scholarly journals Core Competencies for Doctoral Education in Public Health

2012 ◽  
Vol 102 (1) ◽  
pp. 22-29 ◽  
Author(s):  
Judith G. Calhoun ◽  
John E. McElligott ◽  
Elizabeth M. Weist ◽  
James M. Raczynski
Keyword(s):  
Public Health ◽  
Doctoral Education ◽  
Core Competencies

scholarly journals Engaging general population: Vaccine confidence, communication and mandatory law

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
P L Lopalco
Keyword(s):  
Public Health ◽  
General Population ◽  
Core Competencies ◽  
Rapid Evolution ◽  
Effective Communication ◽  
Communication Strategy ◽  
Vaccine Uptake ◽  
Public Health Decision ◽  
Novel Technologies ◽  
Vaccine Confidence

Abstract Hesitancy is defined as the reluctance or refusal to be vaccinated even in case of vaccine availability and is included by the WHO among the top ten threats to global health. Vaccine confidence is an essential component of the hesitancy. Fear of adverse events and lack of trust in vaccine efficacy discourage the public and drive them toward the choice of refusal. Misinformation and lack of effective communication strategies may seriously jeopardize vaccination programmes. Providing effective communication requires specific competencies that often are not part of the common core competencies of those involved in vaccination programmes. In particular, the rapid evolution of the communication environment due to novel technologies makes the task even more difficult. The general population in order to comply with the official vaccine recommendation throughout the life course is therefore a complex task. In the presence of worrying signals of lack of vaccine confidence, public health decision can be driven by emergency decisions rather than investing in mid-terms communication programmes. Vaccination mandates are public health measures that are proven to be effective in increasing vaccine uptake. Increasing anti-vaccine sentiment may be a potential negative trade-off. For this reason, the introduction of vaccination mandates should be combined with a structured communication strategy. In addition, vaccine sentiment should be actively monitored when any change in vaccine offer policy is implemented.

scholarly journals The Road Map to Preparedness: A Competency-Based Approach to All-Hazards Emergency Readiness Training for the Public Health Workforce

2005 ◽  
Vol 120 (5) ◽  
pp. 504-514 ◽  
Author(s):  
Cindy L. Parker ◽  
Daniel J. Barnett ◽  
Ayanna L. Fews ◽  
David Blodgett ◽  
Jonathan M. Links
Keyword(s):  
Public Health ◽  
Emergency Response ◽  
Core Competencies ◽  
Public Health Workforce ◽  
Local Health ◽  
Health Departments ◽  
Training Tool ◽  
The Road ◽  
Road Map ◽  
Competency Based

Facing limited time and budgetary resources, state and local health departments need a practical, competency-based training approach to meet the all-hazards readiness requirements of their employees. The Road Map to Preparedness is a training tool designed to assist health departments in providing comprehensive, agency-tailored readiness instruction to their employees. This tool uses an incentive-based, game-like, experiential learning approach to meet the Centers for Disease Control and Prevention's nine core competencies for all public health workers while facilitating public health employees' understanding and acceptance of their emergency response roles. A corresponding evaluation tool, the Road Map to Preparedness Evaluation, yields metrically-driven assessments of public health employee readiness competencies. Since its pilot in 2003, the Road Map to Preparedness has met with enthusiastic response from participating health departments in the mid-Atlantic region. In addition to its public health impact, the Road Map offers future promise as a tool to assist organizational emergency response training in private sector and non-public health first-responder agency settings.

scholarly journals Valuing experiential knowledge in health promotion: a new method to build up knowledge in France

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
A Laurent ◽  
C Ferron ◽  
P Berry ◽  
B Soudier ◽  
B Georgelin ◽  
...  
Keyword(s):  
Public Health ◽  
Health Promotion ◽  
Core Competencies ◽  
Conclusive Evidence ◽  
Experiential Knowledge ◽  
New Method ◽  
Tobacco Prevention ◽  
Health Issues ◽  
Structured Interviews ◽  
Sports Clubs

Abstract Issue Effectiveness analyses of health promotion (HP) interventions (HPI) abound nowadays in France, but few research details how HPI work, nor explains how practitioners can translate conclusive evidence from the literature into action. Furthermore, large amounts of experiential knowledge remain untapped and undervalued. To close these gaps, a national multidisciplinary committee, comprising public officials, academics and practitioners, has worked since 2016 at designing a new method to build up knowledge in HP. CEKHP The method aims at Capitalizing, collecting and circulating Experiential Knowledge in HP (CEKHP). Committee members first investigated methods used in other countries to synthesize and share practical evidence, then drafted and experimented CEKHP in 11 different settings to test its relevance and applicability. Results Key components of CEKHP are: 1/CEKHP consists in in-depth semi-structured interviews and offers a guideline template adjustable for various contexts and multiple public health issues (behaviors, environments, etc.); 2/a trained outsider, mastering 7 core competencies, must conduct CEKHP; 3/CEKHP includes a framework for reporting key mechanisms that influence HPI outcomes. Detailed mechanisms include: context, partnerships, key steps, barriers and levers, ethics, theoretical foundations (intervention models, evidence-based literature, etc.), transferability. A guidebook and a toolkit are published in 2020. CEKHP successfully disseminates within the French HP community. It is currently used as the main data collection tool in a research project investigating health promoting sports clubs (PROCeSS) and in a practice-focused project documenting tobacco prevention (DCAP). Lessons Practitioners benefit from access to knowledge on how HPI work. CEKHP offers new tools to value and disseminate experiential knowledge. Given that policymakers increasingly prioritize funding in France on documented HPI, providing such tools and training is crucial. Key messages CEKHP offers a new method in the French context that has proven fruitful in various settings, for various public health issues, and can be useful to practitioners and researchers alike. Building up experiential knowledge with and for practitioners can be effective at both documenting practices and helping them gain new skills and better understanding of their interventions.

Global and public health core competencies for nursing education: A systematic review of essential competencies

2016 ◽  
Vol 40 ◽  
pp. 173-180 ◽  
Author(s):  
Megan Clark ◽  
Marie Raffray ◽  
Kristin Hendricks ◽  
Anita J. Gagnon
Keyword(s):  
Public Health ◽  
Systematic Review ◽  
Nursing Education ◽  
Core Competencies

Maternal and Child Health and Public Health Core Competencies Scale

2015 ◽  
Author(s):  
Harolyn M. E. Belcher ◽  
Jacqueline D. Stone ◽  
Jenese A. McFadden ◽  
Tyler A. Hemmingson ◽  
Cary Kreutzer ◽  
...  
Keyword(s):  
Public Health ◽  
Child Health ◽  
Maternal And Child Health ◽  
Core Competencies ◽  
And Child Health

scholarly journals Prioritizing Workforce Development Training in State Health Departments Using TRAIN: Challenges and Opportunities

2019 ◽  
Vol 134 (2) ◽  
pp. 172-179
Author(s):  
Magali Angeloni ◽  
Ron Bialek ◽  
Michael P. Petros ◽  
Michael C. Fagen
Keyword(s):  
Public Health ◽  
Core Competencies ◽  
Public Health Workforce ◽  
Current Status ◽  
Full Time ◽  
Health Departments ◽  
State Health ◽  
Training Tool ◽  
Management Platform ◽  
Organizational Features

Objective: The objectives of this study were (1) to obtain data on the current status of public health workforce training and the use of the Training Finder Real-Time Affiliate Network (TRAIN), a public health learning management platform, in state health departments, and (2) to use the data to identify organizational features that might be affecting training and to determine barriers to and opportunities for improving training. Methods: We conducted structured interviews in 2014 with TRAIN administrators and performance improvement managers (n = 14) from 7 state health departments that were using TRAIN to determine training practices and barriers to training. We determined key organizational features of the 7 agencies, including training structure, required training, TRAIN administrators’ employment status (full time or part time), barriers to the use and tracking of core competencies in TRAIN, training needs assessment methods, leadership support of training and staff development, and agency interest in applying for Public Health Accreditation Board accreditation. Results: We identified 4 common elements among TRAIN-affiliated state health departments: (1) underuse of TRAIN as a training tool, (2) inadequate ownership of training within the organization, (3) insufficient valuation of and budgeting for training, and (4) emerging collaboration and changing perceptions about training stimulated by agency preparation for accreditation. Conclusions: Public health leaders can increase buy-in to the importance of training by giving responsibility for training to a person, centralizing training, and setting expectations for the newly responsible training leader to update training policy and require the use of TRAIN to develop, implement, evaluate, monitor, and report on agency-wide training.

Addressing the knowledge gap of Indigenous public health: reflections from an Indigenous public health graduate

2020 ◽  
Vol 49 (2) ◽  
pp. 110-118
Author(s):  
Natasha Lee
Keyword(s):  
Public Health ◽  
Transformative Learning ◽  
Health System ◽  
Health Professionals ◽  
Indigenous Health ◽  
Core Competencies ◽  
Public Health Practice ◽  
Practical Training ◽  
Public Health Training ◽  
Problem Solvers

AbstractThe current agenda in public health training in higher education works to produce well-trained public health professionals. Operating within a western pedagogical framework it aims to build a cohort of critical and analytical thinkers, skilful problem solvers and extraordinary communicators across key disciplines in health. Many graduates possess interdisciplinary specialities, skills and knowledge transferable within health and other sectors. Core competencies in the curricula, which notably does not currently include Indigenous health, are considered the foundational platform of theory and practical understandings of public health and the health system. Despite a framework that aims to produce health professionals capable of improving the health of the population as a whole; the lack of engagement with an Indigenous health criticality maintains a longstanding Australian public health tradition of failure when it comes to addressing the health disparities experienced by Indigenous people. As a recent Indigenous public health graduate with practical training and experience working in the public health system, I consider possibilities for decolonising the curricula through an Indigenist approach to health, including theories of transformative learning which could strengthen public health practice and in turn facilitate the changes necessary to improving Indigenous health outcomes.

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