Collaborating to Address Infant Mortality: Lessons Learned from the Brownsville Action Community for Health Equality

2011 ◽  
Vol 5 (3) ◽  
pp. 281-288 ◽  
Author(s):  
Craig Holden ◽  
Ngozi Moses ◽  
Margaretta Fox ◽  
Georgianna Glose ◽  
Brian C. Vaughn ◽  
...  
Keyword(s):  
Infant Mortality ◽  
Lessons Learned ◽  
Health Equality

Infant Mortality Lessons Learned from a Fetal and Infant Mortality Review Program

2017 ◽  
Vol 21 (S1) ◽  
pp. 107-113
Author(s):  
Haywood L. Brown ◽  
Mark Smith ◽  
Yvonne Beasley ◽  
Teri Conard ◽  
Anne Lise Musselman ◽  
...  
Keyword(s):  
Infant Mortality ◽  
Lessons Learned ◽  
Mortality Review

Engaging Diverse Stakeholders of Color to Reduce Black Infant Mortality: Lessons Learned

2022 ◽  
Author(s):  
Sharla Smith ◽  
Michelle Redmond ◽  
Thomas Scott ◽  
Stacy Scott ◽  
Bernard Schuster ◽  
...  
Keyword(s):  
Infant Mortality ◽  
Lessons Learned ◽  
Black Infant

scholarly journals Safeguarding health equality for the disadvantaged during the COVID-19 pandemic: Lessons learned for the social work profession

2020 ◽  
pp. 147332502097333
Author(s):  
Chi-Kin Kwan ◽  
Henry Wai-Hang Ling ◽  
Johnson Chun-Sing Cheung ◽  
Ernest Wing-Tak Chui
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Large Scale ◽  
Social Inequalities ◽  
Lessons Learned ◽  
Community Needs ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
The Social ◽  
Health Equality

An evaluation of the role played by the social work profession during the outbreak of COVID-19 is necessary. Although social workers have made efforts to address people’s needs during the pandemic, it is worth examining the role they have played in safeguarding health equality. Focusing on the case of Hong Kong, we found that the profession was generally ill-prepared for the outbreak, and in particular, for confronting the attendant social inequalities. We identified three possible reasons for these findings: 1) non-governmental organizations were caught off-guard by the outbreak, 2) there was no clearly articulated intervention agenda to inform practitioners of the roles they should play in such a large-scale crisis, and 3) having become more formalized and standardized, social work services may have become less flexible in responding to emerging community needs. We conclude this article by suggesting three directions that could allow the profession to better pursue its mission during large-scale crises.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

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