Progress in Community Health Partnerships-Research Education and Action最新文献

Background: Greater cultural and linguistic diversity in mindfulness is needed.

Objective: This participatory evaluation project created mindfulness practice videos in sign language by way of partnerships across health care teams at the University of Rochester Medical Center and with Deaf community members.

Methods: A review team provided feedback on video rehearsals from mindfulness practice facilitators, then formal filming of loving kindness, mindful sitting (grounding), mindful movement, mindful walking, mindful sitting (breathing), and body scan videos occurred. Video edits from further iterative review were completed post-production.

Lessons learned: Suggestions were made to ease the burden of translation from English to sign language, foster understanding of the video rehearsal feedback, and improve the overall clarity and aesthetics of the final videos.

Conclusions: To ensure materials are well-received by diverse audiences who access language visually, development and production requires interdisciplinary collaboration across invested health care teams and extensive project engagement, input, and leadership from community members.

Background: Despite the essential role of Area Agencies on Aging (AAAs), a national network of agencies that help older adults age in place, there is low awareness and utilization of their community resources among primary care providers for their older patients.

Objectives: We describe a partnership between an academic institution and two Washington State AAAs and the development, implementation, and feasibility of an "AAA practicum," a novel community-based experiential training opportunity for primary care trainees to increase awareness and understanding of community-based resources for older adults.

Methods: AAAs and academic geriatricians collaborated to develop the practicum curriculum which includes orientation, experiential visits, and debriefs with AAA staff. The practicum was evaluated via qualitative and quantitative analysis of participant surveys.

Conclusion: A community-academic partnership can be leveraged to successfully design, implement, and sustain a curriculum that teaches primary care trainees how to effectively help older adults age in place. Seventy-seven trainees completed the practicum including family medicine residents, advanced practice nursing students, and geriatric medicine fellows. Trainees described feeling empowered to connect their patients to AAA resources. Aging in place can be supported via partnerships across clinical and community organization silos, and these same partnerships can be leveraged to support curricula for future primary care providers.

Background: Mental health concerns affect millions of Americans annually; further exacerbated by the Covid-19 pandemic. Rural areas face unique challenges due to limited access to mental health care, augmented by social disparities and cultural stigma.

Methods: Leveraging partnerships with local organizations, this project implemented the Empower training program to equip community members with skills and resources to identify and respond to mental health crises.Outcomes and Lessons Learned: Post-intervention survey results showed improved knowledge and confidence among participants in mental health crisis intervention. Lessons learned included the importance of involving trusted community members in marketing and program design, the value of partnerships in bringing mental health training into community spaces, and the use of low-cost, pre-existing resources to support sustainability.

Conclusions: Programs that train community members to recognize and respond to mental health crises and promote mental health resources can help address limited mental health resources in rural communities.

At the request of the farmworker advocacy group, Campesinos Sin Fronteras (CSF) in Yuma County, Arizona, we created fotonovelas (comic books) to provide information and education to farmworkers and their families on the prevention of exposures to pesticides in the home. Our process included an informal needs assessment, the creation of draft scripts in English and Spanish, the recruitment of student artists to draw candidate fotonovelas, the review of fotonovelas by promotoras de salud (community health workers), and review by a focus group of farmworkers. These efforts resulted in the production of two fotonovelas for distribution to farmworkers and established a framework and process for future educational and training programs to reduce pesticide exposures on the U.S.-Mexico border. These fotonovelas can be adapted to reduce pesticide exposures in the home for other agricultural communities.

Background: Autism prevalence is rising, leading to increased initiatives and research, yet autistic individuals are not always included. The Philadelphia Autism Project was developed by people with lived experience, community input and multi-system stakeholders.

Objectives: To examine the development, key partnerships, lessons learned and impact of a citywide autism project using an ecological framework and community-academic approach.

Methods: The Philadelphia Autism Project was developed using a community-academic partnership approach, engaging autistic individuals, families, and multi-system stakeholders. An ecological framework guided the analysis of stakeholder roles, governance structures, and sustainability efforts to assess the project's implementation and impact.

Lessons learned: Four key lessons emerged: (1) mobilize diverse champions, (2) plan for sustainability, (3) dedicate time to foster trust, and (4) ensure collaborative governance and power sharing.

Conclusions: The Philadelphia Autism Project model fostered meaningful collaborations to support autistic individuals from an ecological framework and offers an approach for replication.

Background: Latinx persons are America's largest and fastest-growing ethnic minority, however they are at risk for poor academic and health outcomes. The challenges presented by urbanization are best addressed by collaborative community partnerships.

Objectives: Share implementation and preliminary results of a partnership-driven program for positive youth development of at-risk youth.

Methods: The YES! Sí Se Puede project aimed to reduce academic and health disparities among Latinx youth through a university-middle school-community organization alliance. A sample of 134 middle school students (across three cohorts) from southern California participated in a youth development intervention across 1 year (2010-2013). Data were collected at baseline, post-program, and 6-month follow-up.

Results: Computer knowledge (P = 0.006), academic self-esteem (P = 0.010), and friend social support for physical activity (P = 0.002) significantly increased.

Conclusions: Although data show partial success, the long-term investment of attention and quality programming for underserved youth and families will likely provide benefits for years to come.

Background: Health research in Canada has insufficiently engaged African, Caribbean, and Black (ACB) people, yielding under-representation of their priorities and unmet health needs.

Objective: To understand research experiences and priorities among ACB people in British Columbia.

Methods: Cross-sectional data from an online survey was summarized using descriptive statistics. Content analysis was used for open-ended text responses. Data collection and analysis was conducted with ACB community partners.

Results: Of 56 respondents, 50.0% were aged 16 to 25 years; 78.6% identified as women. Although only 42.9% had previous research experience, 91.1% were willing to participate. Participation barriers included time constraints (53.1%) and mistrust (30.6%). Facilitators included perceived benefits to ACB individuals/communities (83.9%) and opportunities to share perspective(s) (60.7%). Research priorities included mental health, substance use, and sexual and reproductive health.

Conclusion: Findings highlight ACB individuals' willingness to participate in health research, while identifying participation barriers and facilitators. Researchers must build trust through anti-racist community engagement efforts.