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Displaying records 1 through 4 of 4 found.

Community Engagement in Public Health Interventions for Disadvantaged Groups: What's the Evidence?. Year Developed: 2016. Source: Health Evidence. Presenter(s): Alison O'Mara-Eves. Type: Webinar. Level: Advanced Introductory. Length: 72 minutes.

Annotation: This webinar examines the effectiveness of community engagement in public health interventions for disadvantaged groups. Community engagement is becoming an increasingly popular component included in the development and implementation of public health interventions. This review examines the use of public health interventions with a community engagement component, particularly for its use in reducing health inequities among disadvantaged populations. Findings of the review suggest community engagement in public health interventions has an effect on several health outcomes, including health behaviors and self-efficacy.

Adapting Evidence-Based Interventions for New Populations and Settings. Year Developed: 2015. Source: Columbia University Mailman School of Public Health; Region 2 Public Health Training Center. Presenter(s): Rachel C. Shelton, ScD, MPH. Type: Webcast. Level: Introductory Intermediate Advanced. Length: 60 minutes. TRAIN.org link

Annotation: Dissemination and implementation sciences are defined as the systematic study of how a specific set of activities and designated strategies are used to successfully adopt and integrate an evidence-based public health intervention (EBI) within specific settings, and are comprised of four steps: 1) exploration, 2) adoption/preparation, 3) implementation, and 4) sustainment. The overall goal is to reduce the gap between science and practice/policy. Implementation research speaks more to processes and factors associated with successful integration of EBIs within a particular setting, while dissemination research focuses on the processes and factors that lead to widespread adoption and use of EBIs. EBIs are shaped by research evidence, resources, population, and context, and are popularly used due to their demonstrated effectiveness, cost-effectiveness, and fast process. In order to successfully select an EBI, interventionists must Identify community needs, assess organizational capacity, and search program registries to select a program. When preparing for implementation, and EBI can either be adopted as is or adapted to fit the local conditions. Adaptation is an important part of the process in order to enhance engagement, reach the audience, address disparities, increase fit and relevance, and reinforce the message. Adaptations can be either surface or deep structure, and the use of either or both should be a conscious, well thought out decision. Surface adaptations use visual and auditory cues for culturally appropriate messages, while deep structure adaptations involves cultural sensitivity and comprehensive understanding of ethnic group’s core cultural values, norms, and stressors (economic, social, environmental) affecting health behaviors. Models for guiding adaptation include Card, ADAPT-ITT, and MAP.

Continuing Education: 1 CHES; 1 CPHCE

Program Development and Evaluation. Year Developed: 2011. Source: New York - New Jersey Public Health Training Center. Presenter(s): New York - New Jersey Public Health Training Center. Type: Online Course. Level: Introductory. Length: 60 minutes.

Annotation: This interactive tutorial takes learners through the program development process, including identifying a problem, planning, and implementation. The module further focuses on evaluation by describing stakeholders and explaining the difference between formative and summative evaluation. Through question and answer interactions, creating program goals, SMART objectives and logic models are also covered. The tutorial additionally describes factors that may influence program outcomes.

Learning Objectives: • Recognize how evaluation fits within the program development process. • List three reasons why public health program evaluations are important. • Explain the difference between formative and summative program evaluations. • Describe at least five aspects of a public health program that can be measured. • Identify at least two factors external to a public health program that may affect its evaluation.

Special Instructions: Registration is required. Click on "Enroll in NTNJ PHTC". Click on "Enroll" and click "Create an account now".

Continuing Education: 1 contact hour available in Category I CECH in health education, nursing continuing education, category 1 continuing medical education toward AMA/PRA Physician’s Recognition Award, and one hour in general continuing education credits.

Evaluating a Public Health Program. Year Developed: 2011. Source: New York - New Jersey Public Health Training Center. Presenter(s): n.a.. Type: Online Course. Level: Introductory Intermediate. Length: Self-paced.

Annotation: This online course is the last in a series of trainings dealing with the development and evaluation of public health programs. This training serves as a comprehensive tutorial on the Evaluation of a Public Health Program. The process of Program Evaluation continues the use of pertussis reduction in Lakeshore County as an example program and utilizes the logic model developed in the "Introduction to Logic Models" training. The primary focus of the course is to explore the six steps and the four standard groups in the Center for Disease Control's Framework for Program Evaluation. This framework represents all of the activities prescribed by the CDC in Program Evaluation, along with sensible guidance under the standards to aid in good decision-making.

Learning Objectives: • List six steps in the CDC Framework for Program Evaluation. • Apply the four standards in the CDC Framework for Program Evaluation. • Identify stakeholders roles and responsibilities. • Compose evaluation questions to focus the evaluation. • Recognize process and outcome indicators. • Compare and contrast methods for gathering evidence. • Recognize sources used in identifying program standards. • Discuss strategies to disseminate findings and share lessons learned.

Special Instructions: Registration required to access this course.

Continuing Education: 1 CHES; 1 CME; 1 CNE Contact Hours

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This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number UE8MC25742; MCH Navigator for $180,000/year. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.