Introduction of ACPHP Team

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Introduction of A-CPHP Team

• Practice partners
• Maya Begalieva, MD, MPH - Louisiana
• Tommy Casey, MS - Mississippi
• Jim Johnson, Med - Mississippi
• JoAnne Jones, MPH - Arkansas
• Lewis Leslie, BA - Arkansas
• Sabrina Perkins Louisiana
• Kingsley Sathiakumar, MD, MPH - Alabama
• Kathy Vincent, MSW Alabama
• Nichol Quiggins, CWDP ASTHO (guest)

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Introduction of A-CPHP Team, cont.

• Evaluation staff
• Sheila Chauvin, PhD
• Lisle, Hites, MS, MEd
• SueAnn Sarpy, PhD
• Technical staff
• Stuart Capper, DrPH
• Laurita Santacaterina, MS
• Management staff
• Ann C. Anderson, PhD - Co-PI
• Donna J. Petersen, ScD - Co- PI
• Martha Cuccia, MPH, Program Manager
• Lisa McCormick, MPH, Program Manager
• H. Pennington Whiteside, Jr., MA, MSPH,
  Co-Investigator

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Introduction - Video

• Directors of State Health Depts.
• Brian Amy, MD, MHA, MPH - Mississippi
• Fay Boozman, MD, MPH Arkansas
• Sharon Howard, MSW Louisiana
• Donald Williamson, MD - Alabama
• Deans of Schools of Public Health
• Pierre Buekens, MD, PhD - Tulane
• Max Michael, MD UAB
• Jim Raczynski, PhD Arkansas

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Introductions - Video

• State partners
• Doris Brown, MS,RN - Louisiana
• Joseph Contiguglia, MD, MPHTM Keesler Medical
  Center
• Dolly Hambrick, MSW, LCSW - Alabama
• Jim Johnson, MEd Mississippi
• Ruth Underwood, MSRD - Alabama
• Kathy Vincent, MSW Alabama
• Local partners
• Barbara Buchanan, MBA MPH student
• Kingsley Sathiakumar, MD, MPH - Jefferson County
  Health Department, Alabama

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Criterion 2 Customer and Market Focus

• Training/Education Infrastructure Framework
  Document
• Partnership Building
• SPH Capacity Building

• Impact

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Partnership Building, Partnership Capacity

• Rich history
• Strength
• Shared leadership
• Effective management
• Enriched network
• Mutual benefit

• To grow
• To prepare
• To respond
• To lead

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Partnership Stability

• In wake of
• turnovers
• agency directors in AR, LA, MS
• directors of workforce training in AR, LA,MS
• distance learning coordinators in AR, LA, MS
• Advisory Board members AR, LA, MS
• Co-PI on SCCPHP grant
• state and local fiscal crises

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Partnership Capacity Building

• SCCPHP expertise
• needs assessment
• evaluation
• state BT coordination and planning
• training for terrorism threats and emergencies
• technical assistance
• resource linkage

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Partnership Capacity Building

• SCCPHP terrorism preparedness content expertise
• risk assessment
• infectious diseases
• chemical detection/containment
• radiological terrorism
• risk communication
• psychosocial/behavioral impacts of terrorism
• media as first responders

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Partnership Capacity Building

• Training and education infrastructure
• enhanced capacity to prepare current and future
  workforce
• greater visibility of importance of workforce
  development
• competency based training courses
• extensive catalog of on line trainings
• training responsive to needs of state

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SPH Capacity Building

• Developing the future workforce
• enriched graduate education programs
• expanded internship programs
• expanded faculty/practice interactions
• enhanced opportunities for schools to contribute
  to national readiness
• greatly expanded schools portfolios of training
  courses
• enhanced exposure for students

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SCCPHP Contributions to States

• Training needs assessments
• Support for
• state BT Preparedness Plan
• BT advisory council BT network coordinators
• state nurses workforce development needs
• Active internship program
• Developing regional terrorism internship program
• Training courses

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Criterion 3 Information and Analysis

• Technical Assistance
• Assessment
• Design and Development
• Implementation
• Evaluation

• Impact

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Technical Assistance

• Over-arching function encompassing
• assessment
• design and development
• implementation
• evaluation

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Technical Assistance

• Monthly conference calls
• Individualized consultations
• On-site consultations
• Instrumentation and protocols
• Presentations
• Networking
• Exhibits, information resources
• Committees

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SCCPHP Training System
Conduct Needs Assessment Individual and
Organizational analysis
Define Instructional Goal Develop
Competency-based course objectives
Develop Training Outcome Measures
Level I Are the trainees satisfied? Is
training relevant for their job? If not, why not?
C O N T I N U O U S L Y I M P R O V E
E N H A N C E P R E P A R E D N E S S
Design Training Develop instructional strategy
and course materials
Level II Did the trainees improve their
knowledge, skills, and abilities? If not, why
not?
Deliver Training Implement process used to
advertise, register, and access training
Level III Is the knowledge or behavior
demonstrated on the job? If not, why not?
Level IV Did the training result in the valued
training-related outcomes? If not, why not?
Use Research Methods to Evaluate Training
Effectiveness
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Arkansas Department of HealthHighest Priority
Training Needs

1Group E Participants were called back to their
worksites during the workshop, so no responses
were available from this workforce category.
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Mississippi Department of Health
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State of Alabama Weapons of Mass Destruction
Training Needs Assessment for Public Health
Departments
Frequency of WMD Training
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New Orleans Needs Assessment

• Stress management during emergency situations
• Sensitivity training for treating others during
  emergencies
• Recognition and communication of unusual events,
  especially those of a biological nature

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Needs Assessment- Organizational Analysis

• System-wide components
• Across occupational groups
• State and local health departments
• Organizational barriers
• Organizational facilitators

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Organizational Analysis - Results

• Organizational Barriers
• Communication - poor information flow, lack of
  communication
• Budgetary support - budget cuts, lack of funding
• Role clarification/definition - lack of
  accountability, changing role responsibilities
• Organizational Facilitators
• Job-related information - relaying knowledge of
  policies and procedures
• Services and help from others promote
  collaboration respect toward others in the team
• Materials and supplies - accessibility, quantity
  and quality

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Design and Development Define Instructional
Goal

• Review core competencies
• Define instructional goals
• Create learning objectives using chosen core
  competencies to guide development
• Send training course description, instructional
  goal and objectives to states for review

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Design and Development Design Training

• Revise material using states feedback
• Plan instructional strategy
• Develop instructional materials
• Develop evaluation to assess objectives
• Finalize all instructional materials

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SCCPHP Competencies

• CDC/Columbia competency set used initially
• Other sets incorporated (Council on Linkages)
• SCCPHP complementary set developed
• Composite set better covers training content

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SCCPHP CompetenciesSample of Objectives Overlay
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Training Implementation New Technology

• Tegrity Web Learner Platform
• Automatic capture and synchronization of content
  using normal teaching styles
• Content available for web presentation within an
  hour not weeks
• Increased capacity to rapidly respond to
  emergency training needs

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An Example of Student Navigation Tools Automatic
Creation of Program Index
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Training ImplementationLearning Management System

• Implementing LMS from SABA Learning Systems
• To support our state partners in the development
  of their human capital management systems
• To provide CDC with needed information and
  analysis
• LMS Advisory Committee formed with our 4 states,
  Tulane and UAB
• Initiate system by September 2004

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Training Contact HoursSatellite
Simultaneous webcast
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Training Contact HoursWeb
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Regional Internship Program

• Goal
• to build a regional internship program for
  public health students to hold terrorism
  preparedness internships with partner agencies
• Program elements
• developed by practice and academic partners
• positions developed by agencies
• students matched by schools
• students interviewed and selected by agencies
• agreed upon project objectives and outcomes
• agency preceptor and faculty advisor assure
  project objectives are met by student
• capstone option for MPH

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Levels of Evaluation

• Level 1 Reactions - satisfaction and
  relevance
• Level 2 Learning - knowledge and skills
• Level 3 Behavior - job performance
• Level 4 Results - organizational outcomes

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Impact of Training Level 1Quantitative Results
Response scale 1 Never to 5 Always
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Impact of Training Level 1 Qualitative Results

• How do you plan to use what you have learned
• either in your work or in pursuing future study?
• It will help me assist with bioterrorism
  preparedness planning and give me much deeper
  knowledge of outbreak surveillance
• I am on the state of Mississippi response team
  for bioterrorism and the class was worth my time
  to attend

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Impact of Training Level 2Quantitative Results
N37. plt.05. plt.01. Scale 1 Not at all to
5 Very.
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Impact of Training Level 2Qualitative Results

• Which aspects of the workshop were most valuable
  to you?
• Content learning about the competencies
  working through the competencies
• Networking valuable to meet with external
  partners who will be able to help in planning and
  dispensing some response plans for my area
  external partners offered different
  perspectives interacting with people in
  different jobs

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Impact of Training Level 3Quantitative Results
N26. Response scale 1 Never to 5 Always
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Impact of Training Level 3Qualitative Results

• Do you do your job differently as a result of
  this training?
• I feel I am more aware that physical symptoms
  may be related to something the client came into
  contact with in the environment I have made
  myself more aware of environmental issues
• It made me more aware of who to refer to
  environmental and what they do I am better
  able to evaluate potential problems or actual
  occurrences and refer for testing or follow-up

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SCCPHP Evaluation Process

• Standardized process - across jobs and geographic
  regions
• Qualitative and quantitative data
• Multiple stakeholders
• Integrated process
• Continuously improvement to enhance preparedness

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SCCPHP Program Evaluation
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Total Program Evaluation

• To what extent does the SCCPHP function
  effectively?
• How has the SCCPHP influenced participants
  professional development and performance
  effectiveness in emergency and bioterrorism
  preparedness?
• What is the value-added of the SCCPHP on state
  and regional public health preparedness structure
  and function?

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Program Evaluation - Results

• Collaborative partnership
• Anticipatory, responsive, interactive, seamless
  and synergistic
• Value added
• Individualized technical assistance
• Successful change process
• Customized needs assessment
• Data-driven and competency-based training
• Customized training
• Dynamic practice/academic partnership

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Program Evaluation - Results

• Overall enthusiasm
• Challenges are multidimensional and ongoing
• Change and innovation as a process
• Networking and advising within Partnership
• Foundation building facilitating increased pace
  and scope of implementation
• Leadership and organizational context are key

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Criterion 4 Network Systems Development

• Shared Learning
• Information Dissemination
• Best Practices
• Reduced Duplication

• Impact

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Network Systems Development

• Shared learning/information dissemination
• adapting training course materials for local
  customization
• contributing to growing national library of
  on-line courses
• sharing assessment tools, evaluation tools, and
  training course content
• contributing to the literature
• participating in all aspects of the network

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Network Systems Development

• Best practices
• sustained Partnership
• single active advisory board for all Partnership
  programs
• evaluation model published
• model assessment instruments
• reciprocal benefits for schools and agencies

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Network Systems Development

• Reduced duplication within the Partnership
• seamless flow of courses across programs
• shared Advisory Board for multiple centers
• developing a coordinated LMS across states
• engaging new partners

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Network Systems Development

• Functions of the national network
• develop common competencies, evaluation
  strategies and tools
• facilitate joint development of training
  materials, tools
• disseminate training materials, tools, promising
  practices
• market the Centers, raise visibility
• provide critical interface between national
  policy and local needs

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Criterion 5 Business Focus

• In Support of Lifelong Learning
• funds expended
• funds leveraged
• involvement of partners
• human resource management
• competency based training

• Impact

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In Support of Lifelong Learning

• Enhancing readiness of the current workforce via
  competency based training and evaluation
• Creating a pipeline of graduating students
  prepared to enter public health and contribute to
  agency readiness

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SCCPHP Business Focus

• Funds expended
• using CDC funds judiciously to build human and
  technical capacity in the schools and agencies
• creating synergy across and within universities
  to avoid duplication and expand expertise
• leveraging university and agency support to
  enhance SCCPHP goals

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SCCPHP Business Focus

• Funds leveraged
• training needs assessments
• AL Dept. Public Health
• AR Dept. of Health
• MS State Dept. of Health
• Pre-Event Message Development project
• UAB, lead school
• Tulane, subcontractor

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SCCPHP Business Focus

• Involvement of partners
• history of a strong partnership
• participation at every level
• SCCPHP anticipates, innovates, renews
• states and SCCPHP linked electronically

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SCCPHP Business Focus

• Human resources - outstanding personnel related
  to the SCCPHP specialty focus areas
• risk assessment
• risk communication
• assessment and evaluation
• technical training modalities
• public health practice

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SCCPHP Business Focus

• Training
• competency based and practice driven
• strong evaluation component
• cutting edge technology
• flexible formats satellite, web-based,
  face-to-face, short courses, long courses
• region-wide internship program

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SCCPHP Future Directions

• Training based on needs assessments
• Tabletops - Keesler Medical Center
• Chemical Risk Assessment - AR COPH
• Partnerships with media outlets
• Comprehensive set of competencies performance
  behaviors to assess workforce preparedness
• Relationship of evaluation to impact at the state
  level
• Local health departments training and
  internships
• Rural communities involvement
• Customized LMS

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Closing Thoughts

• from our public health agency partners