Transcript Community Health Status and Community Themes & Strengths Assessments November 19, 2010 What we heard from you To learn… • More about the MAPP process •

Community Health Status and
Community Themes & Strengths
Assessments
November 19, 2010
What we heard from you
To learn…
• More about the MAPP process
• Helpful information on partnering for our network
• How to strengthen our regional community health planning
committee
• How to complete a CHSA and CTSA
• How to obtain information on community assets
• How community health workers can impact this process
• How to incorporate and connect community themes & strengths
into the CHSA
• How to adapt assessments to meet specific public health issues
such as those important to EMS
“To get a complete understanding of how to implement the MAPP
process in the best possible manner.”
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Traditional Data & Intervention
• DATA: Sixty-four percent of adults are
overweight or obese.
• INTERVENTION: New worksite education
programs to help employees improve diet
and physical activity behaviors
MAPP Assessment Data &
More Focused Intervention
• CTSA: There are sidewalks and bike paths throughout the
community, but residents do not feel safe using them.
• LPHSA: The public health system is strong in monitoring
health and health education but weak in mobilizing the
community and developing improvement plans.
• FOCA: New federal legislation may increase opportunities
for economic development.
Focused Intervention: Community coalition secures
stimulus dollars and work with residents to improve the
safety and accessibility of public parks and recreation
facilities.
The Four Assessments
• Forces of Change
• Local Public Health System
(NPHPSP)
• Community Themes and
Strengths
• Community Health Status
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Community Health
Status Assessment
Analyzes data about
• Health status
• Quality of life
• Risk factors
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Community Health
Status Assessment
1. Convene a group of diverse
community partners
2. Review results from other MAPP
assessments
3. Select indicators of interest
4. Identify existing data sources
5. List missing data
6. Collect data
7. Organize and analyze data
8. Establish an updatable monitoring
system
9. Evaluate and improve system
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Community Health
Status Assessment
11 Categories of Data
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Demographic Characteristics
Socioeconomic Characteristics
Health Resource Availability
Quality of Life
Behavioral Risk Factors
Environmental Health Indicators
Social and Mental Health
Maternal and Child Health
Death, Illness and Injury
Infectious Disease
Sentinel Events
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Sources of Data
 State or local databases
 Previously conducted health
assessments or reports
 Partners who have access to
data through their
organizations
 Track down hard to find data
 Consider whether new sources
of data need to be developed
 County Health Rankings
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Clearinghouse Tools
• Data worksheets
• Sample surveys, also in
Spanish
• Assessment data
presentation
• Examples of CHSA
reports
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Community Themes and
Strengths Assessment
Identifies
• Themes that interest and
engage the community
• Insights about quality of life
• Community assets
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Community Themes and
Strengths Assessment
Steps
1. Establish a subcommittee
2. Implement activities to
identify community themes
& strengths
3. Compile the results
4. Sustain community
involvement
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Community Themes and
Strengths Assessment
Three levels of information gathering
should occur during the CTSA:
• Open discussion to elicit community
concerns, opinions, and comments in an
unstructured way (e.g. community
dialogues)
• Insights regarding community quality of
life – questions about quality of life in the
community can identify specific concerns
• A map of community assets. Asset
Mapping is the process by which the
capacities of individuals, civic associations,
and local institutions are inventoried
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Community Themes and
Strengths Assessment
Collect community input via:
• Focus groups
• Surveys
• Brainwriting exercise
• Windshield surveys
• Photovoice
• Town hall meetings
• Informal discussions with
community
Important Tip: Have community members participate on planning
committees
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Community Themes and
Strengths Assessment
Focus on Assets
• Opportunities vs. problems
• Partners vs. “clients”
Use Reflective Listening
• Stop Talking
• Listen Carefully
• Repeat Back
• Ask Questions to Probe for
How’s and Why’s
• Listen Again
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Warren County, NJ
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Warren County, NJ
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Clearinghouse Tools
• How-To Guide
• Focus Group Guidelines
• Photovoice Manual
• Examples of CT&SA
Reports
• Asset Mapping Articles
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Community Health Status and
Community Themes and Strengths
Assessments
NACCHO Webinar
November 19, 2010
Stephanie Welch
Community Development and Planning Director
Knox County Health Department
[email protected]
(865) 215-5297
Overview
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Which assessment should you do first?
Assessment tools and processes
Building in evaluation
Lessons learned
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East Tennessee Region
Knox County
•15 Rural Counties
•Total population approx.
600,000
•One of six “metro” TN
counties
•Population 430,000
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MAPP Assessments: Where to start?
• Monroe County
– Community Health Status Assessment
– Health Council wanted data for grant writing
• Jefferson County
– Local Public Health System Assessment
– Health Council concerned about health care service gaps, considering
opening a free medical clinic for uninsured
• Cocke County
– Community Themes and Strengths Assessment
– Health Council wanted to build community engagement with an interactive
dialogue about health assets and needs
• Knox County
– Simultaneous: Community Themes and Strengths and Community Health
Status
– Community Partners expresses “assessment fatigue” and requested
that health department bring something to the table to initiate MAPP
Community Health Status Assessment:
Monroe County
• Step 1: Strategic Planning Director provided CHSA Orientation
for Health Council and Graduate Students
• Step 2: Health Council identified examples of data desired
and data sources (agency, contact name) for each of the
CHSA categories
• Step 3: Students gathered and compiled data
• Step 4: Students presented data report to Health Council
• Step 5: Strategic Planning Director facilitated evaluation
meeting
– Missing data?
– Usefulness of report?
– Did the process work (For community members? For students? For
faculty? For HD staff?)
Community Health Status Assessment:
Knox County
• Step 1: Form staff assessment team
• Step 2: Assign data categories to staff
• Step 3: Gather and compile data
– Engage partners – existing data sources?
– Weekly meetings to evaluate progress
• Step 4: Develop report format and write
report
Data Categories
Section 1: Community Description
Section 2: Access to Health Care and Coverage
Section 3: Quality of Life
Section 4: Behavioral Risk Factors
Section 5: Environmental Health Indicators
Section 6: Social and Mental Health
Section 7: Maternal and Child Health
Section 8: Death, Illness and Injury
Section 9: Communicable Disease
176 sources of data and information
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Utility Board
Area Planning Commission
Chamber of Commerce
Law Enforcement Agencies
Transportation Planning Organization
Parks and Recreation
Office on Aging
Etc
Community Health Status Assessment:
Benefits
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#1: Data for grant writing
#2: Data for program planning
#3: Set bar for measuring outcomes
#4: Help balance perception with reality
– Both are important
Community Themes and Strengths Assessment:
Cocke County
• Step 1: Strategic Planning Director provided CTSA
Orientation for Health Council
• Step 2: Health Council identified methods for
collecting data; decided on:
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Paper survey (quality of life priorities)
Focus groups and interviews (needs and concerns)
Group dialogue (underlying issues and assets)
“Windshield” surveys (physical environment)
Community Themes and Strengths Assessment:
Cocke County
• Step 3: Meeting between Health Council and UT
students
• Step 4: Training on assessment methods
• Step 5: Conduct assessment
– Three months
• Step 6: Report writing
• Step 7: Report presentation at public meeting
– Media coverage
Community Themes and Strengths Assessment
Knox County
• Step 1: Core staff determined methodology and designed
instruments
– Researched other models
– Surveys, Focus Groups, Key Informant Interviews, Group Dialogue
– Goal: Engage a large, representative cross-section of community
• Step 2: Full-staff inservice; engage staff in:
– Pilot test assessment methods
– Assist in marketing and conducting assessments
• Step 3: Revise assessment instruments
• Step 4: Train staff and student partners to conduct assessments
– Recording devices, meeting facilitation, interview techniques, etc.
• Step 5: Provided presentations and facilitated group dialogue at
27 community meetings
• Step 6: Conduct assessment
– Three months
Assessment Methods
• Focus groups:
– A group of approx. 10 people asked about their
perceptions, opinions, beliefs and attitudes towards
health in Knox County
– Open invitation, used incentives
• Key Informant Interviews
– Key informants have an above average level of
knowledge/experience about the topic
– Careful selection through committee process
• Group Dialogue
– Open conversation, guided by a few questions and a
facilitator
– Used existing meetings of groups and coalitions
Community Dialogues and
Assessment Marketing
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Knox County Board of Health
Knox County Commission
Farragut Board of Mayor and Aldermen
Knox County Board of Education
Knoxville Local Emergency Planning Committee (LEPC)
United Way of Greater Knoxville
Smoke Free Knoxville Coalition
East Tennessee Worksite Wellness Roundtable
Council of Involved Neighborhoods (COIN)
Senior Safety Task Force
Engaging Boys & Men Task Force
Community Coalition on Family Violence
Greater Knoxville Nutrition Council
Community Action Committee Board
And more….
How was the information collected?
• 3098 completed
surveys
• 9 focus groups/52
participants
• 27 key informant
interviews
Farragut High School Library
11237 Kingston Pike, Farragut
May 5
5-6:30 p.m.
South Doyle Middle School Library,
3900 Decatur Road
May 5
5-6:30 p.m.
Cumberland Estates Recreation Center,
4529 Silver Hill Drive
May 6
5-6:30 p.m.
Howard Pinkston Branch Library,
7732 Martin Mill Pike
May 12
5-6:30 p.m.
Gibbs High School, in the Library,
7628 Tazewell Pike, Corryton
May 13
6-7:30 p.m.
Halls Branch Library,
4518 E. Emory Road
May 14
6-7:30 p.m.
Central High School, in the Library,
5321 Jacksboro Pike
May 19
5-6:30 p.m.
L.T. Ross Building, Multi. Room B,
2247 Western Avenue
May 21
3-4:30 p.m.
Carter Branch Library,
9036 Asheville Highway
May 26
6-7:30 p.m.
Pellissippi State
Lamar Alexander Building, Room 104
10915 Hardin Valley Road
May 28
5:30-7 p.m.
West Knoxville Branch Library,
100 Golf Club Road, Knoxville
May 28
6-7:30 p.m.
Cansler Family YMCA
616 Jessamine Street, Knoxville
June 1
5:30-7 p.m.
Karns Branch Library,
7516 Oak Ridge Highway
June 2
6-7:30 p.m.
Farragut Branch Library
417 N. Campbell Station Road, Knoxville,
June 30
5-6:30 p.m.
Community Themes and Strengths Assessment
Knox County
• Step 7: Transcribe focus group and interview
recordings
• Step 8: Data analysis
• Step 9: Report writing
• Step 10: Report editing
• Step 11: More report writing…..
Evaluation:
Community Themes and Strengths
• How closely does assessment participant
profile reflect the profile of your community?
• How did the process work for assessment
participants? Staff? Students?
• Is the data useful for its intended use
(identifying strategic issues)?
Benefits:
Community Themes and Strengths Assessment
• Data very unique to community
• Engages and excites community members at all
levels
• Results used for grant writing
• Great way to involve staff and partners
– Recorders, Facilitators, etc.
• Perception IS reality
– Need to meet people where they are
Lessons Learned/Advice
• Keep MAPP Philosophy at forefront
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Community engagement and ownership
Strategic thinking
Local public health system focus
Use Dialogue skills
• The way the report is written is as important as the data it
contains
• Tap into existing resources
– Health Department? Students? Health systems? United Way?
Chamber of Commerce?
– Use NACCHO MAPP Clearinghouse
• Students require supervision and structure
• Communications and marketing are critical
www.healthyknox.org
www.naccho.org