Principles of Community Engagement (Second Edition)

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Applications of Principles of Community Engagement: Bringing health promotion activities to members of the community often requires mobiliz- ing the community’s existing assets, both people and institutional resources, as described in Principle 7 In line with Principles 3, 4, 5, and 7, the YMCA was engaged before the development of the research grant proposal, and it collaborated on the study design, approach to recruiting, delivery of the intervention, development of measures, interpretation of results, and dissemination of findings DEPLOY demonstrates how intensive programs designed to change lifestyles can be more sustainable when health care centers engage established social institutions like the YMCA Reference Ackermann RT, Finch EA, Brizendine E, Zhou H, Marrero DG Translating the Diabetes Prevention Program into the community The DEPLOY pilot study American Journal of Preventive Medicine 2008;35(4):357-363 84
11. PROJECT DULCE Background: Diabetes management programs have been found to improve health outcomes, and thus there is a need to translate and adapt them to meet the needs of minority, underserved, and underinsured populations In 1997, a broad coalition of San Diego County health care and community- based organizations developed Project Dulce (Spanish for “sweet”) to test the effectiveness of a community-based, culturally sensitive approach involving case management by nurses and peer education to improve diabetes care and elevate health status among a primarily Latino underserved community in Southern California Partners included the San Diego Medically Indigent Adult program and San Diego County Medical Services Methods: The goals of the project are to meet the American Diabetes Association’s standards of care and to achieve improvements in HbA1c (glycosylated hemoglobin), blood pressure, and lipid parameters A bilingual team, consisting of a registered nurse/certified diabetes educator, a medical assistant, and a dietitian, travels to community clinics to see patients up to eight times per year, then enters patient-specific data into a computer registry that generates quarterly reports to guide future care In addition to having one-on-one clinic visits with the Dulce team, patients are encouraged to participate in weekly peer education sessions At each clinic, “natural leaders” are identified out of the patient population with diabetes and trained to be peer educators or promotores. The training consists of a four-month competency-based and mentoring program that culminates with the promotor providing instruction in concert with an experienced educator The instructors use a detailed curriculum in teaching the weekly sessions in the patients’ native language The classes are collaborative, including interactive sessions in which the patients discuss their personal experiences and beliefs Emphasis is placed on overcoming cultural factors, such as fear of using insulin, that are not congruent with self-management Results: Project Dulce’s first group showed significant improvement in HbA1c, total cholesterol, and LDL (low-density lipoprotein) cholesterol compared with chart reviews of patients having similar demographics from the same 85
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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
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
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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
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Page 89 and 90: access to resources for healthy eat
Page 91 and 92: 9. THE DENTAL PRACTICE-BASED RESEAR
Page 93: 10. DIABETES EDUCATION & PREVENTION
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
Page 141 and 142: 4. INITIATING A PROJECT WITH A COMM
Page 143 and 144: 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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