A Handwashing Educational Toolkit: The Product of a Dynamic Partnership Among a Student, Faculty Member, and Community Organization
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Pesticide exposure represents a significant occupational health hazard for farmworkers, and handwashing is one strategy to reduce exposure via the dermal route. After learning about recent research findings regarding the lack of handwashing utilized by North Carolina farmworkers in the field, the North Carolina Farmworker Health Program approached the student and faculty member who conducted the research to partner and improve handwashing education, with the goal of reducing pesticide exposure among farmworkers. The resulting handwashing educational toolkit was the product of a participatory development project that engaged farmworker health outreach workers with university partners in every stage—from needs assessment to method and message selection and, ultimately, educational material development and evaluation. This promising project serves as a model for a sustainable partnership among a student, faculty member, and community organization and underscores the importance of respect, equality, and distributed power in collaboratively responding to a community-identified need.Keywords:
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Community-Based Participatory Research
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Few studies have investigated the role Historically Black Colleges and University (HBCU) students can play in addressing chronic diseases among themselves, their peers and local community. An overview of a peer health promotion education strategy is provided. Ten students completed an eight-week health disparities curriculum while providing health information and screening to1,525 campus and community residents. A description of the program and recommendations are provided. Findings support the need for peer student health educators in HBCUs as a model to improve campus and community health outcomes.
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We conducted a process evaluation of 2 successful farmworker community-based participatory research intervention development projects (in Maine and New York State). Participant surveys measured satisfaction with the program process. We used qualitative methods to analyze free-text responses. Respondents indicated high satisfaction levels overall. The main concern was long-distance project coordination. Community-based participatory research programs in which (1) the work team defines the target health issue, (2) agricultural employers are meaningfully included, and (3) interventions are carried through to completion, warrant further study.
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Purpose: To describe: (a) development and implementation of an urban outreach health program for Latino immigrants; (b) nurse‐community‐health advocate (CHA) partnership roles in primary health care delivery, and (c) lessons learned from these activities over 7 years in urban community settings. Methods: Descriptive study of a community‐based health project in a large Midwestern American city. Information was gathered from participants and staff, from observing staff, and from a variety of sources to describe the program and its individual, family, and community effects. Findings: Major findings pertain to the project team's ability to address the health promotion needs of Latino immigrant families and to successfully incorporate CHAs in planning and implementing the program. CHAs were a “bridge” between health programs and the community, promoting cultural sensitivity. CHAs and nurses provided a range of services including health education and promotion, outreach through home visits, assessment of family needs for referrals to appropriate resources, and follow‐up support. Conclusions: The nurse‐CHA team was an effective strategy for promoting Latino immigrant families' access to needed health care. This framework allowed for flexibility in assisting clients of different cultural backgrounds to obtain appropriate health care.
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The number of nurses working in community-based practices with a population focus is increasing rapidly, whereas the rate of employment for nurses in hospitals is expected to grow more slowly. The shift in health care toward primary health care and health promotion requires nurse educators to ensure that students learn to practice in collaborative partnerships in community settings. This article describes an innovative collaborative partnership with the Capstone College of Nursing and the Office of Health Promotion and Wellness at The University of Alabama. Through this partnership, community health nursing students provide health promotion for university employees in the University's wellness program. The program provides nursing students with a unique opportunity for interprofessional collaboration while improving their clinical and communication skills. This innovative collaborative approach serves as a useful model for nursing faculty members when delivering community health instruction.
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Community health workers (CHWs) are increasingly incorporated into research teams. Training them in research methodology and ethics, while relating these themes to a community’s characteristics, may help to better integrate these health promotion personnel into research teams. An interactive training course on research fundamentals for CHWs was designed and implemented jointly by a community agency serving a primarily Latino, rural population and an academic health center. A focus group of community members and input from community leaders comprised a community-based participatory research model to create three 3-hour interactive training sessions. The resulting curriculum was interactive and successfully stimulated dialogue between trainees and academic researchers. By choosing course activities that elicited community-specific responses into each session’s discussion, researchers learned about the community as much as the training course educated CHWs about research. The approach is readily adaptable, making it useful to other communities where CHWs are part of the health system.
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This article discusses the implementation of a one-year project developed to increase and improve the quality of public health nursing experiences for baccalaureate nursing students at one state-assisted university. The partnership model involved collaboration with public health departments, the academic nursing programs, and community agencies and leaders. The project led to the development of increased student skills related to interdisciplinary team work, program development, and cultural competency skills. A needs assessment questionnaire of the public health department partner staff supported a need to develop public health work force skills. The project provided opportunities for nursing faculty development. The project results support the need for service–academic partnerships to develop the public health nursing workforce.
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Schools and programs of public health must equip public health professionals to conduct community health assessments that can be subsequently used by community partners to inform programs, policies, and interventions. Measuring health outcomes, identifying behavioral risk and protective factors, and mapping community assets for social and behavioral science interventions is a key competency for departments of social and behavioral sciences. Community-engaged learning is one approach to build student competency while developing mutually beneficial relationships between academic settings and community organizations. This mixed-methods evaluation explores the value of community-engaged learning to community partners who collaborate with courses on community assessment in public health. Data were collected through interviews with community partners and a quantitative survey. Data analysis involved thematic analysis and descriptive statistics. Results suggest that community partners value community-engaged learning in several ways: (a) students provided quality data and reports that informed program development and revision, (b) students offered increased human capacity and the skills needed to conduct community assessments, and (c) organizations benefitted from the prestige of sustained relationships with an academic partner. Challenges of community-engaged learning included difficult timelines and demands from students based on the semester schedule. Organizations recommended additional interaction with faculty members to clarify project goals and student responsibilities. Lessons from the evaluation are beneficial to other colleges and universities and community organizations invested in successful and valuable academic–community relationships.
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The Community Research Fellows Training (CRFT) Program promotes the role of underserved populations in research by enhancing the capacity for community-based participatory research (CBPR). CRFT consists of 12 didactic training sessions and 3 experiential workshops intended to train community members in research methods and evidence-based public health. The training (a) promotes partnerships between community members and academic researchers, (b) enhances community knowledge of public health research, and (c) trains community members to become critical consumers of research. Fifty community members participated in training sessions taught by multidisciplinary faculty. Forty-five (90%) participants completed the program. Findings demonstrate that the training increased awareness of health disparities, research knowledge, and the capacity to use CBPR as a tool to address disparities.
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The Community Research Fellows Training program is designed to enhance capacity for community-based participatory research; program participants completed a 15-week, Master of Public Health curriculum. We conducted qualitative, semistructured interviews with 81 participants from two cohorts to evaluate the learning environment and how the program improved participants’ knowledge of public health research. Key areas that provided a conducive learning environment included the once-a-week schedule, faculty and participant diversity, and community-focused homework assignments. Participants discussed how the program enhanced their understanding of the research process and raised awareness of public health–related issues for application in their personal lives, professional occupations, and in their communities. These findings highlight key programmatic elements of a successful public health training program for community residents.
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