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a thorough understanding of African American culture and events
that shaped the way that African Americans seek and receive health
services. Additionally, the course emphasized recognizing the impact
cultural competency has on an organization’s ability to provide culturally
and linguistically competent healthcare services. Results: The skills
building course has trained 323 participants over a 4 year period from
5 different states. Program evaluation data has revealed that 80% of
the participants strongly agreed that their awareness about cultural
competence had increased due to the course. Additionally, 89.86% of
the participants strongly agreed that they would apply the cultural
competence skills taught in the class in their healthcare organizations
within the next three months.
24. Horizons: Understanding core intervention components
of a best-practice HIV prevention intervention for African
American Adolescent females
Tiffaney Renfro, MSW, BSHE/RSPH/Emory University; Teaniese
Latham, MPH BSHE/RSPH/Emory University ; Lorin Boyce, MA,
BSHE/RSPH/Emory University; Jessica Sales, PhD, BSHE/RSPH/
Emory University; Ralph DiClemente, PhD, BSHE/RSPH/Emory
University ; Eve Rose, MSPH, BSHE/RSPH/Emory University
Background: While there are HIV prevention intervention programs
available for African American adolescent females, few have been
designed specifically focusing on high-risk sexually active adolescents.
To address this need, we developed an intervention for African
American adolescent females, aged 15-21 years, seeking sexual health
services. Theoretical framework: The HORIZONS intervention was
based on Social Cognitive Theory and Theory of Gender and Power.
Hypothesis: We hypothesized that a gender and culturally-appropriate
STD/HIV intervention would be effective in reducing adolescents’
risk for Chlamydia and behaviors associated with human immunodeficiency
virus (HIV) acquisition. Method: African American adolescent
females (N=715), ages 15-21 years old, seeking services at one of three
sexual health clinics in a metropolitan area were enrolled in the study.
Eligibility criteria included self-identifying as African American,
female, ages 15-21 years, and reporting vaginal intercourse in the past
60 days. HORIZONS participants received 2, 4-hour group sessions
and 4 telephone contacts over a 12-month period. Group sessions were
facilitated by two African American female health educators and the
4 telephone contacts were administered by one African American
health educator. The intervention targeted personal, relational,
sociocultural and structural factors associated with adolescents’ STD/
HIV risk. Intervention participants received vouchers to encourage
male partner’s STD testing/treatment at sexual health clinics. Results:
Over the 12-month follow-up, fewer participants in the intervention
had a chlamydial infection or recurrent chlaymydial infection.
Participants in the intervention also reported a higher proportion of
condom-protected sex acts and consistent condom use in the 60 days
preceding follow-up assessments. In addition to being a successful
intervention, participants gave favorable ratings of interventionists and
workshop activities. Conclusion: HORIZONS demonstrated evidence
in reducing chlaymydial infections and enhancing STD/HIV preventive
behaviors and psychosocial mediators for STD/HIV preventive
behaviors Implications for practice: For interventionists, there is great
utility in understanding intervention components, especially when the
interventions have been proven efficacious in a randomized controlled
trial.
25. Weaving Web 2.0 to Inform Diverse Audiences on a New
Advanced-level Certification
Linda Lysoby, MS, CAE, CHES, National Commission for Health
Education Credentialing, Inc; Melissa Rehrig, MPH, CHES,
NCHEC; Beth Chaney, PhD, CHES, University of Florida, Kelly
Wilson, PhD, CHES, Texas State University,
Background/Theoretical Basis: For the first time in 2011, the
National Commission for Health Education Credentialing (NCHEC)
will be granting an advanced-level credential, the Master Certified
Health Education Specialist (MCHES). This certification was based
on the research of the Health Educator Job Analysis (HEJA), which
was released in 2010 and confirmed the findings of the Competency
Update Project of 2005. Both national studies were conducted by using
a systematic approach to delineating the types and levels of practice
among health educators. In addition to these studies’ results, the
introduction of an advance- level certification is a recommendation of
the National Task force of Accreditation. Methods and Partnerships:
Web 2.0 technology has transformed the way in which information
is shared. For the field of health education and promotion, Web 2.0
technology has enhanced health communication techniques and fostered
a greater reach of messages. On September 17, 2010, the National
Commission for Health Education Credentialing and the University
of Florida’s (UF) College of Health and Human Performance
(HHP) partnered to use Web 2.0 technology to host MCHES
Live: The Webinar Series. The purpose of the webinar series was to
provide individuals with the information needed to prepare for the
implementation of the new advanced-level certification, the Master
Certified Health Education Specialist (MCHES). Intervention and
Implications: Specifically, the series consisted of three webinars for the
following target audiences: university faculty and administrators, current
CHES and non-CHES interested in pursuing the advanced-level
credential, and designated providers and employers. The webinar series
was very well attended, with 1, 199 individuals registered, and a total
of 956 people actually logged in, and participated in the webinar series
that day. Feedback from the event has been incredibly positive, with
individuals requesting additional information on various topics (i.e.
*Denotes Poster Promenade
SOPHE-NACDD 2011 Joint Academy and Midyear Scientific Meeting 51