Principles of Community Engagement (Second Edition)

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Chapter 7 Program Evaluation and Evaluating Community Engagement Meryl Sufian, PhD (Chair), Jo Anne Grunbaum, EdD (Co-Chair), Tabia Henry Akintobi, PhD, MPH, Ann Dozier, PhD, Milton (Mickey) Eder, PhD, Shantrice Jones, MPH, Patricia Mullan, PhD, Charlene Raye Weir, RN, PhD, Sharrice White-Cooper, MPH BACKGROUND A common theme through Chapters 1−6 was that community engagement develops over time and that its development is largely based on ongoing co-learning about how to enhance collaborations The evaluation of community engagement programs provides an opportunity to assess and enhance these collaborations Community members can be systematically engaged in assessing the quality of a community-engaged initiative, measuring its outcomes, and identifying opportunities for improvement This chapter summarizes the central concepts in program evaluation relevant to community engagement programs, including definitions, categories, approaches, and issues to anticipate The chapter is not intended as a comprehensive overview of program evaluation; instead, the focus is on the importance of evaluating community-engaged initiatives and methods for this evaluation With this in mind, Chapter 7 will present the following: (1) a definition of evaluation, (2) evaluation phases and processes, (3) two 163
approaches to evaluation that are particularly relevant for the evaluation of community-engaged initiatives, (4) specific evaluation methods, and (5) challenges to be overcome to ensure an effective evaluation Stakeholder engagement (i e , inclusion of persons involved in or affected by programs) constitutes a major theme in the evaluation frameworks In addition, methodological approaches and recommendations for communication and dissemination will be included Examples are used throughout the chapter for illustrative purposes PROGRAM EVALUATION Program evaluation can be defined as “the systematic collection of information about the activities, characteristics, and outcomes of programs, for use by people to reduce uncertainties, improve effectiveness, and make decisions” (Patton, 2008, p 39) This utilization-focused definition guides us toward including the goals, concerns, and perspectives of program stakeholders The results of evaluation are often used by stakeholders to improve or increase capacity of the program or activity Furthermore, stakeholders can identify program priorities, what constitutes “success,” and the data sources that could serve to answer questions about the acceptability, possible participation levels, and short- and long-term impact of proposed programs The community as a whole and individual community groups are both key stakeholders for the evaluation of a community engagement program This type of evaluation needs to identify the relevant community and establish its perspectives so that the views of engagement leaders and all the important components of the community are used to identify areas for improvement This approach includes determining whether the appropriate persons or organizations are involved; the activities they are involved in; whether participants feel they have significant input; and how engagement develops, matures, and is sustained Program evaluation uses the methods and design strategies of traditional research, but in contrast to the more inclusive, utility-focused approach of evaluation, research is a systematic investigation designed to develop or contribute to generalizable knowledge (MacDonald et al , 2001) Research is hypothesis driven, often initiated and controlled by an investigator, concerned 164
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PRINCIPLES OF COMMUNITY ENGAGEMENT
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TABLE OF CONTENTS CTSA Community En
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Editorial and Research Staff Mina S
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For further information on the CTSA
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FOREWORD As Surgeon General, I am p
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Executive Summary
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of Veterans Affairs, and other fede
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REFERENCES Ahmed SM, Palermo AG Com
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Chapter 1 Community Engagement: Def
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clinics, agencies, after-school pro
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The eligibility criteria that scien
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2 Design and delivery—Improvement
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There is no question that culture a
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oot causes of problems while at the
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• Know the community, its constit
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• Coalitions require that each pa
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studies demonstrate that IRBs gener
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action at those levels This approac
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• S o c i e t y : Advocate for th
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According to Rogers, the characteri
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is the added value of CBPR to the r
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• It is important to understand c
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Butterfoss FD, Kegler MC (2002) Tow
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Flicker S, Travers R, Guta A, McDon
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Jones MR, Horner RD, Edwards LJ, Ho
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Minkler M Community organizing and
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Shore N Community-based participato
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Yale Center for Clinical Investigat
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Chapter 2 Principles of Community E
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• Ask community members to specif
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trust for a true partnership Such m
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that affect health and health dispa
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difference in the health of the pop
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Chapter 3 Successful Examples in th
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59 TABLE 3.1. MATRIX OF CASE EXAMPL
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a mission statement written in the
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2. HEALTH-E-AME Background: The Med
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3. PROJECT SUGAR Background: Gullah
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Websites http://academicdepartments
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of the community context, developme
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5. HEALING OF THE CANOE Background:
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6. FORMANDO NUESTRO FUTURO/SHAPING
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7. IMPROVING AMERICAN INDIAN CANCER
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and the mistreatment of some Americ
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access to resources for healthy eat
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9. THE DENTAL PRACTICE-BASED RESEAR
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10. DIABETES EDUCATION & PREVENTION
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11. PROJECT DULCE Background: Diabe
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References Gilmer TP, Philis-Tsimik
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milestones in child development, ch
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Chapter 4 Managing Organizational S
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engagement is not limited to coalit
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Practice Element 1: Know the Commun
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each capacity component for this pr
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REFERENCES Butterfoss FD. Coalition
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Table 4.1. Know the Community, Its
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Table 4.3. Build and Sustain Networ
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Challenges in Improving Community E
Page 117 and 118: ecommended public health practices
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Page 121 and 122: These challenges do not compare, ho
Page 123 and 124: halted its efforts to collect data
Page 125 and 126: mechanisms for communication, the c
Page 127 and 128: The researchers and the community b
Page 129 and 130: Horn K, McGloin T, Dino G, Manzo K,
Page 131 and 132: Take-Home Messages • Be explicit
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Page 135 and 136: 3. WORKING WITH NONTRADITIONAL COMM
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Page 139 and 140: to those applying for funds The eva
Page 141 and 142: 4. INITIATING A PROJECT WITH A COMM
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Page 145 and 146: References Blumenthal DS A communit
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Page 149 and 150: 5. O VERCOMING COMPETING PRIORITIES
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Page 153 and 154: Take-Home Messages • “Splitting
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Page 157 and 158: Chapter 6 The Value of Social Netwo
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Page 161 and 162: engagement effort, relationships mu
Page 163 and 164: engagement Furthermore, social medi
Page 165 and 166: REFERENCES Arthur T The role of soc
Page 167: Program Evaluation and Evaluating C
Page 171 and 172: Several institutions have identifie
Page 173 and 174: Planning Defining and identifying s
Page 175 and 176: Once the positive outcome of a prog
Page 177 and 178: The major goal of empowerment evalu
Page 179 and 180: Table 7.1. Types of Evaluation Ques
Page 181 and 182: The evaluation of community engagem
Page 183 and 184: for understanding a community and i
Page 185 and 186: REFERENCES Anderson RM, Funnell MM,
Page 187 and 188: Patton MQ Qualitative evaluation an
Page 189 and 190: Chapter 8 Summary Donna Jo McCloske
Page 191 and 192: • Know the extent to which the fo
Page 193 and 194: Appendix A: Acronyms
Page 195 and 196: CDC Centers for Disease Control and
Page 197: NIH Publication No. 11-7782
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