Introduction to ethical issues in public health, Public Health Institute (PHI...Dr Ghaiath Hussein
An introduction to ethical issues in public health practice and research I gave to master students in the Public Health Institute in Sudan -- My Home Country. This was on Jan. 5, 2012.
Introduction to ethical issues in public health, Public Health Institute (PHI...Dr Ghaiath Hussein
An introduction to ethical issues in public health practice and research I gave to master students in the Public Health Institute in Sudan -- My Home Country. This was on Jan. 5, 2012.
Healthcare is a major part of every country's development platform. By healthcare we are in fact protecting the most important driver of development. Healthcare systems are primarily safe guarding the development core engine and are the best means of sustainable development.
Historical Glimpse of Public Health
Ancient Greece (500-323 BC)
Roman Empire (23 BC – 476 AD)
Middle Ages (476-1450 AD)
Birth of Modern Medicine (1650-1800 AD)
Great Sanitary Awakening (1800s-1900s)
Modern Public Health (1900 AD & onward)
This is the product of compilation from various sources. I would like to acknowledge all direct and indirect sources although they have not been mentioned explicitly within the document.
APHA2011 How to Focus Your Training and Professional Development Efforts to I...PublicHealthFoundation
"How to Focus Your Training and Professional Development Efforts to Improve the Skills of Your Public Health Organization" presentation from the American Public Health Association's Annual Meeting.
"Competencies to Practice Toolkit: A Repository of Workforce Development Resources for Public Health" presentation from the American Public Health Association's Annual Meeting.
Healthcare is a major part of every country's development platform. By healthcare we are in fact protecting the most important driver of development. Healthcare systems are primarily safe guarding the development core engine and are the best means of sustainable development.
Historical Glimpse of Public Health
Ancient Greece (500-323 BC)
Roman Empire (23 BC – 476 AD)
Middle Ages (476-1450 AD)
Birth of Modern Medicine (1650-1800 AD)
Great Sanitary Awakening (1800s-1900s)
Modern Public Health (1900 AD & onward)
This is the product of compilation from various sources. I would like to acknowledge all direct and indirect sources although they have not been mentioned explicitly within the document.
APHA2011 How to Focus Your Training and Professional Development Efforts to I...PublicHealthFoundation
"How to Focus Your Training and Professional Development Efforts to Improve the Skills of Your Public Health Organization" presentation from the American Public Health Association's Annual Meeting.
"Competencies to Practice Toolkit: A Repository of Workforce Development Resources for Public Health" presentation from the American Public Health Association's Annual Meeting.
Summary Various industries, including health care, have adop.docxpicklesvalery
Summary
Various industries, including health care, have adopted quality
improvement (QI) to enhance practices and outcomes. As
demands on the U.S. public health system continue to increase,
QI strategies may play a vital role in supporting the system and
improving outcomes. Therefore, public health practitioners, like
leaders in other industries, are developing QI approaches for
application in public health settings.
Quality improvement in public health involves systematically
evaluating public health programs, practices, and policies and
addressing areas that need to be improved to increase healthy
outcomes. Although QI methods and techniques have only
recently been applied to public health, public health systems offer
a wide range of opportunities for implementing, managing, and
evaluating QI efforts.
The growing field of Public Health Systems and Services Research
(PHSSR) offers the potential to contribute to and support QI efforts
in public health. PHSSR examines the delivery of public health
services within communities as well as the outcomes that result from
dynamic interactions within the public health system. By examining
the public health system, stakeholder interactions, delivery of services,
and outcomes, PHSSR can inform and support the implementation
of QI initiatives.
Most recently, national, state, and local levels have made notable
progress in quality improvement in public health.1, 2 One initia-
tive credited with achieving progress is the Multi-State Learning
Collaborative (MLC). The MLC aims to inform the national accredi-
tation program, incorporate quality improvement practice into pub-
lic health systems, promote collaborative learning across states and
partners, and expand the knowledge base in public health.
Bringing together state and local practitioners and other stakeholders
in a community of practice to achieve MLC goals has yielded several
best practices and lessons for public health stakeholders. However,
more work is needed if QI is to become standard practice in public
health—particularly in understanding health departments’ readiness
for change, building the evidence base for effective public health QI
practices in the context of the public health system, and examining the
sustainability of successful projects, and identifying the determinants
of transformational change.
ÆResearchInsights
Quality Improvement in Public Health: Lessons Learned
from the Multi-State Learning Collaborative
Background: AcademyHealth’s 2009 Annual Research Meeting
At the 2009 Annual Research Meeting (ARM), June 28–30, in Chicago, AcademyHealth convened a panel of three experts, members of the
Multi-State Learning Collaborative (MLC), to discuss their experiences in implementing quality improvement collaboratives in public health.
Leslie Beitsch, M.D., J.D., associate dean for health affairs and professor of family medicine and rural health at the College of Medicine, Florida
State ...
Respond to this classmates like in the other posts you have done.docxinfantkimber
Respond to this classmates like in the other posts you have done
Carolina
1
Based on the needs assessment of the Carilion Clinic, they immediately began to work on investments such as new accessible health service buildings in different areas of the region and community. This was done by collaborating with a variety of organizations, such as the United Way of Roanoke Valley. For instance, New Horizons Dental Clinic was created based on the data presented by the community needs assessment demonstrating the great need for accessible dental care. Nancy Agee, President and CEO of Carilion Clinic states in the video that collaborating with many different organizations is critical in order to “look at the whole diversity of our region and strengthen relationships so we’re not replicating efforts, but rather we’re complementing and strengthening our efforts to improve health” (2015). I believe the needs assessment allowed them to specifically pinpoint what their community needed, and this allowed them to truly help the community directly. I would recommend the clinic to continue to utilize surveys and the needs assessment to focus on the community itself. This is because the alternative data sources available on a national and state level is not sufficient. The more Carilion Clinic interacts with the community directly, the more beneficial it will be for communities across the region, as well as themselves.
2
Needs assessment, program planning and evaluation are all integrated. For instance, as the book states “the evaluation of a program begins with its needs assessment. Data collected during a needs assessment can often serve as part of the baseline or “pretest” data needed for impact and outcome evaluations” (
Hodges & Videto, 2011, p.4). In other words, in order to for program planning to be successful, it is critical a needs assessment is done and followed by an evaluation of the needs assessment.
3
MAPP, as stated in the text, begins with the development of partnerships and identifying the participants for the needs assessment (Hodges & Videto, 2011, p.10). MAPP was used by Carilion Clinic though the use of their collaboration with other organizations, non-profits, health agencies, and the government. This strengthened the Carilion clinic’s goal as it provided more resources to accomplish the shared vision of improving the communities’ quality of life and delivery of care. APEXPH was used through its three parts throughout Carilion Clinic’s process. The first part, which as mentioned in the book is the self-assessment, was illustrated in the beginning of the video when Nancy, President and CEO, states the issues and goals at hand. The second part, the community process, is demonstrated with the community health needs assessment committee. This is the part where the program objective is derived from. The third part, concluding the cycle, is seen in the example of the New Horizon’s Dental Clinic, where Carilion’s decision based on the ne ...
Budget RESEARCHBudget Template - page 1 of 2GRANT(For Internal Use.docxAASTHA76
Budget RESEARCHBudget Template - page 1 of 2GRANT(For Internal Use Only - see specific sponsoringTitle:Union County of Georgia cancer prevention programagency for the proper forms)Date:12-May-17RFA no.PI:Project Period:2017/2018Budget Period:2017-2018Year 1Field researchResearch assitants( Salaries & benefits)250,000Transport120,000Research tools( questionaires and interviews)50,000420,000Screening actvitiesLocal hospital staff service fees80,000Electricity consumed by equipment20,000Maintenace expenses40,000140,000MarketingNutrionists service fees150,000Local gym service15,000Formation of chamber fo commerce180,000Education workshops ( schools and community centers)50,000395,000
pasterme:
rate as of 7/1/05
subject to change
confirm with the SPH
Business Office
pasterme:
part-time student rate as of 7/1/04 subject to change confirm with the SPH Business Office
pasterme:
rate subject to change Please review all budgets with the SPH
Business Office.
Running head: COMMUNITY COALITION 1
COMMUNITY COALITION 3
Community Coalition
Kimberly Crawford
Kaplan University
January 8, 2018
Community Coalition
1. Choose 5 partnerships to engage and explain why you would invite each of these people//organizations to be a part of the coalition.
The creation of community health promotion and education programs takes into consideration several agencies or parties who help in the achievement of the desired health goals. Each of the partners will address its roles using different approaches depending on their area of expertise. This is an important factor to consider as different institutions address health promotion using different approaches and perspectives. The overall outcome from the contribution of every partner should be able to restore and promote the physical, emotional, spiritual, psychological, and social wellness of the community in relation to the health issue being suffered (Minelli, & Breckon, 2009). Chronic diseases are currently the leading causes of death in the community due to their complexity and the severe effects on human health. The community health promotion and education program will be provided by the ‘Health Concerns Coalition’ which will be made up of the following partners; community religious groups, Cancer Supportive Care Foundation, an association of cancer-survivor patients, nutritional organizations, and the local authority.
1. Cancer Supportive Care Foundation – This is an important part of the coalition as it will offer technical expertise in education and diagnosis of chronic diseases. The foundation team will include medical experts who will diagnose the community members of any chronic illnesses. Examinations for diseases such as breast cancer, prostate cancer, diabetes and blood pressure will be conducted by this partner as they will provide modern machines needed for the diagnosis of chronic illnesses.
2. Community religious groups – Community religious groups ca ...
Interested in sharing best practices within your organization?
Are you engaged in creating community health status reports? Are you interested in learning about how to improve health equity? The Equity-Integrated Population Health Status Reporting Action Framework can help health professionals at all levels identify and implement manageable steps for integrating equity into existing or new public health status reporting processes. The framework is suitable for use by health/public health staff, community organizations that provide local data, and academic researchers.
This framework was developed collaboratively by the six National Collaborating Centres for Public Health, building upon earlier work by the NCC for Determinants of Health.
To see the summary statement of this tool developed by NCCMT, click here: http://www.nccmt.ca/resources/search/240
The National Collaborating Centre for Methods and Tools is funded by the Public Health Agency of Canada and affiliated with McMaster University. The views expressed herein do not necessarily represent the views of the Public Health Agency of Canada.
NCCMT is one of six National Collaborating Centres (NCCs) for Public Health. The Centres promote and improve the use of scientific research and other knowledge to strengthen public health practices and policies in Canada.
Monitoring National Health Programs-A New Approach.pdfRPal5
"This exercise was planned to compile checklists of selected output indicators, which are often reported & can be compared to assess periodically the progress of National Health Programs. Five programs were selected for this initiative. The purpose is to use the analysis of information to plan & implement timely mid course corrections to improve the quality & efficiency of the programs. 26 Faculty members and Editorial team of 10 members from different medical colleges across India have volunteered their effort and time without any compensation to develop this document. As coordinator and member of this amazing team I would like to express my sincere appreciation and gratitude for each member. Dr Ravi Kiran Pal MBBS, MD, MPH Professor, Community Medicine"
Similar to Core Competencies for Public Health Professionals: Improving Health Teaching and Practice (20)
• Performance management overview and relevance to public health
• Turning Point Performance Management System Framework overview
• Turning Point Performance Management System Framework 2012 refresh
• Tools to help your organization assess performance management capacity
• Performance management resources
This presentation was given by Jack Moran from the Public Health Foundation at the 2011 NPHPSP Annual Training on Assessing and Building a Culture of Quality Improvement in Your Agency
This presentation was given by Julia Gray and Jack Moran from the Public Health Foundation at the 2011 NPHPSP Annual Training on Applying QI Techniques
Adv. biopharm. APPLICATION OF PHARMACOKINETICS : TARGETED DRUG DELIVERY SYSTEMSAkankshaAshtankar
MIP 201T & MPH 202T
ADVANCED BIOPHARMACEUTICS & PHARMACOKINETICS : UNIT 5
APPLICATION OF PHARMACOKINETICS : TARGETED DRUG DELIVERY SYSTEMS By - AKANKSHA ASHTANKAR
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
The Gram stain is a fundamental technique in microbiology used to classify bacteria based on their cell wall structure. It provides a quick and simple method to distinguish between Gram-positive and Gram-negative bacteria, which have different susceptibilities to antibiotics
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Local Advanced Lung Cancer: Artificial Intelligence, Synergetics, Complex Sys...Oleg Kshivets
Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Core Competencies for Public Health Professionals: Improving Health Teaching and Practice
1. Core Competencies for Public Health Professionals:
Improving Health Teaching and Practice
138th Annual APHA Conference, Denver CO
Tuesday November 9, 2010
8:30am - 10:00am MDT
Diane Downing, RN, PhD
Janet Place, MPH
Ron Bialek, MPP, CQIA
Pamela Saungweme, MPH
www.phf.org/link
2. Presenter Disclosures
Diane Downing, RN, PhD
Janet Place, MPH
Ron Bialek, MPP, CQIA
Pamela Saungweme, MPH
(1) The following personal financial relationships with commercial interests
relevant to this presentation existed during the past 12 months:
No relationships to disclose.
3. Overview
About the Council on Linkages Between Academia and
Public Health Practice
What are the Core Competencies for Public Health
Professionals?
Why three tiers instead of one?
Process for updating them
Users and Uses
Tools being developed to assist with use
Comments? We want to hear from you!!
4. PHF’s Mission
We improve the public’s health by
strengthening the quality and
performance of public health
practice.
Healthy Practices
Healthy People
Healthy Places
5. Council’s Mission
To improve public health practice and education by:
Fostering, coordinating, and monitoring links between academia and the public
health and healthcare community
Developing and advancing innovative strategies to build and strengthen public
health infrastructure
Creating a process for continuing public health education throughout one’s
career
Funded by CDC and HRSA
Staffed by PHF
6. Council on Linkages Between Academia and Public Health
Practice
American College of Preventive Medicine
American Public Health Association
The overall objective of the Association of Schools of Public Health
Council is to improve the Association of State and Territorial Health Officials
Association of University Programs in Health Administration
relevance of public health Association for Prevention Teaching and Research
education to practice and to Centers for Disease Control and Prevention
promote education throughout Community-Campus Partnerships for Health
one’s career Council of Accredited Masters of Public Health Programs
Health Resources and Services Administration
National Association of County and City Health Officials
National Association of Local Boards of Health
Grew out of the Public Health National Environmental Health Association
Faculty/Agency Forum National Network of Public Health Institutes
National Library of Medicine
Quad Council of Public Health Nursing Organizations
Society for Public Health Education
17 national organizations
7. The Core Competencies for Public Health Professionals
Are a set of skills desirable for the broad practice of public
health
Reflect characteristics that staff of public health organizations
may want to possess as they work to protect and promote
health in the community
Are designed to serve as a starting point for academic and
practice organizations to understand, assess and meet,
training and workforce needs
9. About the Core Competencies
Purpose: to help strengthen public health workforce development
Original set adopted (April 2001)
Specified skill levels
Difficult to measure—intentional
Decision to revisit every 3 years
Widespread use
Demonstrated benefits and validity
Workgroup formed in September 2007 to begin refining and updating
the Core Competencies
Consensus set of skills desirable for the broad practice of public health
Approved by 17 national organizations (academic & practice)
Extensive research went into their development
10. How we got where we are today…
Draft Tier 2 Core Competencies put up for public comment (June 2008)
Tier 2 Core Competencies adopted by Council on Linkages (June 2009)
Logical next step – entailed drafting Tier 1 and Tier 3 Core Competencies, and putting them up for
public comment (Fall 2009)
Public comment period for Tiers 1 and 3 (November—December 2009)
Extensive comment review process (February—April 2010)
Refinement and revision of Core Competencies by Workgroup (April 2010)
The Core Competencies Workgroup recommended to the Council:
Adoption of Tier 1 and Tier 3 Core Competencies, as well as minor changes to Tier 2
Permitting without a vote revisions to examples and footnotes embedded in individual
competencies to reflect changes in practice and experience with use of the Core Competencies
over time
Unanimous adoption by Council on Linkages (May 2010)
Special thanks to APHA members and others for providing feedback!!
Presently, tools are being developed to help practitioners use the Core Competencies
10
11. Why revise the original Core Competencies?
Response to major changes in public health (9/11, new technologies, aging
workforce etc.)
Desire to make them more relevant to practice
Wide spread use
State Health Departments (SHDs)
ASTHO reported in 2009 that more than half of the SHDs were
using the Core Competencies
Local Health Departments (LHDs)
NACCHO’s 2008 profile study noted that over 30% of LHDs are
using the Core Competencies
Academe
Results of a 2006 COL survey showed that over 90% of
academic public health programs use the Core Competencies
12. Other Core Competencies Power Users
CDC for competency development
HRSA’s Public Health Training Centers (PHTCs)
TRAIN affiliates
23 states
2 national organizations
Many public health disciplines
13. The Core Competencies are helping organizations
Develop
Job descriptions
Workforce competency assessments
Discipline-specific competencies
Training plans
Workforce development plans
Performance objectives
Curricula
Conduct
Curricula review and development
Performance reviews/evaluations
------
They can also help you prepare for accreditation
14. Future Uses
Accreditation
Core Competencies are incorporated into the Public Health
Accreditation (PHAB) Standards
Healthy People 2020 Objectives (Final Draft)
PHI–1: Increase the proportion of Federal, Tribal, State, and local public health
agencies that incorporate Core Competencies for Public Health Professionals into
job descriptions and performance evaluations.
PHI–2: (Developmental) Increase the proportion of Tribal, State, and local public
health personnel who receive continuing education consistent with the Core
Competencies for Public Health Professionals.
PHI–3: Increase the proportion of Council on Education for Public Health (CEPH)
accredited schools of public health, CEPH accredited academic programs, and
schools of nursing (with a public health or community health component) that
integrate Core Competencies for Public Health Professionals into curricula.
15. The New Core Competencies
Maintain the original 8 domain framework
Designed for Tier 1, Tier 2 and Tier 3 public health professionals
Follow rules for competency development:
One verb per statement
No internal modifiers
Each competency statement placed in one domain
Makes each competency more manageable
Makes each competency more measureable
17. Core Competencies Workgroup
Workgroup Chair
Diane Downing, Arlington Department of Human Services
Members
Joan Cioffi, Centers for Disease Control and Prevention
Mark Edgar, University of Illinois at Springfield
Kristine Gebbie, Center for Health Policy, Columbia University School of Nursing
John Gwinn, University of Akron
Lisa Lang, National Library of Medicine
John Lisco, Centers for Disease Control and Prevention
Jeanne Matthews, Georgetown University School of Nursing and Health Studies
Nancy McKenney, Wisconsin Department of Health and Family Services
Kathy Miner, Rollins School of Public Health, Emory University
Janet Place, NC Institute for Public Health, UNC Gillings School of Public Health
Yolanda Savage, National Association of Local Boards of Health
18. Competencies to Practice Toolkit Subgroup
Workgroup Chair
Janet Place, NC Institute for Public Health, UNC Gillings School of Public Health, NC
Members
Sonya Armbruster, Sedwick County Health Department, KS
Noel Barakat, Los Angeles Public Health, CA
Dawn Beck, Olmsted County Public Health Services, MN
Tom Burke, Johns Hopkins University School of Public Health, MD
Marilyn Deling, Olmsted County Public Health Services, MN
Joan Ellison, Livingston County Department of Health, NY
Rachel Flores, University of California - Los Angeles, CA
Linda Frazee, Kansas Department of Health and Environment, KS
Kari Guida, Minnesota Department of Health, MN
Louise Kent, Northern Kentucky Health Department, KY
David Knapp, Department of Health, Frankfort, KY
Lynn Maitlen, Indiana State Department of Health, IN
Kim McCoy, Minnesota Department of Health, MN
Nancy McKenney, Wisconsin Department of Health Services, WI
Beth Resnick, Johns Hopkins University School of Public Health, MD
Chris Stan, Connecticut Department of Public Health, CT
Lillian Upton-Smith, Arnold School of Public Health, SC
Judy Voss, Olmsted County Public Health Services, MN
20. Core Competencies tools
Purpose – to help practitioners meet their workforce development
needs
Tools under development
Domain definitions
Competencies to Practice Toolkit
Tools
Self assessment
QI techniques
Example
Job descriptions
Workforce development plan
Examples of how one can demonstrate competence
Develop more “e.g.s” to help practitioners understand what individual
competencies mean
Scenario-based assessment tool
21. Four tools we will discuss today
Examples of how one can demonstrate attainment of specific
competencies
Sample job description
360 assessment tool
Radar Chart
22. Your questions and comments are needed!!
Are these tools useful?
What’s missing from our tools?
What other tools should we be developing?
23. How can one demonstrate attainment of specific
competencies?
24. Example of how one can demonstrate competence
Analytical/Assessment Skills
Tier 1 Tier 2 (Mid Tier) Tier 3
1A1. Identifies the health status of populations 1B1. Assesses the health status of 1C1. Reviews the health status of populations
and their related determinants of health populations and their related and their related determinants of health
and illness (e.g. factors contributing to determinants of health and illness (e.g. and illness conducted by the
health promotion and disease prevention, factors contributing to health promotion organization (e.g. factors contributing to
the quality, availability and use of health and disease prevention, availability and health promotion and disease
services) use of health services) prevention, availability and use of health
services)
Given a particular geographic location, the Provided with a number of resources that Provided with the priority action plans from
professional is asked to search the Internet include current and historic population based the chronic disease and infectious disease
and published reports for population based chronic disease indicators, the professional branches of the public health agency, the
health indicators and select those that are is asked to propose priority actions for a professional is asked to assess the merits
associated with a community. community. and priorities of each for a community.
25. Example of how to demonstrate competence - Exercise I
Analytical/Assessment Skills
Tier 1 Tier 2 (Mid Tier) Tier 3
1A2. Describes the 1B2. Describes the characteristics of a 1C2. Describes the characteristics of a
characteristics of a population-based health problem (e.g. population-based health problem (e.g.
population-based health equity, social determinants, equity, social determinants,
problem (e.g. equity, social environment) environment)
determinants,
environment)
26. Example of how one can demonstrate competence
Communication Skills
Tier 1 Tier 2 Tier 3
3A5. Participates in the development of 3B5. Presents demographic, statistical, 3C5. Interprets demographic, statistical,
demographic, statistical, programmatic programmatic, and scientific programmatic, and scientific
and scientific presentations information for use by professional and information for use by professional and
lay audiences lay audiences
Given a data printout and draft manuscript During Public Health Week all program The state senate subcommittee on health
by a program director, the professional is managers are expected to do outreach into and community well-being is holding a
asked to reformat the material into a draft the community on their work. The hearing on the importance of public health
poster presentation for use at a public professional is asked to translate in the state. The public health profession is
health conference. population-based scientific data into a asked to prepare a five minute
th
presentation to 8 graders. presentation on the rationale for
population-based health.
27. Example of how to demonstrate competence - Exercise II
Communication Skills
Tier 1 Tier 2 Tier 3
3A1. Identifies the health literacy of 3B1. Assesses the health literacy of 3C1. Ensures that the health literacy
populations served populations served of populations served is
considered throughout all
communication strategies
29. Competency assessment tool
Purpose - to help individuals and organizations assess gaps in skills
and knowledge, and meet training needs
Will have a 360° review
Self assessment
Peer review
Supervisor review
33. Typical components of a job description
Overall position description with general areas of responsibility listed
Essential functions of the job described with a couple of examples of
each
Required competencies (about 5-10)
Required education and experience
A description of the physical demands
A description of the work environment
Organization and process may vary, but these components give the
employee clear direction
35. State Health Officer (SHO) Job Description
Purpose of exercise – to help you give your Governor direction about
what to look for when selecting a candidate for this position
How will we accomplish this?
Review the Core Competencies
Determine 5-10 Core Competencies that someone in this
position needs to have
36. State Health Officer (SHO) Job Description
Position Summary:
The SHO will report to the Governor of X State. The ideal candidate
for this position should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
38. How can one define QI in Public Health?
Quality Improvement in Public Health is characterized by the use of a
deliberate and defined improvement process, such as, Plan-Do-Check-Act,
that is focused on activities leading to improved population and individual
health
It refers to a continuous and ongoing effort to achieve measurable
improvements in the efficiency, effectiveness, quality, performance, and
outcomes of services or processes with the goal of improving the health of
the community
Accreditation Coalition Quality Improvement Subgroup Consensus Agreement on 3/26/09
Les Beitsch, Ron Bialek, Abby Cofsky, Liza Corso, Jack Moran, William Riley and Pamela Russo
40. Radar Chart (Spider Chart/Star Chart) is…
(
A graphic that can depict strengths and weaknesses together
Circular graph used primarily as a data comparison tool
Can also be displayed as a polygon
Unlike most other chart types, does not plot an X value
Gives a clear concise picture of current and desired future states
Consensual picture – captures the group agreement
42. Radar Chart Example - Olmsted County, MN
Financial Planning
Cultural Competency
Analytical-Assessment
Leadership
Communication
Public Health Sciences
Development/Program Planning
Outer ring = Outer ring = Advanced
Advanced
Community Dimensions Middle ring = Knowledgeable
Middle ring = Knowledge
of Practice Skills Inner ring = AwarenessAwareness
Inner ring =
44. Radar Chart Construction
Draw a circle and divide it into as many spokes as they are
categories to chart
Best not to have more than 8 categories since more make it difficult
to visualize
45. Radar Chart Construction
Determine the measurement scale
The farther from the center the better the score
Types of measurement scales:
quantitative (e.g. 1-5)
qualitative (e.g. SA, A, D, SD)
46. Radar Chart – Measurement Scale
5
SD—Strongly Disagree
D—Disagree
A—Agree 4
SA—Strongly Agree
3
2
0—Nothing In Place 1
1—Investigating
2—Minimal
3—Basics Are In Place
4—Using It On Selected
Projects
5—Agency-Wide Use With SD
Good Results
D
A
SA
47. Radar Chart Construction
Show the range of scores on each measurement criteria
– see where the consensus score came out
Connect the scores and a pattern will develop
48. Radar Chart Example
A
A public health agency decided to 5
rate itself on how well it was doing
on Performance Management. The 4
agency rated itself using a (0-5)
quantitative scale, where: 3
0 =(nothing in place) Range
5= (outstanding) 2
Why
The agency rated itself on the 1
four criteria below:
A. Performance Standards D B
B. Performance Measures
C. Reporting of Progress
D. Quality Improvement
C
49. Radar Chart Example
A
5
The public health agency
came up with an 4
improvement goal for
the next 12 months and 3 How
added it to their radar
chart. 2
1
D B
Gap
C
50. Competencies Skills Radar Chart
1
1. Analytic/Assessment Skills
2. Policy Development/ 5
Program Planning Skills
3. Communication Skills 8 4
4. Cultural Competency Skills 2
5. Community Dimensions 3
of Practice Skills
6. Basic Public Health
2
Science Skills
7. Financial Planning &
Management Skills 1
8. Leadership and Systems
Thinking Skills 7 3
• 1 – Low Skills
• 3 – Medium Skills
6 4
• 5 – High Skills
5
51. Once you’ve set your goal
Revisit this chart on a regular basis and plot
improvement gains
Also, observe if the gap is closing between the current
and desired future states
52. The Radar Chart can help you and your team
Develop a baseline
Obtain a visual consensus
Capture the range of feelings or perceptions of team members
Identify areas for improvement
Identify areas of excellence
Visually show improvement goals and performance gaps
53. Recap – Summary of tools
We’ve discussed 4 tools that are under development:
Examples of how one can demonstrate attainment of specific
competencies
Sample job description
360 assessment tool
Radar Chart
What else is needed?
54. Next Steps
Continue to develop tools
Provide tools online
We will keep the public health community informed
Join our Council “Friends list” to keep track of our progress
Send additional feedback to psaungweme@phf.org