Health Promotion Practice最新文献

The gap between research and practice reduces the potential reach of evidence-based health promotion strategies. While the importance of disseminating evidence to intended users has been well-documented, less is understood about how to effectively plan and carry out targeted dissemination. Public health professionals can close the research-to-practice gap by disseminating existing evidence-based strategies to intended users but must overcome significant structural and organizational barriers. This work describes a step-by-step dissemination planning guide designed to aid public health practitioners in overcoming barriers to dissemination. The Disseminating for Action Planning Guide (DAPG) is based on the University of Washington Health Promotion Research Center Dissemination Framework and includes four steps that map to framework components: (1) identifying the evidence-based strategy for dissemination, (2) identifying user organizations, (3) identifying disseminating organizations, and (4) developing a tailored strategy and messaging campaign. DAPG was piloted with Action Health Partners (AHP), a community-based, nonprofit organization in Wenatchee, WA. AHP focuses on building healthy communities through education, support services, and empowerment. To pilot the DAPG, AHP staff participated in coaching sessions and created a dissemination plan to improve community hypertension control. The resulting co-created intervention was a blood pressure monitor lending program embedded in the regional library system. Between October 2018 and December 2024, the blood pressure monitors were checked out 119 times from the library branches and Bookmobile. These outcomes indicate that DAPG is a promising tool for improving evidence dissemination, closing the research-to-practice gap, and improving the spread of evidence-based strategies in communities where they are most needed.

This manuscript describes the development and content of a toolkit focused on practicing ethical community storytelling and constructing narratives based on community strengths or assets. The toolkit was developed by a community of practice formed by practitioners engaged in evaluation and reporting related to the federally-funded Supplemental Nutrition Assistance Program-Education (SNAP-Ed) program. The toolkit is based on the concepts of ethical storytelling and asset-framing and includes instructions, templates, an implementation rubric, and examples of application. It is designed to be used broadly within the field of public health to guide increased practitioner self-efficacy regarding inclusion of community voice that highlights community assets and best practices toward co-creation of narratives about community-centered work. The use of these practices in program reporting can help to strengthen public health practitioner/community partnerships by highlighting the contribution, agency, and strengths of community members and partners as well as amplifying community voices.

There is a need for tailored, psychometrically sound readiness assessment instruments that reflect the unique characteristics of community-based health promotion settings. We tailored the Readiness Diagnostic Scale (RDS) for use with community organizations using a health-promoting program for older adults (Choose to Move, CTM) as a case study. The 50-item RDS assesses organizational readiness across three domains: Motivation, Innovation-Specific Capacity, and General Capacity. Using a three-stage process we refined item wording for clarity during Stages 1 and 2, resulting in a 51-item prototype. In Stage 3, individuals from community-based organizations (n = 207) completed the prototype survey; data were used to assess psychometric properties of the prototype. Exploratory factor analysis supported a four-factor structure; nine items did not load on any factor and were removed, yielding a 42-item scale (RDS-CTM). Most items from original domains retained their structure; however, a new factor, General Capacity-Staff, emerged, emphasizing the role of staff in organizational readiness. The final model explained 59% of the variance, with strong factor loadings (0.48-0.92) and excellent reliability (α = .91-.95). The RDS-CTM is a practical tool for assessing organizational readiness to implement CTM. It can guide capacity-building efforts, inform resource allocation, and support decision-making around implementation support and program feasibility. Although specific for CTM, the RDS could be adapted for other health promotion programs in community settings, offering a standardized approach to readiness assessment across diverse initiatives. Future research should explore the RDS-CTM's broader applicability and construct validation, using larger samples and confirmatory methods such as structural equation modeling.

Migrant and seasonal farmworkers ("farmworkers") are a unique population with structural barriers to being reached in health promotion efforts. Social media platforms and communication campaigns are increasingly used in health promotion efforts with farmworkers. However, digital exclusion, sometimes referred to as the digital divide, can limit the reach of social media interventions and campaigns. It is critically important for program planners to know the potential reach of different communications channels. We conducted a secondary analysis of a time-venue convenience sample survey of farmworkers that was fielded in North Carolina (NC) in May-December 2023 at housing and clinic locations. We assessed social media use for seven platforms (Facebook, GroupMe, Instagram, Snapchat, TikTok, WhatsApp, YouTube), randomizing each participant with internet access to be asked about one platform. We calculated what percentage of farmworkers in NC would likely be missed via each platform based on use of the platform and inconsistent or no internet access. Several social media platforms (WhatsApp, Facebook, YouTube) were widely used by farmworkers in NC. However, use and access were not universal, with even the most used platforms missing approximately 1 in 10 farmworkers who had consistent internet in their housing locations. Considering use of platforms in combination with having no or inconsistent internet access in housing, platforms missed a minimum of approximately 1 in 3 farmworkers. Campaigns and interventions should consider using multiple social media platforms and other channels to maximize reach. Future research is needed to disentangle positive and negative effects of using social media to reach farmworkers.

There are increasing efforts among researchers, advocates, and school leaders to bring together physical health, mental and behavioral health, social emotional, and environmental supports together in K-12 school settings to more holistically address students' needs through "whole child thinking." The Whole School, Whole Community, Whole Child (WSCC) Model provides a theoretical framework for guiding this integration. There is an opportunity to better understand how "whole child thinking" and the WSCC model's components resonate in a practical way with key members of the school community, including parents, students, and school staff. Leveraging existing transcripts and data from discussion groups with key members of the Chicago Public Schools community, we explore how the WSCC components align with the school community's understanding of child health. Data were analyzed to assess how WSCC components aligned with parents', students', and school staff members' perceptions of child health. Members of all three participant types expressed views of health that align with the WSCC components. Most groups discussed components relevant to their experiences. For example, students and staff discussed health education programming more frequently, whereas parents and staff more frequently discussed family and community involvement. The salience of WSCC components across groups demonstrates promise for more intentional, practical use of the model among practitioners with all school community members.

This article discusses the importance of building community capacity through collaborative partnerships, especially in rural areas. Community Health Organization Improving Care and Equity (CHOICE) is an accountable community of health piloting the Improving Senior Healthcare Access in Rural Environments (I-SHARE) program. I-SHARE's goal, to improve health for rural older adults (aged 65 years and older) by increasing their ability to access primary care in-person and through telehealth, led to the collaboration between CHOICE, a federally qualified health center, a community-based organization, and the regional library system. This collaboration strengthened community capacity by more effectively utilizing limited resources, increasing program visibility and reach, and providing a template for future partnerships, all of which are especially important in resource-scarce rural areas. The organizations' differing backgrounds and expertise enriched the program's creation and implementation while the strength of the partnership and the organizations' commitment to serving area older adults propelled the team when faced with implementation barriers. Lessons learned in collaboration include working within recognized social networks and establishing commonalities in shared values and foundational knowledge. Building collaborative partnerships is a vital practice in rural areas to maximize resource utilization and deepen trust between community members and service providers.

Undergraduate research experiences provide high-impact educational opportunities for undergraduate public health students and serve as valuable career development activities for both students and faculty mentors. This reflective article shares faculty and student experiences from attending and presenting at the 2025 Society for Public Health Education (SOPHE) Annual Conference in Long Beach, California. Three undergraduate students enrolled in a Bachelor of Science in Public Health (BSPH) program, under faculty mentorship, presented original research examining the marketing tactics of diet teas. Each student's reflection highlights personal and professional growth through their first exposure to national-level research dissemination and networking. Faculty mentorship facilitated student skill development in public speaking, research dissemination, and professional identity formation, while also providing the faculty mentor with professional fulfillment and opportunities to contribute to student success. The experience reinforces the importance of providing undergraduate students-particularly those from underrepresented backgrounds-with access to professional development opportunities early in their careers. The reflections presented serve as a practical model for faculty seeking to integrate research mentorship and conference participation into undergraduate health promotion training.

In 2018, the Nicotine and Cannabis Policy Center's (NCPC) Community Core established a partnership with two state, one national, and local nonprofit and community-based organizations (CBOs) to increase policy capacity and community involvement in tobacco and cannabis control efforts in a predominantly rural region of California. Using principles of community-engaged research, the Community Core expanded their partnership network and provided colearning and networking opportunities for local CBOs, local public health departments, community members, and researchers to enhance their policy impact. We organized four full-day in-person workshops conducted in 2018 to 2019 and 2023 to increase regional tobacco and cannabis policy expertise; discuss shared goals, resources, and strategies; develop policy messaging skills building and facilitate dialogue between different audiences; provide legislative updates and state policy engagement trainings; and discuss local successes and challenges. In 2020 to 2021, we organized and implemented six virtual webinars during the COVID-19 pandemic. In terms of communications output, we established a message board with 183 subscribers from nine counties, developed an NCPC researcher video series, and trained a cadre of college-aged youth social media interns who posted hundreds of messages. In-person interactive workshops were found to be most effective, with social media and message boards having limited engagement. Our novel approach of bringing local, state, and national CBOs together enhanced the knowledge, resources, and expertise of each organization to optimize tobacco and cannabis control in our underserved region.

Background. Rural schoolchildren outpace their urban counterparts in obesity and diet-related chronic disease rates. Educating students on nutrition basics may help reduce these health burdens in this focus population. Rural schoolteachers are ideally positioned to teach students about nutrition; however, to teach nutrition, one must first understand basic nutrition concepts. The nutrition literacy and knowledge of rural schoolteachers, as well as strategies to and barriers for integrating nutrition into rural classrooms, are understudied. Examining these topics may provide a deeper understanding of nutrition education in rural schools. Methods. Data were collected via an online survey of K-12 teachers (n = 153) from seven Midwestern rural school districts. This survey collected data on nutrition literacy, nutrition knowledge, and preferred methods for implementing nutrition education into current curricula. Descriptive statistics were reported; associations between nutrition literacy and knowledge were examined. Results. Nutrition literacy levels were borderline low (mean score 45.7 out of 64). Nutrition knowledge and literacy were associated (p < .001). Most teachers (n = 108, 70%) were/may be willing to change lessons to incorporate nutrition information, with hands-on and group activities being preferred strategies. Barriers to including nutrition information into curricula included lack of time, knowledge, and resources. Most teachers reported little support from administration for promoting nutrition in the classroom. Discussion. Implementing nutrition education into teachers' continuing education requirements may provide a means of improving teacher nutrition literacy and knowledge. Support from both state-level and local administration could benefit both nutrition knowledge acquisition by schoolteachers and implementation of nutrition education throughout the curriculum.

We aim to develop and formatively evaluate a brief social needs screening tool that adheres to Massachusetts Department of Public Health (MDPH) clinical service standards for sexual and reproductive health (SRH) agencies and is acceptable and feasible for use by staff during a clinical encounter. Through a multi-stage literature and expert review process, we developed an evidence-informed, two-page social needs screening tool, scoring form, and implementation guide. We piloted this tool at three SRH agencies in Massachusetts and recruited staff to provide quantitative and qualitative feedback through post-pilot test self-reported surveys and semi-structured interviews. Participants (n = 13) felt the social needs screening tool was easy to integrate into their clinical workflow and were comfortable using it with patients. All participants reported feeling comfortable administering the tool, scoring it, and referring patients to appropriate resources, if applicable. Most reported they would like to continue using the tool after the pilot implementation period, either with or without modifications. Our multi-stage tool development and formative evaluation process involving literature review, expert review, and pilot-testing in clinical settings enabled our team to create a brief, evidence-informed social needs screening tool that is acceptable to staff and feasible for use during a short clinic visit at SRH agencies in Massachusetts. Staff felt that there is value in using this tool, are comfortable using it, and are able to integrate it into their existing clinical workflows.