Progress in Community Health Partnerships-Research Education and Action最新文献

{"title":"Inequities in Community-Engaged Autism Research: Community Member Perspectives.","authors":"Niko Verdecias-Pellum, Chloe Silverman, Michael Yudell, Amy Carroll-Scott","doi":"10.1353/cpr.2025.a956594","DOIUrl":"https://doi.org/10.1353/cpr.2025.a956594","url":null,"abstract":"<p><strong>Background: </strong>A history of exclusion and barriers to research participation exists for autistic individuals. Barriers to full community engagement have left under-engaged members of the autism community feeling isolated, frustrated, distrustful, and less informed about opportunities for research participation.</p><p><strong>Objectives: </strong>This study aimed to identify gaps in community-engaged research (CEnR) approaches in autism research by examining autism stakeholders' (autistic adults, autism caregivers/parents, and service providers) perspectives about the risks, benefits and gaps in CEnR and suggestions on addressing the gaps related to autism research priorities.</p><p><strong>Methods: </strong>Via qualitative narrative inquiry (n = 53), using a 16-item semi-structured instrument, we collected data from autism stakeholders representing different lived experiences and perspectives among autism communities. We primarily recruited via major autism advocacy and research organizations. Transcripts from a focus group (n = 6) and individual interviews (n = 47) were thematically coded.</p><p><strong>Results: </strong>Participants expressed a lack of diverse representation in autism CEnR and in autism research subject populations. They suggested that an approach to community engagement that includes those often excluded from the process, and creates shared ownership in the decision-making process and a trusted platform for the autism community across demographic and diagnostic characteristics is important for understanding how to translate that information into effective and inclusive approaches.</p><p><strong>Conclusions: </strong>Autism stakeholders value research inclusivity, are interested in research participation, have the ability to make their own participation decisions with and without support from others (dependent on their preferences), and believe that research about adults with autism is important and beneficial towards addressing complex problems related to access to care.</p>","PeriodicalId":46970,"journal":{"name":"Progress in Community Health Partnerships-Research Education and Action","volume":"19 1","pages":"25-34"},"PeriodicalIF":0.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144053046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Employing Community-Engaged Approaches to Develop and Implement E-Learning for Community Health Workers and Peer Specialists.","authors":"Elena Flores, James Henderson, Rebeca Guzman, Patricia Jackson, Adrienne Lapidos","doi":"10.1353/cpr.2025.a956602","DOIUrl":"https://doi.org/10.1353/cpr.2025.a956602","url":null,"abstract":"<p><strong>Background: </strong>New public policies support the growth of the community health worker (CHW) and peer support specialist/peer recovery coach (peer) workforces in health and behavioral health settings. In their roles as a bridge to medical teams, they often face complex interpersonal situations.</p><p><strong>Objectives: </strong>The current project used community-engaged methodologies to develop and evaluate a series of e-learning modules designed to teach behavioral health-related skills to CHWs and peers. The modules focused on motivational interviewing (MI) and behavioral activation (BA) approaches.</p><p><strong>Methods: </strong>The project team consisted of university faculty and a community advisory board (CAB) of frontline CHWs and peers as well as representatives from local community organizations and the state Department of Health and Human Services. The community advisory board and faculty worked collaboratively to design, implement, and evaluate the modules. Participants completed pre- and immediate post-learning surveys (n = 87) and 3-month follow-up surveys (n = 23). We found that 75% were extremely satisfied and 23% were somewhat satisfied. Planned frequency of using the skills increased by 18% (MI) and 25% (behavioral activation). There was a 27% improvement in feeling prepared to use MI and a 16% improvement in feeling prepared to set goals and implement action plans. At 3 months, 100% of respondents reported having applied something they learned to their work. After project completion, the university transferred ownership of the modules to a community organization for sustainability.</p><p><strong>Conclusions: </strong>Beyond degree program learners, universities can provide education to the community through innovative partnerships. E-learning modules are one satisfactory option for providing sustainable education to the community.</p>","PeriodicalId":46970,"journal":{"name":"Progress in Community Health Partnerships-Research Education and Action","volume":"19 1","pages":"107-116"},"PeriodicalIF":0.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144044479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Centering the Experiences and Perceptions of Health and Well-Being in the Burmese Community: A Community-Academic Partnership.","authors":"Connie Kim Yen Nguyen-Truong, Meenakshi Richardson, Sara F Waters, Vung Lam Mang, Thi Da Win, Win Mar Lar Kyin, Sooyoun Park, Deborah U Eti, Natasha Barrow, Adriana C Linares, Keara F Rodela","doi":"10.1353/cpr.2025.a965356","DOIUrl":"10.1353/cpr.2025.a965356","url":null,"abstract":"<p><strong>Background: </strong>Many Burmese refugees to the United States experience multimorbidity primarily from displacement. Immigrant and refugee community leaders have identified communication with service providers and minimal community support as challenges.</p><p><strong>Objectives: </strong>To center the experiences and perceptions of Burmese refugees regarding health and well-being.</p><p><strong>Methods: </strong>In this qualitative descriptive community-based participatory research study, 18 Burmese participants across 9 families engaged with researchers to generate and analyze data through the participatory group level assessment method.</p><p><strong>Results: </strong>We identified four main themes and corresponding community needs: Navigate cultural differences: need to balance Burmese cultural lifeways and U.S. society; complex journey of information access: need for qualified interpreters and cultural brokers; family health care and social support: need for collective relationship-based decision-making; and system and institutional barriers: need to eliminate discontinuity in holistic health care and towards basic health needs.</p><p><strong>Conclusions: </strong>Providers must recognize the specific health needs and develop culturally protective practices.</p>","PeriodicalId":46970,"journal":{"name":"Progress in Community Health Partnerships-Research Education and Action","volume":"19 2","pages":"185-200"},"PeriodicalIF":0.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144733931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strengthening Community-Academic Partnership to Advance Health Equity.","authors":"Kendra Piper, Dubem Okoye, Supriya Reddy, Ruben Burney, Daphne Byrd, Thomas Cotton, Yvette Daniels, Howard Grant, America Grunner, LaShawn Hoffman, Melissa Kottke, Terry Ross, Erin Vinoski Thomas, Shawn DeAngelo Walton, Rosanna Barrett, Tabia Akintobi","doi":"10.1353/cpr.2025.a965363","DOIUrl":"10.1353/cpr.2025.a965363","url":null,"abstract":"<p><p>The development and use of a tool to assess the partnership between academic researchers and community members is a critical strategy toward maintaining and strengthening the partnership. The Centers for Disease Control and Prevention-funded Morehouse School of Medicine Prevention Research Center (MSM PRC) has worked cooperatively with the communities in which its research is being conducted through the Center's Community Coalition Board (CCB). The CCB and the MSM PRC collaboratively worked together to develop and enhance the CCB's satisfaction survey (CCB satisfaction survey). The CCB satisfaction survey is a 48-item assessment that evaluates the functionality of the CCB over a 12-month period. Results of the satisfaction survey are presented to the CCB and recommendations from the CCB are developed on how to improve members' experience and participation over the next year. This process illustrates the importance of community engagement and aids in further empowering the CCB and enhancing its ongoing partnership with the MSM PRC.</p>","PeriodicalId":46970,"journal":{"name":"Progress in Community Health Partnerships-Research Education and Action","volume":"19 2","pages":"249-254"},"PeriodicalIF":0.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144733938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Chelsea Research Festival Model: Disseminating Research, Bridging Community and Academia, and Centering Youth.","authors":"Sarah Elizabeth Neville, Daniel P Pacella, Ruth Alcantra, Rohit M Chandra, Ramona Faris, Charles Horenstein, Amy Izen, Alice Murillo, Stacey Ruiz, Loren Sokol, Miguel A Zepeda Torres, Julie H Levison","doi":"10.1353/cpr.2025.a970156","DOIUrl":"https://doi.org/10.1353/cpr.2025.a970156","url":null,"abstract":"<p><strong>Background: </strong>Researchers often fail to disseminate their results to the communities they study. Meanwhile, youth in historically marginalized communities face barriers that reduce their likelihood of becoming researchers themselves.</p><p><strong>Objectives: </strong>To bridge this research-community divide by creating the Chelsea Research Festival, an annual poster fair held at a public high school in the majority-Latinx city of Chelsea, Massachusetts.</p><p><strong>Methods: </strong>The festival is co-planned by academics and community-based organizations. Posters may be either about Chelsea or conducted by Chelsea community members, including youth.</p><p><strong>Lessons learned: </strong>Buy-in from local organizations, especially the school district, has been key to success. Youth present their own posters alongside academics', and report that the experience is meaningful. Persistence and consistency will be necessary to increase participation in the festival and engage harder-to-reach groups.</p><p><strong>Conclusions: </strong>Community events like the Chelsea Research Festival may be a useful model for strengthening trust and engagement between academia and communities.</p>","PeriodicalId":46970,"journal":{"name":"Progress in Community Health Partnerships-Research Education and Action","volume":"19 3","pages":"345-353"},"PeriodicalIF":0.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145187136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Collaborative Approach to Enhance Capacity and Power for Community-driven Policy Change: Project HEARD.","authors":"Clara L Reyes, Chris M Coombe, Barbara A Israel, Amy J Schulz, Angela G Reyes, Hoai An Pham, J Ricardo Guzman, Mary Beth Damm, Melissa Creary, Sherita Smith, Paul J Fleming","doi":"10.1353/cpr.2025.a970152","DOIUrl":"https://doi.org/10.1353/cpr.2025.a970152","url":null,"abstract":"<p><strong>Background: </strong>A longstanding community-based participa-tory research center designed Project Health Equity via Advocacy for Resources in Detroit (HEARD) to enhance the capacity, collective power, and impact of community-based organizations-working in partnership with academics-to advance policy change for health equity in their communities.</p><p><strong>Objectives: </strong>We describe how Project HEARD supported community-academic teams to develop policy advocacy campaigns that included 1-year goals for equity-focused change.</p><p><strong>Methods: </strong>Project HEARD had the following main components: a cohort of community-academic teams, policy change workshops, policy advocacy grant, mentoring by community-academic pairs, and online strategy sessions.</p><p><strong>Lessons learned: </strong>Supporting community-driven policy change requires recognizing and building on teams' contexts, history, and expertise; tailoring support for teams with diverse policy experiences; and identifying additional ways to support sustainability.</p><p><strong>Conclusions: </strong>Project HEARD's approach and initial lessons learned can inform projects in diverse contexts aiming to amplify community-led policy change to support health equity.</p>","PeriodicalId":46970,"journal":{"name":"Progress in Community Health Partnerships-Research Education and Action","volume":"19 3","pages":"307-316"},"PeriodicalIF":0.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145187177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Model of Community Health Worker Integration into Schools: Community-based Participatory Research in Action.","authors":"Sarah Vaughen, Monica Kowalczyk, Tarrah DeClemente, Stacy Ignoffo, Kenneth Fox, Jeannine Cheatham, Anna Volerman","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Background: </strong>Schools are rich sites for collaborations between health and educational sectors.</p><p><strong>Objectives: </strong>To identify lessons learned from formation of a community-academic partnership and application of community-based participatory research (CBPR) to develop a model that integrates community health workers into schools.</p><p><strong>Methods: </strong>Individuals from an academic medical center, a large public school district, and a community-based research institute applied CBPR principles to reimagine schools as a place for improving the health of children.</p><p><strong>Lessons learned: </strong>Three lessons emerged. Leveraging each team member's expertise centered the partnership on community strengths, co-learning, and stakeholder engagement. Adherence to CBPR's principles of power sharing and equity helped navigate the challenges of collaboration between large institutions. Early focus on sustainability helped address unexpected issues, build capacity, and boost advocacy.</p><p><strong>Conclusions: </strong>This partnership demonstrates how CBPR fosters conditions in which equitable partnerships between research institutions and public schools can thrive to promote childhood health.</p>","PeriodicalId":46970,"journal":{"name":"Progress in Community Health Partnerships-Research Education and Action","volume":"18 1","pages":"91-101"},"PeriodicalIF":1.1,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140870464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Story Sharing for Sexual Health: Piloting Culturally Relevant Intervention with South Asian Immigrant Women in Canada.","authors":"Roula Kteily-Hawa, Vijaya Chikermane, Lori A Chambers, Mandana Vahabi, Jaspreet Soor, Praney Anand, Josephine P H Wong","doi":"","DOIUrl":"","url":null,"abstract":"<p><strong>Objective: </strong>There is a scarcity of research on sexual health education among women in South Asian diasporic communities in Canada, resulting in a need for designing culturally relevant approaches to teach about sexual health and HIV prevention, seen as taboo topics. This community-based research study was designed to determine the effectiveness of using culturally relevant stories as a model for sexual health education for South Asian immigrant women (Toronto, Canada).</p><p><strong>Design: </strong>South Asian women participants were randomly allocated to either a fact-based intervention (n = 40) or a story-based intervention (n = 38). Focus group data from fact-based and story-based educational workshops were thematically analyzed and interpreted using the parasocial contact hypothesis.</p><p><strong>Findings: </strong>Although participants found the fact sheets to be informative, they were not culturally relevant. The educational sessions using stories were judged to better meet this criterion with many participants feeling the information was relevant to their community, useful for friends and families, and relatable to their lives. Participants assigned considerable value to the family as an important site for sexual health education. Finally, study participants, particularly those who had the storytelling intervention talked about the importance of having a safe space to discuss taboo topics like sexual health.</p><p><strong>Conclusions: </strong>Learning about sexual health through stories is deeper relative to static fact sheets. Both play a role in helping South Asian women learn about sexual health and HIV prevention; however, story sharing was seen as a culturally relevant approach that emphasized the role of the family in sexual health conversations. Family life educators and other health practitioners need to draw on cultural competence as they design culturally relevant material and interventions for sexual health education.</p>","PeriodicalId":46970,"journal":{"name":"Progress in Community Health Partnerships-Research Education and Action","volume":"18 4","pages":"459-469"},"PeriodicalIF":0.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143383536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leveraging Faith Community Investments to Accelerate COVID-19 Testing and Vaccination within Community Hot Spots.","authors":"Cindy Newman, Elise Lockamy-Kassim, Kimberly Tilton, Julie Wallace, Jeffrey Hines, Shara Wesley, Janet Memark","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>This paper demonstrates the use of a memorandum of understanding (MOU) to accelerate our ability to implement and maintain mobilization of community partner networks. To provide equity-centric severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2 virus [COVID-19]) testing and vaccination to historically medically underserved areas in a densely populated metropolitan district, Cobb &amp; Douglas Public Health (Georgia) partnered with Wellstar Health System (Wellstar) through an MOU. Wellstar activated its Congregational Health Network to target COVID-19 testing and vaccination sites, identified by review of local COVID-19 transmission data. The MOU enabled rapid deployment of public health and health care resources, which grew into a consortium that held 141 local events that provided more than 3,000 tests and 10,000 vaccinations. Health care organizations can use an MOU structure to establish partnerships and increase equity-centric COVID-19 testing and vaccination accessibility for disparate communities.</p>","PeriodicalId":46970,"journal":{"name":"Progress in Community Health Partnerships-Research Education and Action","volume":"18 4","pages":"587-594"},"PeriodicalIF":0.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143383283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Story Sharing for Sexual Health: Piloting Culturally Relevant Intervention with South Asian Immigrant Women in Canada.","authors":"Roula Kteily-Hawa, Vijaya Chikermane, Lori A Chambers, Mandana Vahabi, Jaspreet Soor, Praney Anand, Josephine P H Wong","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":46970,"journal":{"name":"Progress in Community Health Partnerships-Research Education and Action","volume":"18 4","pages":"e3-e4"},"PeriodicalIF":0.8,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143383316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}