity, including 18 states and 2 tribal nations, two-thirds from racial and ethnic groups underrepresented in research, multiple disciplines, and 81% of the researchers are women. Findings from three cohorts (72 individuals) will be presented. For example, results from the short course evaluation indicated high levels of agreement that instructors demonstrated expertise, course content was well organized, and teaching materials were effective. The ongoing mentoring was rated as extremely beneficial, while the online learning forums were valued for their content and peer feedback opportunities. Outcomes of the teams included partnerships established, grant proposals funded, workshops and research conducted, and findings disseminated.
Conclusion: An intensive community-academic partner-based, integrated, and applied capacity-building program can be effective for developing CBPR partnerships for health and equity.
Conduct evaluation related to programs, research, and other areas of practice Implementation of health education strategies, interventions and programs Public health or related research
Abstract
Let me tell you…Proviso Partners for Health evaluation toolkit
John Hertenstein Perez, MPH1, Mary Mora, RDN, CDE2 and Lena A. Hatchett, PhD2
(1)University of Illinois at Chicago, Chicago, IL, (2)Loyola University Chicago, Maywood, IL
APHA's 2018 Annual Meeting & Expo (Nov. 10 - Nov. 14)
Evaluations of community health have historically been deficit-based and controlled by professionals outside the intended community. Deficit-oriented evaluations create a narrative that pathologizes communities. External control of evaluation limits opportunities to build community capacity and fails to leverage community insight. Equitable community health evaluation rooted in shared power provides an opportunity to exchange evaluation skills between health professionals and community stakeholders. Community health evaluation led by local stakeholders identifies health indicators and assets relevant to the community, fosters evaluation methodologies respectful of community context, and provides interpretation of results by stakeholders with insider contextual knowledge.
This evaluation toolkit is intended for evaluation professionals starting a conversation with community stakeholders on equitable evaluation. The interactive presentation fosters group reflection on how evaluation can support community partners to tell their own narrative through integrated questions and answers. The accompanying worksheet is used after the presentation by community stakeholders to support preliminary drafting of an evaluation plan.
This toolkit was used at a stakeholder meeting of cross-sectoral community leaders. Its use prompted collaboration between local organizations on evaluating identified shared goals and led to the development of program evaluations among two multi-sectoral partnerships. Reach, outcome, and impact data will be provided from 75 cross-sectoral leaders and cognitive interviewing. The positive reception from community partners suggests that the toolkit was successful in creating a conversation on and prompting community-driven evaluation. This toolkit is beneficial for opening meaningful dialogue on equitable partnerships between health professionals and community stakeholders and to build community capacity for evaluation.
Conduct evaluation related to programs, research, and other areas of practice Planning of health education strategies, interventions, and programs Program planning
Abstract
Evaluation methods in a community-academic partnership to assess community health strategies in applied settings
Traci Jarrett, PhD1, Elizabeth Prendergast, MS1, Jessica Wright, RN, MPH, CHES2 and Micah Gregory1
(1)West Virginia University, Morgantown, WV, (2)WV Bureau for Public Health, Charleston, WV
APHA's 2018 Annual Meeting & Expo (Nov. 10 - Nov. 14)
Try This West Virginia (TTWV) is an ongoing movement that addresses the growing chronic disease crisis in WV. TTWV provides resources and funding and links like-minded West Virginians. Applying CBPR principles, the West Virginia Prevention Research Center (WVPRC) conducted a participatory evaluation with TTWV to analyze strengths and weaknesses and measure community-level impact. Methods for the multi-tiered research evaluation included an online survey of individuals who were on the TTWV listserv (n=346), an organizational partner survey (n=4), key stakeholder interviews (n=23), and a document analysis of 95 community mini-grant reports. Implementation of this evaluation relied on academic expertise of the WVPRC and the familiarity of the organization and its members from TTWV leadership. Jointly identified areas of assessment included: personal belief in the collective ability to improve the health ranking of the state, value of health in communities, and utilizing social networks to build resources and collective capacity. This was in addition to the more traditional measures and quantitative indicators, such as documented changes in policy, systems and environment. The evaluation was an iterative process, employing CBPR methods to help identify mechanisms central to organizational success, areas of growth, and lessons for academic and community partners in applied participatory evaluations for community level health initiatives, including methods, measures, and approaches. Utilizing CBPR allowed community and academic partners to go beyond traditional evaluation methods to share measurement and implementation expertise. Jointly defined next steps will address impact on personal health, sustainability over time, and improved evaluation and reporting from communities.
Conduct evaluation related to programs, research, and other areas of practice Planning of health education strategies, interventions, and programs Program planning Public health or related research Systems thinking models (conceptual and theoretical models), applications related to public health
Abstract
Community health clinics for Latinx communities in southern Illinois: Outcomes from an interprofessional co-curricular experience
Alice Ma, PhD, MPH, CHES, Therese Poirier, PharmD, MPH, Heidy Carruthers, PhD, MPA, Marcelo Nieto, PhD, Amelia Perez, PhD, RN, Ann Popkess, PhD, Taylor Stonecypher, MSN, Miranda Wilhelm, PharmD and Jennifer Zuercher, PhD, RD
Southern Illinois University Edwardsville, Edwardsville, IL
APHA's 2018 Annual Meeting & Expo (Nov. 10 - Nov. 14)
Background: To prepare health professional students to work in interprofessional roles, it is critical to provide educational experiences that develop collaborative skills. However, existing literature reveals a lack of outcome evaluations related to learning, communication, and teamwork for students and the impact on community members, using experiential learning theory. This presentation will describe the development of an interprofessional co-curricular learning experience and the impact on student learning and community members.
Methods: A multi-disciplinary healthcare team of nursing, nutrition, pharmacy, public health, Spanish language, and speech-language students and faculty provided two three-hour community health clinics for Latinx communities in southern Illinois. The team provided a variety of health screening services (e.g., diabetes) and health promotion education. The Kirkpatrick Model was used to evaluate student learning, attitudes, and self-awareness regarding interprofessional communication and teamwork via surveys and reflections. Community members’ satisfaction was evaluated by a survey.
Results: A total of 11 faculty and 71 students participated in the health clinics. Although data are still being collected, we anticipate that students’ awareness and skills in interprofessional communication and teamwork will be enhanced, as well as comfort working with Latinx communities. We also anticipate that the Latinx participants’ knowledge of their health will increase, and some will engage in follow-up healthcare services.
Conclusions: A model for an interprofessional co-curricular experience for health professional students and faculty may help address some of the health disparities in underserved communities. It also addresses needs for interprofessional education in developing healthcare workers for functioning in a collaborative manner.
Administer health education strategies, interventions and programs Conduct evaluation related to programs, research, and other areas of practice Diversity and culture Other professions or practice related to public health Provision of health care to the public Public health or related education