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Conference Abstractsa diverse group of stakeholders. Stakeholders include: theMerck Childhood Asthma Network, health care professionalsand leadership at three federally qualified health centers, andthe Centers for Minority Health and Health Disparities Researchand Education at Xavier University (behavioral scientists,asthma educators, clinical pharmacist, epidemiologist, andcommunity health workers). A multi-component healthsystems intervention addressing provider training, theintegration of asthma educators into clinic workflow, and theuse of clinical guidelines to influence changes in electronicmedical records will be discussed. Results: This presentationwill discuss the process used to select implementation(process) and clinical measures used to evaluate (bothqualitatively and quantitatively) the effectiveness HEAL,Phase II. The importance of implementation evaluationwhich examines the role of organizational history andcapacity; building trust between collaborators, and leadershipendowment and participation will be discussed. Thepresenter will also provide preliminary data on the followingmeasures: symptom days, school days missed, emergencyroom use, medication adherence, asthma goal setting, andproper use of asthma device technique. Conclusion andImplications for Practice: The presenter will concludethis presentation with suggestions and recommendationson how data collected around these implementation andclinical measures can inform improvements in the use ofhealth systems interventions targeting pediatric asthma.Increasing Community Impact throughPolicy and Environmental Change inSuburban Cook County (SCC), IllinoisRachael Dombrowski, MPH, PHIMC/Suburban Cook CountyCommunities Putting Prevention to Work; Christina Welter, MPH,DrPH, Cook County Department of Public Health; Gina MassudaBarnett, MPH, Cook County Department of Public HealthThe Cook County Department of Public Health (CCDPH) whichserves a geopolitically complex jurisdiction, comprised ofnearly 2.3 million people residing in 125 communities, hastraditionally addressed increasing rates of chronic diseasethrough service oriented work. A demographic shift fromurban centers to suburban communities among impoverishedand minority populations coupled with decreased resourcesinitiated an agency shift from traditional public healthtowards policy and environmental change strategies in orderto ensure greatest impact. In March 2010, a CommunitiesPutting Prevention to Work (CPPW) grant administered bythe Centers for Disease Control and Prevention was awardedto CCDPH and the Public Health Institute of MetropolitanChicago. This expansive obesity prevention initiativeprovided CCDPH the fiscal and human resources required toexpand a policy and environmental change agenda. Giventhe complexities of working within a large, multi-facetedjurisdiction – with no centralized government entities -strategic organization of coalition partners, regionalizedoutreach and community engagement was needed toensure success of the CPPW initiative. CPPW enabled CCDPHto undertake an organization of the structures and systemsnecessary so that policy and environmental change canbecome a reality in SCC. This session will provide a snapshotof the organization of these systems and strategies fromforming our leadership team, regionalizing staff and usingincident command to implement our work. In addition,this session will describe how federal initiatives like CPPWcan enable local health department capacity buildingand assist financially strapped public health agencies indelivering strategies that display the greatest impact.Community Capacity Determinants forClimate Change Adaptation: An AlaskanCase Study and Implications for PracticeTenaya Sunbury, PhD, Institute for Circumpolar Health Studies,University of Alaska, Anchorage; David Driscoll, PhD, MPH, Institutefor Circumpolar Health Studies, University of Alaska, AnchorageBackground: Communities must be prepared to assess, andadapt to, the health risks associated with climate change.Although identifying community vulnerabilities (or deficits)is important for risk assessment, identifying communitycapacities (or assets) will be critical for successful andsustainable adaptation and mitigation strategies. We arguethat focusing on community-level impacts and adaptivecapabilities is the most efficient strategy to promoteindividual-level adaptations to climate variability. ConceptualModel: We present a conceptual model that integrates thedimensions of community capacity (for example, resources,leadership, and skills) (Goodman, et al., 1998) and socialdeterminants of health (for example, structural economicand political systems, cultural/ideologies) to examinerelevant and modifiable community characteristics forclimate change adaptation. Community capacity has beendescribed as both characteristics of a community and asa process by which capacity is created and maintained(Goodman, et al., 1998). The conceptual model describes therelationships among determinants of community capacityand argues how adapting to the health risks associated withclimate change requires knowledge of the social factorsthat influence community capacity. Implications forPractice: Our findings are consistent with similar studies innorthern Canadian communities that found impacts fromclimate change were a function of fundamental culturaland socio-economic changes. Strategies that public healthprofessionals can use to improve community capacity involve1) working with communities to identify health outcomesthat are community priorities, 2) integrating local/traditionalenvironmental knowledge with environmental public health,3) promoting awareness of climate change impacts onhuman health and advocating for community involvementin policies around resource management and infrastructure,4) identifying and assisting in funding opportunities tofacilitate adaptation for communities with limited economicresources, 5) increasing research efforts to identify shortand long term risk factors and adaptive response options.28SOPHE 62nd Annual Meeting
Conference AbstractsConcurrent Session C3Quality Assurance in Health Education:Addressing the Multiple Determinants ofProfessional Preparation & PracticeRoom: Studio BQuality Assurance in HealthEducation: Levers for ChangeDavid Birch, PhD, CHES, Department of HealthScience, University of AlabamaOver the past decade, three sequential national task forceshave collaborated with the Society for Public Health Education(SOPHE), the American Association for Health Education(AAHE), the Council for Education for Public Health (CEPH) andthe National Commission for Health Education Credentialing,Inc. (NCHEC) to provide leadership in improving qualityassurance in professional preparation in health education.The collaborative work of the three task forces has played animportant role in initiating changes in both the accreditationof health education professional preparation programs andthe certification of health education specialists. These changesinclude CEPH accreditation of baccalaureate communityhealth education programs outside of schools of publichealth that are co-located in a unit with a master’s program inpublic/community health education, revisions in the SOPHE/AAHE Baccalaureate Program Approval Committee (SABPAC),and the initiation of the Master Certified Health EducationSpecialist (MCHES) credential in 2011. While much progress hasbeen made, several important quality assurance tasks must beaddressed by the current task force. These tasks include theexpansion of accreditation to “free-standing” baccalaureatepublic/community health education programs, the initiationof an accreditation process for master’s-level school healtheducation professional preparation programs, and the linkagebetween eligibility for the Certified Health Education Specialist(CHES) exam and graduation from an accredited program. Thepurpose of this session is to present a brief overview of recentaccomplishments related to quality assurance, describe currentand future directions for engaging and informing stakeholders,identify research priorities related to quality assurance, andpresent progress on ongoing quality assurance initiatives.Obtaining CEPH Undergraduate Accreditationin Community Health: Observations on thePreparation, Process and BenefitsR. Daniel Duquette, EdD, CHES, University of Wisconsin - LaCrosseIn 2005 the Council for Education for Public Health (CEPH)revised its criteria for accreditation at the undergraduatelevel. For the first time, CEPH criteria for accreditationenabled undergraduate public/community health educationprograms outside of schools of public health to be reviewedfor accreditation as long as they are co-located with amaster’s program in public/community health education.The University of Wisconsin-La Crosse, Department ofHealth Education and Promotion, has maintained CEPHaccreditation of its Master of Public Health in CommunityHealth Education program since 1992. Recently thedepartment became one of the first undergraduatecommunity health education programs outside of a schoolof public health to be accredited by CEPH. The purposeof this session is to present the rationale for seeking CEPHMCHES Sessionsaccreditation for the undergraduate program, the departmentplanning and preparation related to the accreditationprocess, the faculty perceptions of the accreditationexperience and the perceived benefits of accreditation.Quality Assurance in Professional Preparationat the Baccalaureate Level: A CEPH UpdateLaura Rasar King, MPH, CHES, Council onEducation for Public HealthThe Council on Education for Public Health (CEPH), thefederally-recognized accrediting agency for public health,has historically has focused on graduate-level professionalpreparation in public health, including community healtheducation. For the last several years, however, CEPH has beenconsidering quality assurance issues at the baccalaureatelevel of training. Baccalaureate programs in communityhealth education were among the first undergraduate degreeprograms in public health to be developed, and communityhealth educators were among the first public healthprofessionals to be prepared and practice public health at thatdegree level. Recently, CEPH has made progress in planning forthe accreditation of free-standing bachelor’s degrees in publichealth, including those in community health education. Thissession will provide a discussion of those recent developments.Leveraging Certification as a Quality AssuranceMechanism for Systems ChangeLinda Lysoby, MS, MCHES, CAE, National Commissionfor Health Education Credentialing, Inc.Changes in our national health priorities require a focus onprevention. Maximizing system change to accommodate thesepriorities requires a trained and competent health educationworkforce. The nationally recognized Certified HealthEducation Specialist (CHES) credential, in existence for 20years and held by over 9,200 current active individuals, is onemeasure of professional competence of the health educationworkforce. In addition, the National Commission for HealthEducation Credentialing, Inc (NCHEC) inaugurated a MasterCertified Health Education Specialist (MCHES) credential in 2011.Both certifications have 3 components: academic preparation,passing a certification assessment, and then maintainingcontinuing education requirements. In addition, the MCHESeligibility requires 5 years of health education experience.The Health Educator Job Analysis Project-2010 (HEJA) studywas a joint collaboration with The Society for Public HealthEducation (SOPHE), the American Association for HealthEducation (AAHE), and NCHEC to validate the contemporarypractice and framework of health education specialists. TheCHES and MCHES certifications are based upon the verifiedcompetencies required in the practice setting documented bythe results of the (HEJA) and the Competency Update Project(CUP), both of which identified multiple levels of practice,entry and advanced-level, for health education specialists.Both exams cover the 7 Areas of Responsibility and 34Competencies. The CHES exam covers 162 Sub-competencies.The MCHES exam covers all 223 Sub-competencies, includingthe 61 additional advanced-level Sub-competencies. Reportsof the exam results are provided to individuals who take theexam and aggregated for academic programs of all graduatewho took the exam. Implications of these reports on boththe individual and professional preparation program levels toimprove the health education workforce will be discussed.SOPHE 62nd Annual Meeting29
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