Principles of Community Engagement (Second Edition)

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of the evaluation and will be consulted on an ongoing basis throughout its development and implementation The relationship between the stakeholders and the evaluators should involve two-way communication, and stakeholders should be comfortable initiating ideas and suggestions One strategy to engage stakeholders in community programs and evaluations is to establish a community advisory board to oversee programs and evaluation activities in the community This structure can be established as a resource to draw upon for multiple projects and activities that involve community engagement An important consideration when engaging stakeholders in an evaluation, beginning with its planning, is the need to understand and embrace cultural diversity Recognizing diversity can improve the evaluation and ensure that important constructs and concepts are measured Implementation — Formative and Process Evaluation Evaluation during a program’s implementation may examine whether the program is successfully recruiting and retaining its intended participants, using training materials that meet standards for accuracy and clarity, maintaining its projected timelines, coordinating efficiently with other ongoing programs and activities, and meeting applicable legal standards Evaluation during program implementation could be used to inform mid-course corrections to program implementation (formative evaluation) or to shed light on implementation processes (process evaluation) For community-engaged initiatives, formative and process evaluation can include evaluation of the process by which partnerships are created and maintained and ultimately succeed in functioning Completion — Summative, Outcome, and Impact Evaluation Following completion of the program, evaluation may examine its immediate outcomes or long-term impact or summarize its overall performance, including, for example, its efficiency and sustainability A program’s outcome can be defined as “the state of the target population or the social conditions that a program is expected to have changed,” (Rossi et al , 2004, p 204) For example, control of blood glucose was an appropriate program outcome when the efficacy of empowerment-based education of diabetes patients 169
Once the positive outcome of a program is confirmed, subsequent program evaluation may examine the long-term impact the program was evaluated (Anderson et al , 2009) In contrast, the number of people who received the empowerment education or any program service would not be considered a program outcome unless participation in and of itself represented a change in behavior or attitude (e g , participating in a program to treat substance abuse) Similarly, the number of elderly housebound people receiving meals would not be considered a program outcome, but the nutritional benefits of the meals actually consumed for the health of the elderly, as well as improvements in their perceived quality of life, would be appropriate program outcomes (Rossi et al , 2004) Program evaluation also can determine the extent to which a change in an outcome can be attributed to the program If a partnership is being evaluated, the contributions of that partnership to program outcomes may also be part of the evaluation The CBPR model presented in Chapter 1 is an example of a model that could be used in evaluating both the process and outcomes of partnership Once the positive outcome of a program is confirmed, subsequent program evaluation may examine the long-term impact the program hopes to have For example, the outcome of a program designed to increase the skills and retention of health care workers in a medically underserved area would not be represented by the number of providers who participated in the training program, but it could be represented by the proportion of health care workers who stay for one year Reduction in maternal mortality might constitute the long-term impact that such a program would hope to effect (Mullan, 2009) hopes to have. Dissemination and Reporting To ensure that the dissemination and reporting of results to all appropriate audiences is accomplished in a comprehensive and systematic manner, one needs to develop a dissemination plan during the planning stage of the evaluation This plan should include guidelines on who will present results, which audiences will receive the results, and who will be included as a coauthor on manuscripts and presentations Dissemination of the results of the evaluation requires adequate resources, such as people, time, and money Finding time to write papers and make 170
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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
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ecommended public health practices
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community setting can be just as ri
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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
Page 133 and 134: At meetings of the CAB, decisions w
Page 135 and 136: 3. WORKING WITH NONTRADITIONAL COMM
Page 137 and 138: B. How do you engage a state as a c
Page 139 and 140: to those applying for funds The eva
Page 141 and 142: 4. INITIATING A PROJECT WITH A COMM
Page 143 and 144: B. How do you set up and maintain a
Page 145 and 146: References Blumenthal DS A communit
Page 147 and 148: parties grew frustrated The partner
Page 149 and 150: 5. O VERCOMING COMPETING PRIORITIES
Page 151 and 152: Reference Reifsnider E, Hargraves M
Page 153 and 154: Take-Home Messages • “Splitting
Page 155 and 156: Although the CTSA sites in the Bost
Page 157 and 158: Chapter 6 The Value of Social Netwo
Page 159 and 160: Social networks can also play an im
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 and 168: Program Evaluation and Evaluating C
Page 169 and 170: approaches to evaluation that are p
Page 171 and 172: Several institutions have identifie
Page 173: Planning Defining and identifying s
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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