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BackgroundCommunity health workers (CHWs) are frontline public health workers who are trusted members of and/or have an unusually close understanding of the community served (APHA 2009). Among other roles, they are effective in closing critical communication gap between healthcare providers and patients as they possess key abilities to overcome cultural barriers, minimize disparities, and maximize adherence to clinical directions. In previous descriptions of the selection of CHWs, the role of community is clearly emphasized, but residence in the community is not indicated.ObjectiveWe present an effective model of CHW selection by the community of members that reside in the community to be served.MethodsWe outlined and implemented necessary steps for recruiting CHWs from within their target neighborhood between years 2011 and 2013. The identified community was an “isolated” part of Newark, New Jersey comprised of approximately 3000 people residing in three publicly-funded housing developments. We utilized a community empowerment model and established a structure of self-governance in the community of interest. In all phases of identification and selection of CHWs, the Community Advisory Board (CAB) played a leading role.ResultsThe process for the successful development of a CHW initiative in an urban setting begins with community/resident engagement and ends with employment of trained CHWs. The steps needed are: (1) community site identification; (2) resident engagement; (3) health needs assessment; (4) CHW identification and recruitment; and (5) training and employment of CHWs. Using an empowered community model, we successfully initiated CHW selection, training, and recruitment. Thirteen CHW candidates were selected and approved by the community. They entered a 10-week training program and ten CHWs completed the training. We employed these ten CHWs.ConclusionsThese five steps emerged from a retrospective review of our CHW initiative. Residing in the community served has significant advantages and disadvantages. Community empowerment is critical in changing the health indices of marginalized communities.

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D isaster preparedness is a critical competency for nurses, as they play a major role in responding to disasters (Jose & Dufrene, 2014; Stanley, 2005). As the largest body of health care providers in the United States (2.7 million) and around the world, nurses are strategically positioned to lead at all levels of intervention. From first responders in the most acute phases of disaster to the long-term aftermath addressing loss, grief and posttraumatic stress disorders (Stanley, 2005; Veenema et al., 2017), nurses are the most likely health professional to keep "themselves, patients, and families safe" (Veenema et al., 2015, p. 191). Disaster management has become integral to baccalaureate nursing education (American Association of Colleges of Nursing, 2008). Providing didactic disaster education and experiential learning opportunities is essential to preparing the nursing workforce (Jennings-Sanders, 2004; Veenema et al., 2017). In Bachelor of Science (BSN) programs, the didactic component includes disaster preparedness theory and frameworks for intervention. Clinical education often includes simulation experiences that range from mass casualty to active shooter; however, becoming part of an active disaster management team is less common as a clinical opportunity for students (Jose & Dufrene, 2014). A learning opportunity for disaster management interventions evolved for

Citation: Parke KA, Meireles CL, Sickora C. A nurse-led model of care to address social and behavioral determinants of health at a school-based health center.