Principles of Community Engagement (Second Edition)

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Applications of Principles of Community Engagement: More than 70 organizations participated in the development of the CAN DO Houston pilot program, establishing a broad collaboration of community members, institutions, organizations, and local government Uniting so many groups reflects Principle 2, which asks organizers of community engagement to establish relationships and work with existing leadership structures The implementers of CAN DO Houston coordinated various activities to promote healthy liv- ing, including after-school programs, grocery store tours, wellness seminars, cooking classes, and staff wellness clubs, all on the basis of the input and priorities of community members By implementing the initiatives chosen by the community through the existing community organizations and resources, CAN DO Houston provides opportunities for partner ownership, consistent with Principle 4, which stresses that no external entity should assume that it can bestow on a community the power to act in its own self-interest Finally, engaging and listening to the communities and allowing them to prioritize the initiatives of the program fulfills Principle 8, which counsels the engaging organization to be prepared to relinquish control of actions to the community Reference Correa NP, Murray NG, Mei CA, Baun WB, Gor BJ, Hare NB, et al CAN DO Houston: a community-based approach to preventing childhood obesity Preventing Chronic Disease 2010;7(4):A88 Website http://ccts uth tmc edu/ccts-services/can-do-houston 80
9. THE DENTAL PRACTICE-BASED RESEARCH NETWORK Background: Practice-based research networks (PBRNs) are consortia of practices committed to improving clinical practice Operating internation- ally since 2005, the Dental Practice-Based Research Network (DPBRN) is a collaborative effort of Kaiser Permanente Northwest/Permanente Dental Associates in Portland, Oregon; Health Partners of Minneapolis, Minnesota; University of Alabama at Birmingham; University of Copenhagen; Alabama Dental Practice Research Network; and clinicians and patients in Oregon, Washington, Minnesota, Florida, Alabama, Georgia, Mississippi, Norway, Sweden, and Denmark Methods: DPBRN began by obtaining patient input during feasibility/pilot testing of certain studies, then progressed to a study that formally included patient perceptions, and later made plans for a community advisory board Additionally, patient representatives serve on an advisory committee managed by the main funder of DPBRN activities, the National Institute of Dental and Craniofacial Research Results: As different parties became familiar with each other’s priorities, they were able to establish common ground and carry out successful collaborations DPBRN has provided a context in which researchers and community clinicians collaborate as equals, and in keeping with the basic principles of CBPR, it engages patients as well DPBRN practitioner-investigators and their patients have contributed to research at each stage of its development, leading to improvements in study designs and customization of protocols to fit daily clinical practice At the time of publication, 19 studies had been completed or were ongoing The studies include a broad range of topic areas, enrollments, and study designs Comments: DPBRN practitioners and patients from diverse settings are partnering with academic clinical scientists to improve daily clinical practice and meet the needs of clinicians and their patients PBRNs can improve clinical practice by engaging in studies that are of direct interest to clinicians and their patients and by incorporating findings from these studies into practice Patients’ acceptance of these studies has been very high 81
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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
Page 39 and 40: According to Rogers, the characteri
Page 41 and 42: is the added value of CBPR to the r
Page 43 and 44: • It is important to understand c
Page 45 and 46: Butterfoss FD, Kegler MC (2002) Tow
Page 47 and 48: Flicker S, Travers R, Guta A, McDon
Page 49 and 50: Jones MR, Horner RD, Edwards LJ, Ho
Page 51 and 52: Minkler M Community organizing and
Page 53 and 54: Shore N Community-based participato
Page 55 and 56: Yale Center for Clinical Investigat
Page 57 and 58: Chapter 2 Principles of Community E
Page 59 and 60: • Ask community members to specif
Page 61 and 62: trust for a true partnership Such m
Page 63 and 64: that affect health and health dispa
Page 65 and 66: difference in the health of the pop
Page 67 and 68: Chapter 3 Successful Examples in th
Page 69 and 70: 59 TABLE 3.1. MATRIX OF CASE EXAMPL
Page 71 and 72: a mission statement written in the
Page 73 and 74: 2. HEALTH-E-AME Background: The Med
Page 75 and 76: 3. PROJECT SUGAR Background: Gullah
Page 77 and 78: Websites http://academicdepartments
Page 79 and 80: of the community context, developme
Page 81 and 82: 5. HEALING OF THE CANOE Background:
Page 83 and 84: 6. FORMANDO NUESTRO FUTURO/SHAPING
Page 85 and 86: 7. IMPROVING AMERICAN INDIAN CANCER
Page 87 and 88: and the mistreatment of some Americ
Page 89: access to resources for healthy eat
Page 93 and 94: 10. DIABETES EDUCATION & PREVENTION
Page 95 and 96: 11. PROJECT DULCE Background: Diabe
Page 97 and 98: References Gilmer TP, Philis-Tsimik
Page 99 and 100: milestones in child development, ch
Page 101 and 102: Chapter 4 Managing Organizational S
Page 103 and 104: engagement is not limited to coalit
Page 105 and 106: Practice Element 1: Know the Commun
Page 107 and 108: each capacity component for this pr
Page 109 and 110: REFERENCES Butterfoss FD. Coalition
Page 111 and 112: Table 4.1. Know the Community, Its
Page 113 and 114: Table 4.3. Build and Sustain Networ
Page 115 and 116: Challenges in Improving Community E
Page 117 and 118: ecommended public health practices
Page 119 and 120: community setting can be just as ri
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
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
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4. INITIATING A PROJECT WITH A COMM
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B. How do you set up and maintain a
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References Blumenthal DS A communit
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parties grew frustrated The partner
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5. O VERCOMING COMPETING PRIORITIES
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Reference Reifsnider E, Hargraves M
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Take-Home Messages • “Splitting
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Although the CTSA sites in the Bost
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Chapter 6 The Value of Social Netwo
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Social networks can also play an im
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engagement effort, relationships mu
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engagement Furthermore, social medi
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REFERENCES Arthur T The role of soc
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Program Evaluation and Evaluating C
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approaches to evaluation that are p
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Several institutions have identifie
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Planning Defining and identifying s
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Once the positive outcome of a prog
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The major goal of empowerment evalu
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Table 7.1. Types of Evaluation Ques
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The evaluation of community engagem
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for understanding a community and i
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REFERENCES Anderson RM, Funnell MM,
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Patton MQ Qualitative evaluation an
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Chapter 8 Summary Donna Jo McCloske
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• Know the extent to which the fo
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Appendix A: Acronyms
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CDC Centers for Disease Control and
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NIH Publication No. 11-7782
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