The Michigan Department of Community Health and Early Childhood Investment Corporation are providing $1,500 grants to 30 early learning programs to implement the Nutrition and Physical Activity Self-Assessment for Child Care (NAP SACC) program. NAP SACC helps programs improve nutrition, physical activity, and wellness policies through self-assessment and technical assistance. Eligible programs must serve low-income 0-5 year olds and participate in state quality initiatives. Grantees will complete self-assessments, develop action plans, and implement policy changes with support from NAP SACC consultants over a 9 month period.
This video is meant for Extension educators to demonstrate the feasibility and usefulness of an Extension program and Evaluation Strategy that is based on specific goals. This presentation is a basic version and we have much more information that is part of continuous improvement in the slideshow. We will share other presentations with more information - so this is just the beginning! For program evaluation/monitoring questions, call 251-331-8416 or email bugdoctor@auburn.edu. For looking at some of my IPM Program evaluation publications, visit www.aces.edu/go/87 and click on 'IPM Evaluation Toolkit' in the menu. Thank you.
This video is meant for Extension educators to demonstrate the feasibility and usefulness of an Extension program and Evaluation Strategy that is based on specific goals. This presentation is a basic version and we have much more information that is part of continuous improvement in the slideshow. We will share other presentations with more information - so this is just the beginning! For program evaluation/monitoring questions, call 251-331-8416 or email bugdoctor@auburn.edu. For looking at some of my IPM Program evaluation publications, visit www.aces.edu/go/87 and click on 'IPM Evaluation Toolkit' in the menu. Thank you.
Web Ex Training for Dietetic internship with DASAmanda Vasi
This presentation served as an Orientation training for the dietetic interns apart of the partnership internship program with the Department of Public Health and Division of Aging at Georgia Department of Human Services. Allison Bernal and I developed and recorded this presentation via WebEx.
This powerpoint was presented by WSP Senior Sanitation and Hygiene Specialist, Yolande Coombes,during AfricaSan 3 (Kigali, Rwanda - 2011) under the "Global and Africa Experience in Scaling Up Rural Sanitation" session.
This session provided guidance to policy makers and programmers by sharing evidence, recent results and lessons regarding how to scale up effective and promising approaches such as CLTS and Sanitation Marketing.
Primary Care Behavioral Health Consultation ServicesMichael Terry
presentation at APNA 2011 Conference in Anaheim CA. Looks at development of a consultation service, the ed/training required and an example of a curricula to address this at the DNP level.
Running head DIVERSITY AND MULTICULTURALISM IN HEALTH CARE .docxsusanschei
Running head: DIVERSITY AND MULTICULTURALISM IN HEALTH CARE 1
DIVERSITY AND MULTICULTURALISM IN HEALTH CARE
1
Diversity and Multiculturalism in Health Care
Kimberly Crawford
Kaplan University
November 28, 2016
Diversity and multicultural perspectives are vital in the health education and public health fields in that it allows people to recognize interdependence and focus their ideas with a group other than their own. Additionally, it utilizes the patient's culture and language as tools to advance the results for that individual. According to the American Academy of Family Physician (2014), diversity and multiculturalism create a health care setting that appreciates diversity people feel welcome, appreciated, and allow medical professionals and organization to instil multiracial viewpoints into their strategy, plan and execute quality focused health initiative to all members of the community.
In general, embracing cultural diversity and multiple perspectives before starting an intervention program is vital to the provision and improvement of the overall quality of care delivery. It is, therefore, important to consider multiple perspectives before starting an intervention because diversity in the target audience and the program participants has ramifications regarding the things measured, the data collected as well as how the data is collected. For instance, before the program, one needs to consider factors such as nationality, race, and culture because, in some situations, race has been associated with some specific genetic diseases such as sickle cell anemia, and some lactose intolerance, which can influence the intervention outcomes (Issel, 2004). According to Issel, factors like physical characteristics of the population and community may affect the decisions during the planning and later during program evaluation. Furthermore, it is important to consider multiple perspectives before the program because program participants may bring their culture to the program in ways that may influence the intervention and its effectiveness.
Goal 1 could be applied to a diverse population; however, the goals need to be modified to be culturally inclusive. Different cultures have different foods and therefore to ensure that the participating population adheres to the program, the plan should state precisely the foods to be taken during the intervention to ensure successful outcomes. The second goal involves preventing obesity among children through childcare and schools. This goal can be implemented within a multicultural population however in needs some modification to get the best results. Different families have various methods of nurturing their children, and different meals could have an effect on the health of the child. As a result, the program needs to begin by educating families on some of the best ways to nurture their children especially the foods they feed their babies at an early stage. The ...
Everyone should have access to clean water, but unfortunately, this is not the case. How can you identify opportunities for water cooperatives? We have a successful record of maximizing in-country products and stimulating local economies in our projects, and we can help you with your grants and training. Let's work together to create safe communities for all.
Web Ex Training for Dietetic internship with DASAmanda Vasi
This presentation served as an Orientation training for the dietetic interns apart of the partnership internship program with the Department of Public Health and Division of Aging at Georgia Department of Human Services. Allison Bernal and I developed and recorded this presentation via WebEx.
This powerpoint was presented by WSP Senior Sanitation and Hygiene Specialist, Yolande Coombes,during AfricaSan 3 (Kigali, Rwanda - 2011) under the "Global and Africa Experience in Scaling Up Rural Sanitation" session.
This session provided guidance to policy makers and programmers by sharing evidence, recent results and lessons regarding how to scale up effective and promising approaches such as CLTS and Sanitation Marketing.
Primary Care Behavioral Health Consultation ServicesMichael Terry
presentation at APNA 2011 Conference in Anaheim CA. Looks at development of a consultation service, the ed/training required and an example of a curricula to address this at the DNP level.
Running head DIVERSITY AND MULTICULTURALISM IN HEALTH CARE .docxsusanschei
Running head: DIVERSITY AND MULTICULTURALISM IN HEALTH CARE 1
DIVERSITY AND MULTICULTURALISM IN HEALTH CARE
1
Diversity and Multiculturalism in Health Care
Kimberly Crawford
Kaplan University
November 28, 2016
Diversity and multicultural perspectives are vital in the health education and public health fields in that it allows people to recognize interdependence and focus their ideas with a group other than their own. Additionally, it utilizes the patient's culture and language as tools to advance the results for that individual. According to the American Academy of Family Physician (2014), diversity and multiculturalism create a health care setting that appreciates diversity people feel welcome, appreciated, and allow medical professionals and organization to instil multiracial viewpoints into their strategy, plan and execute quality focused health initiative to all members of the community.
In general, embracing cultural diversity and multiple perspectives before starting an intervention program is vital to the provision and improvement of the overall quality of care delivery. It is, therefore, important to consider multiple perspectives before starting an intervention because diversity in the target audience and the program participants has ramifications regarding the things measured, the data collected as well as how the data is collected. For instance, before the program, one needs to consider factors such as nationality, race, and culture because, in some situations, race has been associated with some specific genetic diseases such as sickle cell anemia, and some lactose intolerance, which can influence the intervention outcomes (Issel, 2004). According to Issel, factors like physical characteristics of the population and community may affect the decisions during the planning and later during program evaluation. Furthermore, it is important to consider multiple perspectives before the program because program participants may bring their culture to the program in ways that may influence the intervention and its effectiveness.
Goal 1 could be applied to a diverse population; however, the goals need to be modified to be culturally inclusive. Different cultures have different foods and therefore to ensure that the participating population adheres to the program, the plan should state precisely the foods to be taken during the intervention to ensure successful outcomes. The second goal involves preventing obesity among children through childcare and schools. This goal can be implemented within a multicultural population however in needs some modification to get the best results. Different families have various methods of nurturing their children, and different meals could have an effect on the health of the child. As a result, the program needs to begin by educating families on some of the best ways to nurture their children especially the foods they feed their babies at an early stage. The ...
Everyone should have access to clean water, but unfortunately, this is not the case. How can you identify opportunities for water cooperatives? We have a successful record of maximizing in-country products and stimulating local economies in our projects, and we can help you with your grants and training. Let's work together to create safe communities for all.
COLLEGE OF NURSING AND PUBLIC HEALTH MASTER OF PU.docxaryan532920
COLLEGE OF NURSING AND PUBLIC HEALTH
MASTER OF PUBLIC HEALTH PROGRAM
PRACTICUM PACKET
See suprograms.info for program duration, tuition, fees and other costs, median debt, salary data,
alumni success, and other important info.
Version History:
September 2014
Version 2.0 December 2015
Master of Public Health Practicum Packet 1
http://www.southuniversity.edu/programs-info/default.aspx
TABLE OF CONTENTS
Welcome Message ........................................................................................ 3
Master of Public Health Overview ................................................................ 3
Program Accreditation .................................................................................. 5
Master of Public Health Practicum in Public Health ...................................... 5
Objectives of the Practicum Experience ........................................................ 6
General Information for Students ................................................................. 6
Identify a Practicum Site and Preceptor ................................................. 6
Submit the Practicum Proposal Form for Approval ................................. 6
Complete and Submit the Practicum Learning Agreement ..................... 7
Confirm Affiliation Agreement Approval and Execution ......................... 7
Complete Practicum Requirements and Submit Practicum
Requirements Checklist .......................................................................... 7
Complete Trainings and Certifications .................................................... 8
Practicum Activity Log ............................................................................ 9
Practicum Evaluations .......................................................................... 10
Written Report and Oral Presentation .................................................. 10
Responsibilities of the Student, Preceptor and Course Faculty ................... 11
Student Responsibilities ....................................................................... 11
Preceptor Qualifications ....................................................................... 12
Preceptor Responsibilities .................................................................... 12
Practicum Course Faculty Responsibilities ............................................ 13
Precepted Course Policy ....................................................................... 13
South University Practicum Guidelines ................................................. 14
APPENDICES ................................................................................................ 15
Contact Information ................................................................................... 16
Examples of Practicum Agencies/Organizations.......................................... 17
Master of Public Health Practicum Proposal ............................... ...
Theory-based Nutrition Education ProgramPart 1 Using your Unit 5 .docxsusannr
Theory-based Nutrition Education Program
Part 1: Using your Unit 5 project as a base, prepare a 12-15 page paper using the outline below. You should also review the information on the NCHEC site using the instructions below to ensure you have included adequate details in your project.
National Commission for Health Education Credentialing, Inc. (NCHEC)
http://www.nchec.org/
Select Health Education Credentialing.
Click on Responsibilities and Competencies.
Read the Responsibilities and Competencies of Health Educators.
Analyze Food and Health Behaviors, Assets, and Needs to State Program Behavioral Goals (Step 1)
Identify high-priority health issues and primary intended audience
Identify high-priority health behaviors contributing to the selected issues
Statement of the program’s behavioral or action goals
Identify Personal and Environmental Mediators of Change (Step 2)
Description of the socio-cultural audience in which your audience lives
List of current behaviors, practices, and environmental factors that are assets
List of thoughts, feelings, and skills that potentially mediate audiences motivation to act
List of potential actions for the program to take to provide environmental and policy supports
Description of audience characteristics and list of resource considerations
Integrating Theory, Research, and Practice (Step 3 and Step 4)
Program theoretical model
Statement of philosophy of nutrition education
Statement of personal perspective on nutrition content and issues
List of program components
Nutrition education program objectives for all components
Design Nutrition Education (Step 5)
List general educational objectives for each session
Describe the overall design plan for the session in the form of a matrix that links mediators, objectives, and activities
Write the narrative educational plan that translates the matrix into a form ready for teaching and presenting
Discuss how learning style research will be used for implementation of program
Include the two pieces of nutrition education material designed for the program – one visually based and one text-based to be delivered using the Web
Include the resource list that you developed
Implement Nutrition Education
Describe implementation plan for delivering the nutrition education program via the Internet and in a face to face setting
Including implementation timeline
Evaluate Nutrition Education (Step 6)
Diagram of conceptual framework for program evaluation
Indicators of and measures for evaluating individual level changes
Description of and hotlink to three surveys created to evaluated the three levels of change (mediators, behaviors, health outcomes)
Discussion of how the program and evaluation data could contribute to research in the field
How will you communicate your research findings to key stakeholders and community members?
Nutrition Educators as Change Agents
Explain the major roles and responsibilities of nutrition education professionals in planning, implementing, evaluati.
Draft evaluation plan provided to client that contains a summary, evaluation needs, evaluation content, purpose, evaluation model design, and evaluation schedule
Final Project PresentationMentoring ProgramGroup Number AB.docxlmelaine
Final Project Presentation
Mentoring Program
Group Number A/B/C etc
20 minutes per team.
Project Team
Names of all teams
Business Case & Charter Statement (2-3 slides)
A good business case is credible and compelling. It provides qualitative and quantitative cost-benefit analysis information.
Charter launches the project
Why the Program?
What are the benefits?
Program Life Cycle (details 2 slides)
Structure of the Program
5
Program Oversight and Governance
6
Program Oversight
Management Review
Financial Review
Senior Management
Program Steering
Committee
Program
Management Team
Project Stage Gate Reviews
Major Program Review
Program Management Plan Review
Project Stage Gate Reviews
Monthly Program Review
Describe the Key points from Report
Risks (3 risks max)
Budget – Estimated (or show that from MeisterPlan)
Communication etc
Project Overview
Role of projects
Milestones – MeisterPlan Reports
Boston University
MET AD 646 Program Management
Summer II 2019
YOUR LO
Program Plan Elements:
No One Goes Hungry
Alan Brou
Suhui Liu
Linrui Liu
Qizhen Li
07/24/2019
Final Version
Executive Summary
This report outlines our program on the topic about a charitable activity. As graduate students, our team members are also thinking about what we can do for the society. Fortunately, one of our team members was involved in a public welfare project several years ago, which was about collecting food and daily supplies for the poor. The serious phenomenon of poor community intrigued our program management team due to our connection with the concept.
To address this issue, our team decided to develop and launch a website that is designed to make our task easier. In order to operate and promote the website to be well known in the country or even in the world, we need to do some projects include fundraising, recruitment of volunteers, community service and marketing. This report will also take into consideration all risks that we may encounter during the program. We are confident that all those risks will be hedged using appropriate strategies.
Introduction to the Program Plan
In this report, you will find our initial summary of the following using the Smartsheet Templates:
Business Case
A good business case is credible and compelling. It provides qualitative and quantitative cost-benefit analysis information.
Program Master Calendar
Easily communicate milestones and important meetings across multiple projects. With the Program Master Calendar, it is easy to keep items up to date, share the latest schedule with stakeholders
Program Management Charter
A good charter not only establishes the scope, goals, and budget of the PMO, but also stimulates discussion.
Program Governance Structure
Documenting a program’s governance structure helps stakeholders understand the program's methodologies, frameworks and context for how decisions are made.
Program Milestones
This template can be used t ...
SUN Civil Society Learning Route: innovation plan submitted by the National Civil Society alliance. More info: http://suncivilsocietynet.wixsite.com/learningroute/rwanda-learning-route or contact C.Ruberto@savethechildren.org.uk
Contribution of Multiple Assessment Methodologies in a Theory-driven Evaluati...JSI
Poster from the Innovations for MNCH Initiative team at the 2015 Evaluation Conference, summarizing research methods for evaluating the impact of an mHealth intervention with frontline health workers in five districts in Ghana.
Learn more about the project at http://www.innovationsformnch.org
1. Obesity Prevention Funding Opportunity for
Early Learning and Development Programs
Request for Applications
The Michigan Department of Community Health’s Cardiovascular Health, Nutrition and Physical
Activity Section (MDCH) and the Early Childhood Investment Corporation (ECIC), are pleased to
announce a new early childhood obesity prevention grant opportunity utilizing the Nutrition and
Physical Activity Self-Assessment for Child Care (NAP SACC).
Background
The Nutrition and Physical Activity Self-Assessment for Child Care (NAP SACC) is a research-tested
intervention designed to improve the nutrition and physical activity environment, policies and
practices through self-assessment and targeted technical assistance. Goals of the program are to
improve nutritional quality of food served, amount and quality of physical activity, staff-child
interactions, and center nutrition and physical activity policy. NAP SACC uses an organizational
assessment of 14 areas of nutrition and physical activity policy, practices and environments to identify
the strengths and limitations of the child care facility. The self-assessment answers help early
learning and development program staff to set goals for change, and develop plans for follow-up
actions to improve practice.
Eligibility Criteria
All Michigan early learning and development programs serving 0-5 year old children with high-need in
licensed centers are eligible to apply for this funding opportunity. High-need children are those who
are from low-income families or otherwise in need of special assistance and support, including
children who have disabilities or developmental delays, who are English learners, who are migrant,
homeless, or in foster care or who reside on "Indian lands", as that term is defined by Section 8013(6)
of the Elementary and Secondary Education Act, of 1965.
Funding Availability
30 early learning and development programs (hereafter “Programs”) will be awarded $1,500 each.
Awardees will be notified on or before December 14, 2012.
RFA Technical Assistance
Please submit questions pertaining to the application process to gilmoreL@michigan.gov.
Funding
Priority will be given to applicants participating in Great Start to Quality, having strong administrative
support and stating health and/or obesity prevention as part of their mission or vision. The contract
period will be January 1, 2013 – September 30, 2013. Funds will be dispersed at regular intervals
throughout the funding period dependent upon successful completion of grant requirements.
Grant funds MUST be used by the Program to implement policy and environmental changes
documented in the action plan focused on improving nutrition and increasing physical activity. Grant
funds may NOT be used to purchase any of the following:
1. Equipment such as large appliances and building structures, for example, ranges,
refrigerators, steam tables, construction materials, etc.
2. Food served to children in care during regular food service
3. Memberships or subscriptions
2. 4. Staff time (salaries) or contractual services
Grant Requirements for Early Learning and Development Programs
1. Communicate with the NAP SACC Consultant at your Resource Center on an ongoing basis
for support and technical assistance throughout the grant period.
2. Coordinate 1-2 NAP SACC workshops with the NAP SACC Consultant.
3. Complete the NAP SACC self-assessment by January 25, 2013.
4. By February 4, 2013:
a. Meet with your NAP SACC Consultant to review the results from the NAP SACC initial
self-assessment.
b. Develop an action plan for your Program and include AT LEAST THREE (3) specific
goals to make policy, practice and environmental changes in your action plan, including:
one policy, practice or environmental change aimed at increasing physical
activity (example: increasing physical activity or screen-time reduction)
one policy, practice or environmental change aimed at improving nutrition
(example: breastfeeding support or making drinking water visible and available)
one policy, practice or environmental change of your choice
5. Action steps to implement the policy, practice and environmental changes outlined in the
action plan should begin no later than February 11, 2013, with continuous quality
improvement, communication with staff and engagement of families.
6. Complete the NAP SACC self-assessment again to determine where improvements have or
have not been made (repeat self-Assessment). Revise action plan accordingly by June 30,
2013.
7. Develop, at minimum, two (2) success stories that reflect NAP SACC action plan successes by
August 12, 2013.
8. Submit copies, at various intervals during the funding period, of:
a. Completed initial self-assessment
b. Completed action plan
c. Completed repeat self-assessment
d. Progress report on action plan
e. Documentation of policy, practice and environmental changes made as written policies,
(cycle menus, handbooks, snack menus, lesson plans, etc.)
f. Workshop evaluations
g. Photographs, submitted electronically, of children engaging in healthy behaviors for
which appropriate releases have been documented.
h. Two (2) success stories
9. Participate in and assist with coordination of feedback interviews and/or surveys with Program
staff and families/parents.
Support for Grantees
1. MDCH and ECIC will facilitate NAP SACC Consultant training.
2. MDCH will provide technical assistance to NAP SACC Consultants, ensuring their capacity to
provide targeted technical assistance to Program grantees.
3. MDCH and ECIC will coordinate monthly conference calls with grantees and NAP SACC
Consultants to communicate project updates, provide technical assistance and provide a forum
for grantees to participate in a learning community.
4. The NAP SACC Consultant will:
Provide an overview of grant requirements, a general overview of the NAP SACC program
and more specific information on the self-assessment tool to participating Program
Director(s) by January 11, 2013.
Assist with action planning based on self-assessment answers, due by February 4, 2013.
3. Deliver 1-2 ready-to-use workshops (30-40 minutes each) to the facility staff and, if
requested, families by June 30, 2013.
Maintain monthly contact with the Program Director to provide technical assistance during
the initial self-assessment process, action plan updates and implementation, and repeat
self-assessment.
Assist the Program Director in writing and submitting two (2) success stories.
Participate in monthly scheduled grant calls with ECIC and MDCH.
Submit an updated Program Monitoring Guide monthly for each Program to MDCH.
Participate in feedback interviews and/or surveys for evaluation purposes.
How to Apply
Complete and submit Request for Applications (RFA) by Friday, November 30, 2012.
To request consideration for project funding the following steps are required:
Complete the ONLINE Request for Applications: “Obesity Prevention Funding Opportunity for
Early Learning and Development Programs”, including a letter of commitment from the Director
of the licensed Program. Please review your application carefully as incomplete applications
will not be considered.
Print TWO (2) copies before submitting your completed online application.
An original, printed copy of your completed application and the signed letter of commitment
must be received by Friday, November 30, 2012 at the following address:
Lonias Gilmore
Michigan Department of Community Health
PO Box 30195
Lansing, MI 48909
Applicants will be notified by email before the review process begins.
Please direct questions and concerns regarding this RFA to Lonias Gilmore
(gilmoreL@michigan.gov OR 517 373-3021).