A Model for Training Public Health Workers in Health Policy: the Nebraska Health Policy Academy

Brandert, Kathleen; McCarthy, Claudine; Grimm, Brandon; Svoboda, Colleen; Palm, David; Stimpson, Jim P.

doi:10.5888/pcd11.140108

Cited by 5 publications

(6 citation statements)

References 13 publications

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“…Policies are essential, but often inadequate when it does not address all that is required for transformation [58]. Hence deliberate policy changes, including the development of skill sets, are required for the achievement and sustainability of health goals [59][60][61]. Lack of clear national level guidelines indicates a gap in policy development, interferes with and can lead to inconsistent implementation [62,63].…”

Section: Policymentioning

confidence: 99%

An assessment of a ‘training-of-trainers programme for clinic committees’ in a South African district: a qualitative exploratory study

Esau

English

Shung-King

2020

BMC Health Serv Res

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Background In South Africa (SA), clinics and community health centres are the predominant primary level health care facilities in the public health sector. As part of legislated health governance requirements, clinic committees (referring to those for clinics and community health centres) were established to provide management oversight and bring to bear the perspectives and participation of communities at Primary Health Care (PHC) facilities. Clinic committees need training in order to better understand their roles. Facilitators in a district of SA were trained through a designated programme, called the ‘PHC Facility Governance Structures Trainer-of-Facilitator (ToF) Learning Programme‘, in preparation for the training of clinic committees. This paper explores how the programme had evolved and was experienced by the trained facilitators, in a district in SA. Methods We employed a retrospective qualitative case study design, guided by the Illuminative Evaluation Framework, with the training programme in the selected district as the case. The study assessed whether the intended aims of the training programme were clearly conveyed by the trainers, and how participants understood and subsequently conveyed the training programme intentions to the clinic committees. Key informant interviews and focus group discussions were conducted with trainers and managers, complemented by a review of relevant policy and legislative documents, and published literature. Study participants were purposively selected based on their involvement in the development, facilitation or training of the programme. Thirteen individuals participated in the study, and 23 (national, provincial and partner) documents were reviewed. Results Despite the different perceptions and understandings of the ToF Learning Programme, its overall aims were achieved. Trainers’ capacity was strengthened and clinic committees were trained accordingly. The training programme holds promise for possible national scale-up. The high quality of the interactive posters can be considered equally valuable as a training tool as the training manuals. Conclusions Trainers’ capacity was strengthened and clinic committees were trained accordingly, despite deviations in implementation of the original training approach and plan.

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Section: Policymentioning

confidence: 99%

An assessment of a ‘training-of-trainers programme for clinic committees’ in a South African district: a qualitative exploratory study

Esau

English

Shung-King

2020

BMC Health Serv Res

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“…Assess the proficiency levels of current EPHPs in Communication competencies to determine if a competency gap exists. If a competency gap exists and current PD opportunities are insufficient, then design new training that is competencybased, grounded in adult learning theories, and delivered using a blended learning approach (Brandert et al, 2014;Bryan et al, 2009). Second, evaluate how EPHPs perceive diversity and inclusiveness in their roles and responsibilities.…”

Section: Minimum Maximummentioning

confidence: 99%

Prioritizing professional competencies in environmental public health: A best–worst scaling experiment

Wallar

McEwen

Sargeant

et al. 2018

Environ. Health Rev.

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The professional development of environmental public health professionals in Canada is guided by a set of 133 discipline-specific competencies. Given the diversity of practice in environmental public health, certain competencies may be more important to job effectiveness depending on a practitioner’s context. However, the most important competencies to job effectiveness by context are unknown. Thus, the objectives of this study were to prioritize the discipline-specific competencies according to their importance to job effectiveness, and determine if importance varied by demographic variables. A quantitative discrete-choice method termed best–worst scaling was used to determine the relative importance of competencies. Discrete choice information was electronically collected and analyzed using Hierarchical Bayesian analysis. Our analysis indicates that communication was most important to job effectiveness relative to the other categories. Competency statements within each category differed in their importance to job effectiveness. Further, management and front-line practitioners differed in the importance placed on five of the eight categories. This information can be used to guide new training opportunities, thereby investing in the capacity of environmental health professionals to better protect population health.

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Health policy curriculum can help public health programs produce professionals with adequate health policy knowledge, training, and skills in the field (Brandert et al, 2014;Gakh, 2019; Heiman et al, 2015). While the public health field has long recognized the importance of health policy training for public health education, undergraduate and graduate education in health policy and curriculum is lacking (Heiman et al, 2015; Institute of Medicine, 2003).Public health practitioners have expressed interest in learning health policy content and cultivating specific policy skills.

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mentioning

confidence: 99%

Cultivating Health Policy Analysis and Communication Skills in Undergraduate Public Health Education: An Active Learning Approach

Payán

2021

Pedagogy in Health Promotion

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Public health programs are increasingly offering health policy content to meet workforce demand for public health professionals with health policy analysis and communication skills. Undergraduate public health education in health policy and related curriculum is lacking. Existing work describes service- and experiential learning approaches, which may not be feasible in large courses or public health programs with limited administrative or financial resources. This article describes health policy curriculum, learning objectives, and course activities (i.e., individual writing assignment, mock policy debate, and policy analysis exercise) that integrate an active learning approach and use simulation to develop policy analysis and communication skills in an undergraduate classroom setting. An active learning approach can increase teaching effectiveness, critical thinking, peer interaction, and student engagement to cultivate these applied skills. The described curriculum has been used in various modalities (in-person, hybrid, and remote) with positive reception in a public research university with a high percentage of first-generation college students. Student course evaluations and an independent assessment of the policy analysis exercise reflect high student interest, engagement, problem solving, satisfaction, perceived benefits, and application of policy analysis and communication skills, providing support for teaching health policy curriculum to undergraduate students using an active learning approach. The discussion includes strategies to address resistance by public health instructors and students to using active learning techniques.

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A Model for Training Public Health Workers in Health Policy: the Nebraska Health Policy Academy

Cited by 5 publications

References 13 publications

An assessment of a ‘training-of-trainers programme for clinic committees’ in a South African district: a qualitative exploratory study

An assessment of a ‘training-of-trainers programme for clinic committees’ in a South African district: a qualitative exploratory study

Prioritizing professional competencies in environmental public health: A best–worst scaling experiment

Cultivating Health Policy Analysis and Communication Skills in Undergraduate Public Health Education: An Active Learning Approach

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