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

The development and use of a tool to assess the partnership between academic researchers and community members is a critical strategy toward maintaining and strengthening the partnership. The Centers for Disease Control and Prevention-funded Morehouse School of Medicine Prevention Research Center (MSM PRC) has worked cooperatively with the communities in which its research is being conducted through the Center's Community Coalition Board (CCB). The CCB and the MSM PRC collaboratively worked together to develop and enhance the CCB's satisfaction survey (CCB satisfaction survey). The CCB satisfaction survey is a 48-item assessment that evaluates the functionality of the CCB over a 12-month period. Results of the satisfaction survey are presented to the CCB and recommendations from the CCB are developed on how to improve members' experience and participation over the next year. This process illustrates the importance of community engagement and aids in further empowering the CCB and enhancing its ongoing partnership with the MSM PRC.

Background: A longstanding community-based participa-tory research center designed Project Health Equity via Advocacy for Resources in Detroit (HEARD) to enhance the capacity, collective power, and impact of community-based organizations-working in partnership with academics-to advance policy change for health equity in their communities.

Objectives: We describe how Project HEARD supported community-academic teams to develop policy advocacy campaigns that included 1-year goals for equity-focused change.

Methods: Project HEARD had the following main components: a cohort of community-academic teams, policy change workshops, policy advocacy grant, mentoring by community-academic pairs, and online strategy sessions.

Lessons learned: Supporting community-driven policy change requires recognizing and building on teams' contexts, history, and expertise; tailoring support for teams with diverse policy experiences; and identifying additional ways to support sustainability.

Conclusions: Project HEARD's approach and initial lessons learned can inform projects in diverse contexts aiming to amplify community-led policy change to support health equity.

Background: Researchers often fail to disseminate their results to the communities they study. Meanwhile, youth in historically marginalized communities face barriers that reduce their likelihood of becoming researchers themselves.

Objectives: To bridge this research-community divide by creating the Chelsea Research Festival, an annual poster fair held at a public high school in the majority-Latinx city of Chelsea, Massachusetts.

Methods: The festival is co-planned by academics and community-based organizations. Posters may be either about Chelsea or conducted by Chelsea community members, including youth.

Lessons learned: Buy-in from local organizations, especially the school district, has been key to success. Youth present their own posters alongside academics', and report that the experience is meaningful. Persistence and consistency will be necessary to increase participation in the festival and engage harder-to-reach groups.

Conclusions: Community events like the Chelsea Research Festival may be a useful model for strengthening trust and engagement between academia and communities.

Background: Schools are rich sites for collaborations between health and educational sectors.

Objectives: To identify lessons learned from formation of a community-academic partnership and application of community-based participatory research (CBPR) to develop a model that integrates community health workers into schools.

Methods: Individuals from an academic medical center, a large public school district, and a community-based research institute applied CBPR principles to reimagine schools as a place for improving the health of children.

Lessons learned: Three lessons emerged. Leveraging each team member's expertise centered the partnership on community strengths, co-learning, and stakeholder engagement. Adherence to CBPR's principles of power sharing and equity helped navigate the challenges of collaboration between large institutions. Early focus on sustainability helped address unexpected issues, build capacity, and boost advocacy.

Conclusions: This partnership demonstrates how CBPR fosters conditions in which equitable partnerships between research institutions and public schools can thrive to promote childhood health.

Objective: There is a scarcity of research on sexual health education among women in South Asian diasporic communities in Canada, resulting in a need for designing culturally relevant approaches to teach about sexual health and HIV prevention, seen as taboo topics. This community-based research study was designed to determine the effectiveness of using culturally relevant stories as a model for sexual health education for South Asian immigrant women (Toronto, Canada).

Design: South Asian women participants were randomly allocated to either a fact-based intervention (n = 40) or a story-based intervention (n = 38). Focus group data from fact-based and story-based educational workshops were thematically analyzed and interpreted using the parasocial contact hypothesis.

Findings: Although participants found the fact sheets to be informative, they were not culturally relevant. The educational sessions using stories were judged to better meet this criterion with many participants feeling the information was relevant to their community, useful for friends and families, and relatable to their lives. Participants assigned considerable value to the family as an important site for sexual health education. Finally, study participants, particularly those who had the storytelling intervention talked about the importance of having a safe space to discuss taboo topics like sexual health.

Conclusions: Learning about sexual health through stories is deeper relative to static fact sheets. Both play a role in helping South Asian women learn about sexual health and HIV prevention; however, story sharing was seen as a culturally relevant approach that emphasized the role of the family in sexual health conversations. Family life educators and other health practitioners need to draw on cultural competence as they design culturally relevant material and interventions for sexual health education.

This paper demonstrates the use of a memorandum of understanding (MOU) to accelerate our ability to implement and maintain mobilization of community partner networks. To provide equity-centric severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2 virus [COVID-19]) testing and vaccination to historically medically underserved areas in a densely populated metropolitan district, Cobb & Douglas Public Health (Georgia) partnered with Wellstar Health System (Wellstar) through an MOU. Wellstar activated its Congregational Health Network to target COVID-19 testing and vaccination sites, identified by review of local COVID-19 transmission data. The MOU enabled rapid deployment of public health and health care resources, which grew into a consortium that held 141 local events that provided more than 3,000 tests and 10,000 vaccinations. Health care organizations can use an MOU structure to establish partnerships and increase equity-centric COVID-19 testing and vaccination accessibility for disparate communities.

Underserved communities have been disproportionately affected by the COVID-19 pandemic. The Project Promoting Engagement and COVID-19 Testing for Health (PEACH) study was designed to understand the attitudes, beliefs, and infrastructure associated with COVID-19 risk, testing, and prevention behaviors in people living with, caring for, or at risk for type 2 diabetes. The purpose of this joint community-academic partnered manuscript is to share lessons learned for maintaining community partnerships through the challenging times of a pandemic. New and existing community partners were invited to share their perceptions about the facilitators and barriers of partnering with academia during the COVID-19 public health crisis. Key facilitators included those partners felt heard and their input valued. And the changing nature and demands in response to the pandemic on the partners' responsibilities were among the key challenges. Successful maintenance of the partnerships required flexibility, creativity, and a willingness to adapt engagement as community partners responded to the needs of their communities.