Module 2

Community as Partner

• Focuses on community health promotion

• Fosters community partnerships → Promotes collaboration with resources and projects

Evidence Based Practice

Promotes health, prevent disease, and mitigate health risks within a community setting

Community Needs Assessment

Assessment, Prioritize Needs, Plan Interventions, Implement Interventions, Evaluate Outcomes

It mirrors the Nursing Process

Assessment Step of Community Needs Assessment

Collect data about the community

Prioritize Needs Step of Community Needs Assessment

Analyze data to identify and prioritize community needs and root causes

Plan Interventions of Community Needs Assessment

Set community health foals and desired outcomes. Plan evidence-based interventions with the community.

Implement Interventions of Community Needs Assessment

Carry out community interventions in partnerships with community members

Evaluate Outcomes of Community Needs Assessment

Evaluate community outcomes. Determine if goals were met. Revise and continue the process.

Problem-Oriented Assessment

• Starts with a single problem

• Identifies resources, programs, and support networks

• Collects data on local prevalence and incidence

• Interviews officials for information

• Responsive to a particular need

Community Needs Health Assessment

• Identifies community needs and priorities

• Primary and secondary data collects

• Begins with an assessment of community strengths → can be used as a starting point for change

Primary Data

Windshield surveys, interviews, and direct observation

Secondary Data

Census data, statistics, rankings

Community Health Assessment and Group Evaluation (CHANGE)

• Used to identify strengths and resources

• Guides identification of weaknesses

• Creates strategies to improve community outcomes

Collaboration

• Teamwork is essential for successful community programs

• Barriers: Differing priorities between stakeholders, geographic challenges, and lack of resources

Steps for Community Assessment

1. Define the Community

2. Collect Data

3. Analyze Data (organize, review, prioritize)

4. Establish Community Diagnoses

5. Plan Programs

6. Implement Programs

7. Evaluate Progam Interventions

Data Sources

• Windshield= hoe to toe assessment. What do we observe?

• Health Data= lab results or tests. What does the data tell us?

• Key Informant= health history or interview. What do community members and leaders tell us?

Windshield Survey

• Strengths

• Limitations

• Survey Components: People, place, housing, social system

Health Data Sheet

aka Vital Statisiics

• Search local, state, and national sources (Census.gov and/or Local/State Health Departments)

• Information needed to provide an evidence-based picture of your assigned community including: Demographics, Health issues (morbidity vs mortality), Economics, Education

Key Informant Interview

• Gather valuable information from community members who have knowledge and experience.

• Example: School principal, faith leader, healthcare provider, community leader, law enforcement, social service agency director, local business owner, paid employees/volunteer

• Topics Included: Community strengths. health concerns, resources available, barriers to car, unmet needs, ideas for solutions

Cognitive Learning Theory

• Examines learner thought processes

• Allows for understanding of mental processes

• Used to encourage self-reflection, so that reasoning can be better understood

Behavioral Learning Theory

• Learning is influenced by external forces

• Positive reinforcement makes learner more likely to complete a task (Incentives offered improve behavior).

• The learner’s behavior is a response to an environmental stimulus.

Social Learning Theory

• Learning happens by observing others

• Depending on consequences, learner will imitate or avoid that behavior

• Takes cognitive and environmental factors into consideration

Visual Learning Style

• Needs to see the content

• Photos, models, videos

Auditory Learning Style

• Needs to hear the content

• Podcasts, recorded lectures

Tactile-kinesthetic Learning Style

• Hands on experiences

VARK Learning Styles

• Visual: charts, diagrams, graphics

• Auditory: lectures, discussions, audio recordings

• Reading/writing: reading, writing, making list, detailed notes

• Kinesthetic: Hands-on activities and physical experiences

Domains of Learning

Cognitive, Affective, and Psychomotor

Cognitive Domain

• Focuses on how learner thinks

• How they think

• Development of knowledge and skill

• Remember, Understand, Apply, Analyze, Evaluate, and Create.

• Easily measured.

Affective Domain

• Focuses on how learner’s values evolve.

• How they feel

• Occurs through feeling, emotion of affect.

• Difficult to measure

Psychomotor Domain

• Application of knowledge

• What they do

• Use of sensory-motor skills

• Visible, demonstrable performance skills that require neuromuscular coordination

• Must be capable of the skill, have a sensory image of how to perform the skill, and practice the skill

Levels of Cognitive Domain

Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation

Knowledge

Ability to remember and recall information without understanding

Comprehension

Ability to understand and interpret information

Application

Ability to apply or use material that has been learned to new or unfamiliar situations

Analysis

Ability to examine and break down information

Synthesis

Ability to assemble, arrange, or generate information

Evaluation

Ability to appraise and critique information

Barriers to Learning

• Education level (20% of Americans read below a 5th grade level. 66% have the literacy needed to understand health information)

• Language Barriers

Strategies to Improve Barriers to Learning

• Health literacy universal precautions

• Use of nonmedical, plain language

• Slower speech

• Limit content

• Repeat vital points

Health Literacy

Providing information in a way that matches client’s health literacy levels helps out client:

1. Understand, comply with self-care instructions

2. Plan and attain needed lifestyle adjustments

3. Make positive, informed health-related decisions

4. Know when and how to access health care

5. Address health issues in community and society

Goals

Broad statements of desired outcomes

Objectives

Specific, measurable statements

Establishing Goals and Objectives

• Use SMART criteria (Specific, Measurable, Achievable, Realistic, Time-bound)

• Involves careful analysis and selection of best course of action

• Collaboration with clients and professionals

SMART Criteria

Increase clarity and focus enable progress tracking motivate achievement support development

• Specific: What do you want to accomplish?

• Measurable: How will you measure success?

• Attainable: Is it realistic?

• Relevant: Why does it matter?

• Time-bound: What is the deadline?

Two Methods of Evaluation

Formative and Summative

Formative Evaluation

Ongoing evaluation used during implementation to monitor progress and make improvements.

• Purpose: Monitor progress, identify problems early, improve strategies and processes, ensure the program is on track

• Example: Checking participant feedback midway through a health education program to adjust teaching methods

Summative Evaluation

Evaluation conducted after implementation to determine the overall effectiveness and outcomes.

• Purpose: Determine if goals were achieved, measure overall impact, support future planning and funding, document results and outcomes

• Example: Evaluating the impact of a smoking cessation program by comparing pre- and post-program quit rates.

Evaluation of Implemented Community Health Improvement Plans

• Measuring and judging effectiveness

• Continuous evaluation throughout the process

• Guides next assessment and planning

• Participatory evaluation methods

• Questions: effectiveness, needs met, health status changes

Performance Measurement

• Collecting data to measure performance

• Considers predetermined goals and if they were met

Program Evaluation

• Looks at program as a whole

• Examine effectiveness of program outcomes

Impact Reports

• Communication of program evaluation

• Dissemination of information to the community

• Shared through variety of mediums (social media, radio, etc.,)