PROSPER Community–University Partnership Model for Public Education Systems: Capacity-Building for Evidence-Based, Competence-Building Prevention

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. Health care is shifting from volume to value, and there is a need to define the distinct value of services. OT is founded on the principles of person-centered care, and the intentional use of these strategies must be part of evidence-based outcomes in order to solidify the value of OT services. This study examined the use of person-centered care in clinical practice, and results were used to develop capacity-building strategies for implementation of a person-centered approach. Primary Author and Speaker: Elizabeth Jayne Braun Additional Authors and Speakers: Erin Casey Phillips, Hannah Corner Contributing Authors: Shayla Murphy, Alayna Pullara, and Nathan Kies

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Catalyzing Implementation of Evidence-Based Interventions in Safety Net Settings: A Clinical–Community Partnership in South Los Angeles

Health Promotion Practice ◽

10.1177/1524839917705418 ◽

2017 ◽

Vol 18 (4) ◽

pp. 586-597 ◽

Cited By ~ 5

Author(s):

Denise D. Payán ◽

David C. Sloane ◽

Jacqueline Illum ◽

Roberto B. Vargas ◽

Donzella Lee ◽

...

Keyword(s):

Health Care ◽

Los Angeles ◽

Safety Net ◽

Evidence Based ◽

Community Partnership ◽

South Los Angeles ◽

Partnership Model ◽

Clinical Community ◽

Adoption And Implementation ◽

Interview Guide

This study is a process evaluation of a clinical–community partnership that implemented evidence-based interventions in clinical safety net settings. Adoption and implementation of evidence-based interventions in these settings can help reduce health disparities by improving the quality of clinical preventive services in health care settings with underserved populations. A clinical–community partnership model is a possible avenue to catalyze adoption and implementation of interventions amid organizational barriers to change. Three Federally Qualified Health Centers in South Los Angeles participated in a partnership led by a local community-based organization (CBO) to implement hypertension interventions. Qualitative research methods were used to evaluate intervention selection and implementation processes between January 2014 and June 2015. Data collection tools included a key participant interview guide, health care provider interview guide, and protocol for taking meeting minutes. This case study demonstrates how a CBO acted as an external facilitator and employed a collaborative partnership model to catalyze implementation of evidence-based interventions in safety net settings. The study phases observed included initiation, planning, and implementation. Three emergent categories of organizational facilitators and barriers were identified (personnel capacity, professional development capacity, and technological capacity). Key participants and health care providers expressed a high level of satisfaction with the collaborative and the interventions, respectively. The CBO’s role as a facilitator and catalyst is a replicable model to promote intervention adoption and implementation in safety net settings. Key lessons learned are provided for researchers and practitioners interested in partnering with Federally Qualified Health Centers to implement health promotion interventions.

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Finding the Sweet Spot: Network Structures and Processes for Increased Knowledge Mobilization

Brock Education Journal ◽

10.26522/brocked.v25i1.432 ◽

2016 ◽

Vol 25 (1) ◽

Cited By ~ 3

Author(s):

Patricia Briscoe ◽

Katina Pollock ◽

Carol Campbell ◽

Shasta Carr-Harris

Keyword(s):

Public Education ◽

Secondary Analysis ◽

Evidence Based ◽

Network Structures ◽

Knowledge Mobilization ◽

Sweet Spot ◽

Interim Report ◽

Research To Practice ◽

Government Initiative ◽

Partnership Networks

The use of networks in public education is one of a number of knowledge mobilization (KMb) strategies utilized to promote evidence-based research into practice. However, challenges exist in the ability to effectively mobilizing knowledge through external partnership networks. The purpose of this paper is to further explore how networks work. Data was collected from virtual discussions for an interim report for a province-wide government initiative. A secondary analysis of the data was performed. The findings present network structures and processes that partners were engaged in when building a network within education. The implications of this study show that building a network for successful outcomes is complex and metaphorically similar to finding the “sweet spot.” It is challenging but networks that used strategies to align structures and processes proved to achieve more success in mobilizing research to practice.

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DETERMINANT FACTORS OF PARTICIPATIVE PARTNERSHIP MODEL IN IMPROVING QUALITY OF COMMUNITY LEARNING SERVICES (PKBM) IN WEST JAVA

IJAEDU- International E-Journal of Advances in Education ◽

10.18768/ijaedu.593882 ◽

2019 ◽

Vol 5 (15) ◽

pp. 343-351

Author(s):

Iip Saripah ◽

Nike Kamarubiani ◽

D. Nunu Heryanto ◽

Holva Lovana Siregar ◽

Ari Putra ◽

...

Keyword(s):

Capacity Building ◽

Human Resource Development ◽

Drop Out ◽

Disadvantaged Communities ◽

Determinant Factors ◽

Partnership Model ◽

Partnership Quality ◽

Marketing Process ◽

Determinant Factor

The research specifically discussed PKBM as an institution that could facilitate the needs of the community and could increase more empowered human resources with a variety of capabilities through economic strengthening. The researchers want to know how does the PKBM institution as a strong institution that is able to partner and be able to assist disadvantaged communities. The purpose of this study in general is to obtain a clear picture of determinant in institutional strengthening, improving the quality of PKBM services, and human resource development through a participatory partnership model in PKBM. The conceptual framework of the research refers to the concept of PKBM, the concept of capacity building and the concept of partnership. This research used a qualitative approach with descriptive method. The location is chosen in Cimahi, Tasikmalaya,, and Karawang Regency. The results obtained are: (1) the first determinant factor is educators, in general, the objective conditions of educators in PKBM are few and there are educators who do not meet the competency standards that they must have. (2) Students become the next determinant factor, PKBM recruits students by opening registration and registering students who drop out of school in formal schools then asks the school to refer students to continue their education at PKBM. (3) PKBM, which is stablished based on community self-help certainly has limitations in facilities and infrastructure, starting from the inadequate amount and quality that is no longer good. (4) In meeting the needs of program sustainability, PKBM has attended by carrying out a variety of businesses, but this has not been able to meet overall needs. (5) PKBM has business activities such as selling products made by students in the form of food or handicrafts, but has limitations in the marketing process. Keywords Determinant Factors, Capacity Building, Partipatory Partnership, Quality of PKBM Service

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Czy kompetencja arytmetyczna jest uwarunkowana kulturowo?

Annales Universitatis Paedagogicae Cracoviensis | Studia ad Didacticam Mathematicae Pertinentia ◽

10.24917/20809751.10.6 ◽

1970 ◽

Vol 10 ◽

pp. 93-108

Author(s):

Wojciech Krysztofiak

Keyword(s):

Public Education ◽

Mathematical Knowledge ◽

Mathematical Discourse ◽

Teaching Techniques ◽

Education Systems ◽

Models Of Teaching ◽

Cultural Status ◽

The Relationship

The purpose of this essay is not to answer the question posed in the title, but to specify the ''preconditions'' for the defense of two opposing stances: mathematical culturalism and mathematical anticulturalism. The names of these stances are not present in the source literature. Introducing them to the debate on the nature of the relationship between expert mathematical knowledge and its folk counterpart is justified, because the dispute concerns i.a. the cultural status of mathematical discourse - especially due to the fact that the acceptance of one of the stances results in rejecting various models of teaching arithmetic in school, considering them incompatible with the stance taken in the dispute. The presented essay does not, however, focus on the strategies, methods, or transfer & teaching techniques concerning mathematics in public education systems.

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Predictors of Practitioners’ Use of Recommended Early Childhood Intervention Practices

International Education Studies ◽

10.5539/ies.v13n9p36 ◽

2020 ◽

Vol 13 (9) ◽

pp. 36

Author(s):

Carl J. Dunst ◽

Mary Beth Bruder ◽

Susan P. Maude ◽

Melissa Schnurr ◽

Angela Van Polen ◽

...

Keyword(s):

Professional Development ◽

Early Childhood ◽

Capacity Building ◽

Developmental Delays ◽

Early Childhood Intervention ◽

Evidence Based ◽

Home Based ◽

Childhood Intervention ◽

Service Training ◽

Development Practice

Findings from research syntheses of adult learning and in-service training studies identified the importance of professional development as a factor influencing practitioner use of recommended and evidence-based intervention practices. These relationships were used to test the hypothesis that practice-specific evidence-based capacity-building professional development would be related to early childhood practitioners’ reported use of recommended early childhood intervention practices. The participants were practitioners working with birth to 3-year-old, 3- to 5-year-old, or birth to 5-year-old children with identified disabilities, developmental delays, or at-risk conditions in home-based or center-based programs or both. The predictors included three practitioner background variables (e.g., years of professional experience) and three professional development variables (e.g., evidence-based professional development practices). Results indicated that the three professional development practice variables accounted for significant amounts of variance in the practitioners’ reported use of 10 different practices beyond that accounted for by the three background variables. The findings highlight the importance of evidence-based capacity-building professional development as a factor influencing practitioners’ judgments of their use of recommended practices.

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