Ask The Expert Understanding the Issues: How to Use Community Assessment, Evidence, and Theory to Inform Your Cancer Control Approaches with Dr. Jennifer Leeman, Dr. Cam Escoffery, and Dr. Patricia Mullen The session will begin at 12:00 p.m. Eastern. Audio: Use computer speakers or phone (1-866-307-6033) If connecting by phone, please put your phone on mute! Live tweet this event: @GWCancerInst #CompCancer #TAPAskExpert
Presenters Dr. Jennifer Leeman Dr. Cam Escoffery Dr. Patricia Mullen Assistant Professor in the School Associate Professor of Behavioral Professor at University of Texas of Nursing at UNC, Chapel Hill Sciences and Health Education at School of Public Health Center the Rollins School of Public for Health Promotion and Health Prevention Research
Understanding the Issues: How to Use Community Assessment, Evidence, and Theory to Inform Your Cancer Control Approaches Jennifer Leeman, DrPH, MDiv University of North Carolina at Chapel Hill Cam Escoffery, PhD, MPH, CHES Rollins School of Public Health, Emory University Pat Mullen, PhD University of Texas School of Public Health
Learning Objectives • Discuss how community assessment can improve processes for selecting, adapting, and evaluating an evidence-based approach • Know what types of questions to answer using community assessment • Identify sources of secondary and primary data at multiple levels of determinants • Develop health goals and behavioral/environmental objectives based on community assessment data • Consider appropriate theoretical frameworks for a communications project • Find evidence-based resources on strategies or approaches, programs and policies
The Cancer Prevention and Control Research Network’s Training Resources Jennifer Leeman, DrPH, MDiv Assistant Professor, School of Nursing & Principal Investigator, Cancer Prevention & Control Research Network Collaborating Center University of North Carolina at Chapel Hill
Cancer Prevention and Control Research Network (2009-2014 and 2014-2019) Houston
The Cancer Prevention and Control Research Network Mission • Accelerate the adoption of evidence-based cancer prevention and control in communities Funders • Centers for Disease Control and Prevention • National Cancer Institute, National Institutes of Health
Why CPCRN Created its Training Resources • NIH and CDC have invested extensively in developing and testing interventions to improve health • Cancer control planners and others have access to a growing menu of evidence- based approaches (EBAs) • Yet EBAs continue to be underused in practice (Escoffery et al. 2012; Hannon et al. 2013)
Why CPCRN Created its Training Resources • Cancer control planners may underuse EBS because they lack knowledge and skills • Cancer control planners identified a moderate to high need for training on how to – Find EBS – Assess strength of evidence supporting an EBS – Assess EBS fit with their population or setting – Assess organizational capacity to implement EBS – Adapt EBS to population or setting – Implement with quality (Escoffery, Hannon, Maxwell, Vu, Leeman et al. 2015)
How CPCRN created its training • Cross-center workgroup (10 centers participated) • Seven modules with speakers’ notes • Delivered trainings in 14 workshops nationwide to more than 600 individuals
CPCRN’s Curriculum Builds on • National Cancer Institute’s Using What Works http://cancercontrol.cancer.gov/use_what_works/start.htm • Getting to Outcomes (GTO) Lesesne, C. A., Lewis, K. M., Moore, C., Fisher, D., Green, D., & Wandersman, A. (2007). Promoting Science-based Approaches to Teen Pregnancy Prevention using Getting To Outcomes.
CPCRN’s Training Resources include: • Facilitator’s Guide • Session Training Modules • PowerPoint Slides • Hands-on Activities • Glossary • Resource List
The Training’s Seven Sessions • Session 1: Defining Evidence • Session 2: Community Assessment • Session 3: Planning for Evaluation • Session 4: Finding Evidence • Session 5: Selecting Evidence-based Approach (EBA) with the Best Fit • Session 6: Adapting an Evidence-based Approach to Fit Your Community • Session 7: Implementing and Evaluating Evidence- based Strategies
Learn more at • CPCRN http://cpcrn.org/ • CPCRN Curriculum http://cpcrn.org/pub/evidence-in-action/ Questions?
Community Assessment Cam Escoffery, PhD, MPH, CHES
Where do We Stand? Establishing Assessing Goals & your Finding Objectives; Community Evidence Planning for Evaluation Selecting Best Fitting EBAs Adapting Implementing & Evaluating
Community Assessment Objectives • Discuss how community assessment can improve processes for selecting, adapting, and evaluating an evidence-based approach • Know what types of questions to answer using community assessment • Identify sources of secondary and primary data • Know how to develop health goals and behavioral/environmental objectives based on community assessment data
Definition A Community Assessment is a systematic data collection to look at the difference between what is and what should be in a group and situation of interest, AND the identification of resources available to address this gap. (Adapted from Gilmore & Cambell cited in Green & Kreuter, 2005)
Why Community Assessment? • Identify and prioritize health problems in your community • Describe target population - including their health goals and priorities • Identify community strengths, needs & available resources - including behavioral & environmental factors that may support or inhibit goal attainment
Why Community Assessment? • Identify factors that affect health in a target population (e.g., determinants of health) - especially modifiable factors that you may work to change • Locate service gaps and opportunities for your organization • Obtain data - to inform program planning - for evaluation - for use in grant writing
Brainstorming Activity Instructions: Community Assessment 1. List three things that you would like to know about your community before developing a health communication plan. 2. Where can you find this information? Ex. You could find this information in the CDC’s Behavioral Risk Factor Surveillance System (BRFSS)
Assessment Questions A Community Assessment can be conducted in a community by addressing the constructs of the PRECEDE phases in the PRECEDE-PROCEED Model. Phase 4: Phase 3: Phase 2: Phase 1: Determinants of Behavioral and Health Quality of Behaviors Environmental Problems Life Factors Sources: Green & Kreuter, 2006; Bartholomew et al., 2006 PRECEDE: Predisposing, Reinforcing, and Enabling Constructs in Educational/Environmental Diagnosis & Evaluation (leads up to the intervention) PROCEED: Policy, Regulatory, and Organizational Constructs in Educational and Environmental Development
Determinants of Health Behaviors The range of social, environmental and personal factors that influence health behaviors • Social factors E.g., social support for change • Environmental factors E.g., parks, access to healthy foods • Personal factors E.g., Socio-economic position, religious & cultural values, knowledge, attitudes & beliefs about health risks and behaviors, communication preferences and media access
Questions to Answer about Your Community Phase 1: Quality of Life Example Questions Life expectancy What is the average lifespan? Phase 2: Health Problems Chronic disease rate Which diseases are most prevalent? Phase 3: Behavioral Factors Behaviors What behaviors put people at risk? What is their media use? How do they seek health info? Social factors Where do people spend most of their time? Phase 3: Environmental Factors (e.g., social, built, and media environment) Environmental What facilitates/hinders healthy behaviors? Demographics Where do they live? Communication Where do people obtain health information? What are their communication preferences? Sources: Emory Prevention Research Center & Bartholomew et al., 2006
Questions to Answer about Your Community Phase 4: Determinants of Behaviors Health problems What are their health problems? What are barriers to improving health care? Values/Attitudes What is important to them? (areas in their lives in which you can put messages in context) What are their opinions? What are their attitudes toward the condition/behavior? Individual factors What are the personal knowledge/attitudes regarding the health issue/behavior? What are important lifestyle factors (cultural foods, interactions)? Social and What are commonly held beliefs and attitudes about cultural factors health, health care, health institutions, or particular health behaviors such as exercise? Demographics of Where do people live? target population What are the ethnicities, education levels, ages, etc.? Sources: Emory Prevention Research Center & Bartholomew et al., 2006
Let’s hear from you! What type of data would be important for you to learn for your project?
Recommend
More recommend
