Leveraging Expertise from Community Resources to Improve the Role of the Pharmacist in HIV Testing and Counseling

The human immunodeficiency virus (HIV) epidemic continues to be a major global public health issue. Moreover, disparities continue to persist in HIV among racial and ethnic minority populations, with the highest rates of new diagnoses in Black/African American and Hispanic/Latino men who have sex with men in the United States. Pharmacists are one of the most accessible and trusted health care professionals. Therefore, it is imperative that student pharmacists are educated on culturally-competent HIV testing and risk behaviors counseling. This study describes the development of a partnership between a pharmacy school and a community-based organization to offer an HIV counseling and testing training program to help develop skills in delivering HIV testing services. The HIV counseling and testing training program contains learning modules that provide a wide array of in-depth information about HIV patient care in the community. The partnership allows for the enjoyment of a myriad of benefits for students, the pharmacy program, the community-based organization, and the public health of the community-at-large. Students feel more prepared and comfortable working with patients in discussing HIV transmission risk factors and test results as a result of this training. Such partnerships support the pharmacist’s role in the public health arena. A successful and durable relationship between a community partner and a school of pharmacy is a feasible strategy for pharmacy progress in public health.

Nepantlera Pedagogy in an Immigrant Youth Theater Project: The Role of a Hmong Educator in Facilitating the Exploration of Culture and Identity

Background/Context: Community-based youth theater programs afford youth opportunities to explore and “author” new identities by “performing writing.” Yet, we know much less about the ways in which immigrant youth are exploring struggles and changes within their families and ethnic community. We particularly lack research about the roles of immigrant adult educators in youth programs, and the significance to the pedagogical process of their experiences, being, and modes of interacting with young people who share with them a common ethnicity. Purpose/Objective/Research Question/Focus of Study: The purpose of the study is to explore the role of a community-based Hmong immigrant educator as a “nepantlera,” or boundary-crossing “guide” in Hmong youth’s negotiation of culture and identity. It is guided by three questions: (1) How does nepantlera pedagogy move beyond self–other dichotomies? (2) How does nepantlera pedagogy facilitate rewriting the self to construct new visions of ethnic identity? and (3) How does nepantlera pedagogy entail risking the personal? Setting: The research setting was a Hmong community-based arts organization in an urban center in the Midwestern United States. Population/Participants/Subjects: Three 1.5-generation Hmong American adult staff of a community-based organization, one Korean American teaching artist from a local theater company, and 11 second-generation Hmong American adolescents participated in the study. Research Design: The study draws from a critical ethnographic investigation of the culturally relevant practices of a youth theater project within a Hmong coethnic organization. Data Collection and Analysis: Ethnographic data collection occurred over the 4-month program cycle of the theater project. Data sources include field notes from participant observations, semi-structured interviews, audio and video recordings of the activities, work products, and documents about the program and organization. The data were analyzed with thematic analysis techniques. Findings/Results: The findings suggest that the nepantlera pedagogy of the Hmong immigrant educator fostered opportunities for Hmong youth to (1) disrupt binaries between first-generation and second-generation immigrants by exploring not only differences but also commonalities; (2) imagine new ethnic selves by exploring and rewriting a Hmong edict against same-last-name relationships; and (3) experience the vulnerability of their Hmong educator through disclosure about his personal life. Conclusions/Recommendations: The nepantlera pedagogy of an immigrant educator within a coethnic community-based organization brings a perspective from the nepantla, or “in-between,” of culture and identity that provides immigrant youth with a deeper level of cultural knowledge and connectedness to navigate their multiple worlds.

The Dartmouth Falls Prevention Training Program: Primary Care and Community-Based Organization Collaboration

Falls are a leading cause of fatal and non-fatal injuries in older adults. Older adult participation in community-based falls prevention programs can significantly reduce falls risk, however, identifying and referring individuals to appropriate programs can be challenging. Through Administration for Community Living (ACL) funding, we have developed a comprehensive Dartmouth Falls Prevention Training Program for healthcare and community based organizations that includes (1) Falls screening in primary care; (2) “Balance Days”, a community-based education and balance screening event encompassing falls risk stratification and coaching into programs; (3) Instructor Training for Tai Ji Quan: Moving for Better Balance®, a highly effective falls prevention program; and (4) Implementation Training, a research informed workshop shown to enhance community-based program sustainability through participant retention. We will share strategies for sustainable collaborations between primary care and CBOs to reach at-risk individuals and improve lives and decrease costs associated with falls.

Adaptation and collaborative CLTS pathways: Experiential learning from mistakes and iterative changes for success

BackgroundThis paper draws learnings and successes based on field implementation experience spanning four years (2016–2019) of implementing CLTS by Prince of Peace Orphans and Widows Vision, a community-based organization located in Kaberamaido district in eastern Uganda.MethodsThe study aimed to document, disseminate and inform from an evidence-based point of view how adaptation and collaborative engagements triggers learning from mistakes to inform iterative changes from improvements and success.This is a descriptive paper that used project documents review based on field implementation experience. Existing project reports were synthesised, collated and curated for evidence. Data were drawn from project reports and records to inform narratives in writing. Implementation of the project was executed in homogenous rural communities occupied by people of the same dialect, cultural and social settings.ResultsWe note that success in CLTS implementation can hardly be achieved by merely following prescriptions in handbooks and guidelines but rather by devising innovative community engagement and other participatory and community-driven techniques that foster adaptive management, promote ownership, and buy-in.Having learned from our failures, we used data to inform decisions and transformatively deviated from traditional CLTS implementation and introduced high impact and innovative approaches such as the use of CLTS helpdesks and Situation room, the Pamoja approach, learning labs and iterative feedback loops, innovatively tackling slippage and carefully introducing the follow-up mandona approach. These enhanced experiential learning and ultimately resulted in sustained sanitation behaviour.ConclusionsThe CLTS approach as outlined in the handbook needs to be flexibly adapted to address contextual needs. Reflective and learning sessions reinforced with routine feedback loops from implementers and beneficiaries yields tremendous results, propagates experiential learning, and ultimately results in a transformative deviation from undesirable to desired sanitation behaviours. These innovative approaches once carefully blended have proved to be sustainable, are adaptable and can work in an even larger scale and in a variety of contexts.

Adaptation and Collaborative CLTS Pathways: Experiential Learning from Mistakes and Iterative Changes for Success

Background This paper draws learnings and successes based on field implementation experience spanning four years (2016–2019) of implementing CLTS by Prince of Peace Orphans and Widows Vision, a community-based organization located in Kaberamaido district in eastern Uganda. Methods The study aimed to document, disseminate and inform from an evidence-based point of view how adaptation and collaborative engagements triggers learning from mistakes to inform iterative changes from improvements and success.This is a descriptive paper that used project documents review based on field implementation experience. Existing project reports were synthesised, collated and curated for evidence. Data were drawn from project reports and records to inform narratives in writing. Implementation of the project was executed in homogenous rural communities occupied by people of the same dialect, cultural and social settings. Results We note that success in CLTS implementation can hardly be achieved by merely following prescriptions in handbooks and guidelines but rather by devising innovative community engagement and other participatory and community-driven techniques that foster adaptive management, promote ownership, and buy-in.Having learned from our failures, we used data to inform decisions and transformatively deviated from traditional CLTS implementation and introduced high impact and innovative approaches such as the use of CLTS helpdesks and Situation room, the Pamoja approach, learning labs and iterative feedback loops, innovatively tackling slippage and carefully introducing the follow-up mandona approach. These enhanced experiential learning and ultimately resulted in sustained sanitation behaviour. Conclusions The CLTS approach as outlined in the handbook needs to be flexibly adapted to address contextual needs. Reflective and learning sessions reinforced with routine feedback loops from implementers and beneficiaries yields tremendous results, propagates experiential learning, and ultimately results in a transformative deviation from undesirable to desired sanitation behaviours. These innovative approaches once carefully blended have proved to be sustainable, are adaptable and can work in an even larger scale and in a variety of contexts.

KRIFS Quartet Model Improving Livelihoods and Fueling Tourism in Kitagwenda District,Western Uganda

Kyabwanswa Rural Integrated Farming Systems (KRIFS) is a Community Based Organization (CBO) with its Head Office in Kitagwenda Town Council. KRIFS quartet model involves emphasis of integrating four agricultural activities namely: Apiculture, agro-forestry, coffee and at least one type of livestock. The paper utilizes data obtained from January 2017 surveys, interviews, focus group discussions and observations by the authors. The authors observe that the four activities are symbiotic income generating enterprises. The quartet model has greatly contributed in reducing poverty, increasing agricultural productivity, facilitating value addition, conserving the environment, halting biodiversity loss and mitigating climate change. The model is strongly hinged on training of farmers in organized groups more especially the youth and the women.The involvement of KRIFS in integrated farming that involves introducing new innovations to improve production and productivity in agriculture through improved breeds of livestock and crops as well as environmental conservation being pivotal in its operations, has culminated to agro-tourism in the district. The authors recommend that the model be implemented in the whole of Uganda. Apiculture should be included in the priority commodity list for the parish model. Agro-tourism is yet another economi cactivity that should be exploited to reduce unemployment, conserve the environment and reduce effects of climate change.

Organizing for Black Lives and Funding COVID-19 Relief: Community Responses to Systemic Racism and Imagining Public Health 4.0

Structural racism is a root cause of poor health in the United States and underlies COVID-19–related disparities for Black and Latinx populations. We describe how one community-based organization responded to structural racism and COVID-19 in Florida. Informed by the literature on how public health practice changed from emphasizing prevention (Public Health 1.0) to collaboration between governmental and public health agencies (Public Health 2.0) and examining social determinants of health (Public Health 3.0), we call for a politically engaged Public Health 4.0. (Am J Public Health. 2021;111(S3):S201–S203. https://doi.org/10.2105/AJPH.2021.306408 )

JAPANTOWN PREPARED AND ORGANIZATIONAL STUDIES: CAMPUS-COMMUNITY PARTNERSHIPS FOR DISASTER PREPAREDNESS

Universities and community-based organizations partner to provide benefits to students and to communities where universities are situated. We examine the core elements of a successful partnership in a case study of an ongoing collaboration between San José State University (SJSU) and Japantown Prepared, a community-based organization whose mission is to advance disaster preparedness at the household and community level within San José, California’s, historic Japantown. We demonstrate these core elements of success through a discussion of the development and execution of several projects designed to build capacity within Japantown Prepared and provide real-world experience for Organizational Studies students at SJSU. We conclude that the relationship between SJSU and Japantown Prepared meets the core elements of a successful partnership and provide further suggestions for its continued success.