Transcript Community Engagement - University of Rochester Medical Center

Community Engagement
June 11, 2014
• Theresa Green, PhD, MBA; Director of Community Health
Policy and Education, CCH
• Andy Align, MD, MPH; Director of CARE Track, Executive
Director of the Hoekelman Center
• Glen Cerosaletti, MS; Director, Rochester Center for
Community Leadership
• Silvia Sorensen, PhD; Research Associate Professor,
Department of Psychiatry
• Ann Marie White, EdD; Director, Office of Mental Health
Promotion
• Gail Newton, Director of Community Health Partnerships, CCH
Presenters
• “… engaging and supporting the empowerment of the
community for community health decision-making and action
is a critical element in health promotion, health protection, and
disease prevention…” (CDC website)
Why Community
Engagement?
Why Community Engagement?
Set agenda and priorities,
Link to real world problems and solutions,
Access to infrastructure and key informants,
Mentors
New perspective, etc. etc.
Community
Community Based
Participatory Research,
Community Engaged Research
Researchers
Academics
Providers
Translation
Synergy!
Scientific rigor in evaluation and testing,
Link to IRB, dissemination, experts,
Students
Access to knowledge and technology,
New perspective, etc. etc.
Evolution of Health Care
AHRQ
“Population Health”
How do you improve Population Health?
Know the burden of preventable illness in
your community, and partner with
community practices and agencies
to prevent these illnesses
Know your community.
• Tools for teaching
• Network of community engaged faculty
• Examples of community engagement in research, service
and education
Teaching Community Engagement
Principles of Community Engagement - Gail
• Guiding Principles for Community Engaged Research - Developed
by URMC Community Advisory Council:
http://www.urmc.rochester.edu/community-health/research/guidingprinciples.aspx
• Principles of Good Community-Campus Partnerships - Developed by
Community-Campus Partnerships for Health (CCPH)
http://depts.washington.edu/ccph/principles.html#principles
• CDC’s Guidelines for community engagement
http://www.atsdr.cdc.gov/communityengagement/pdf/PCE_Report_5
08_FINAL.pdf
TOOLS
Learning Modules and Tools
• The Association for Prevention Teaching and Research has developed Population
Health Modules. Module #6 is called Research to Practice and is all about
community engagement. http://www.aptrweb.org/?page=pophealthmodules
• Community Campus Partnerships for Health - webpage provides an overview of
the field of community-engaged scholarship (CES) :
http://depts.washington.edu/ccph/scholarship.html
• National Institutes of Health (NIH) has a webpage describing Community Based
Participatory Research:
http://obssr.od.nih.gov/scientific_areas/methodology/community_based_participa
tory_research/
• The Practical Playbook is a free, web-based tool designed to facilitate public
health and primary care integration: https://practicalplaybook.org/topics
Tools
Community Engagement Scholarship
• Community Engaged Scholarship for Health (CES4Health.info) is a
free online mechanism for peer-reviewing, publishing and
disseminating products of health-related community-engaged
scholarship that are in forms other than journal articles.
http://ces4health.info/
• Community Campus Partnerships for Health also provides a
Community Engaged Scholarship toolkit. The goal of this toolkit is
to provide faculty, post-docs and graduate students with a set of tools
to carefully plan and document their community-engaged scholarship
and produce strong portfolios for promotion and tenure.
http://ccph.memberclicks.net/ces-toolkit
Tools
Public Health Competencies for Community Engagement
• The CTSA developed learning objectives for community
engaged research https://www.ctsacentral.org/articles/learning-objectivescommunity-engaged-research-cenr-core-competencies-1-5
• The Council on Linkages between Academic and Public
Health Practice developed core competencies for public health
professionals
• http://www.phf.org/resourcestools/Documents/Core_Competen
cies_for_Public_Health_Professionals_2010May.pdf
Tools
CE Competencies: Examples
Understand and Apply
• Ties that bind a
community
• Partnership principles
• Role of CE in needs
identification, research
translation, and reduction
of health disparities
• Ethical complexities
• Influence of health
literacy,
cultural/linguistic
competence in CEnR
See- Do- Evaluate - Promote
• Stakeholder/community
linkages and partnerships
• Multiple health determinants
• CBPR - collaborations and
partnerships
• Integration of NGO and GOs
in health services
• Community
assets/resources
• Community input
• Policy & program
effectiveness
https://www.ctsacentral.org/articles/learning-objectives-community-engaged-research-cenr-core-competencies-1-5
http://www.phf.org/resourcestools/Documents/Core_Competencies_for_Public_Health_Professionals_2010May.pdf
Community-Engaged Research
Training Institute Evaluation Model
White, AM., Lu, N., Cerulli, C., & Tu, X. Examining benefits of academic-community research team
Examples: PRIDE/SJNC
Two community-based research projects at
St. Joseph’s Neighborhood Center
Renee A. Coleman, Ph.D.
Autumn M. Gallegos, Ph.D.
Sheila Briody, D. Min., LMFT, LMHC
Ellen Poleshuck, Ph.D.
Raquel Bateman, M.A.
Silvia Sörensen, Ph.D.
The Health
Empowerment
Program
The original Healthy Living and
Weight Loss was a one-on-one
counseling program designed to
empower individuals to make
healthy changes to their lifestyle
(food, exercise)
Renee Coleman accepted the challenge of expanding and
develop it into a 7-week group program that:
Focus on biological, psychological, social and spiritual
factors.
Addresses barriers of low-income populations.
PROGRAM ACCEPTABILITY
• Groups offered support and accountability
• Highly favored session on mindfulness and
spirituality
• Would like to have more sessions
• Would like cooking sessions to be included
POST-PLACEMENT FOLLOW-UP
• SJNC included the program into “regular”
care options
• Grant from Excellus to continue groups
• SJNC staff trained to
• lead the groups
• Continue data collection
• and conduct 2-year follow-up with first two cohorts
• Technical Assistance the development of a
research infrastructure
Mindfulness-Based Stress Reduction to
Enhance Immune Function and Well-Being
in Trauma-Exposed Women
Autumn M. Gallegos, Ph.D.
• Beneficial effects of MBSR on perceived
stress and psychological symptoms
(Grossman, et al, 2004; Hofmann, et al., 2010)
• MBSR has salutary effects on immune
function (Carlson, Speca, Faris & Patel, 2007; WitekJanusek, et al., 2008).
MBSR SESSIONS
• 8 sessions for 2 hours, once per week
• Stress reduction through moment-to-moment
awareness of the present
• Sitting and walking meditations, mindful
movement, and informal practice
• Psychoeducation on biopsychosocial impact of
stress
MBSR PARTICIPANTS FEEDBACK
• 16 participants
• Average of 5 participants per group
• “I feel empowered because I have found
peace in my daily life.”
• “I needed this program. It has changed
my life.”
LESSONS LEARNED
• Challenges of recruitment and retention
• Personnel Resources needed to keep up with very mobile population
• Hard to get self-report measures and biological measures if participants
have to make an extra trip to the center.
• Payment for completing measures increases participation!
• Frequent communication helps set appropriate expectations.
• Complexities of working with RSRB when conducting research at
a community agency
• Flexibility allows us to meet the needs of each partner involved
• CBPR must go beyond research goals to address agency goals
• Service and good listening are part of relationship building
• Sustainability
• Training individuals for continued program implementation?
• Incorporating of past members as new staff or facilitators
EXAMPLE: EDUCATION
Andy Aligne
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Are you currently doing community engaged work?
What’s working well? What isn’t?
What are your goals for the next 6 days? 6 weeks? 6 months?
What would you need to be successful?
Small Group Consultation
Thank you!