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Making it Relevant Agency-wide The SC Department of Health and Environmental Control DHECa combined public health and environmental agency, has over 3, staff statewide and delivers its services through a centralized system encompassing all 46 counties in the state.
The challenge was to develop an instrument that was relevant to both the health and environmental sides of the agency.
While they clearly perform a public health function, professional staff in Environmental Affairs at DHEC is made up of geologists, biologists, hydrologists and engineers, many of whom do not recognize their role in public health.
An additional tier was added to the original competency set, to include support staff, and the original competencies were modified to make them more relevant to environmental staff.
The assessment was tested in various ways before launch. This session will highlight the process of collaboration that led to the final instrument and the results.
SinceDivision personnel have completed self-assessments, expanded training, and set annual performance goals utilizing the core competencies.
The prioritization tool assists each employee and supervisor in identifying where to invest professional development resources for the largest potential benefit. The workgroup utilizes SurveyMonkey to administer a training needs assessment every two years.
Employees complete questions for each competency domain based on their self-assessed ability to effectively demonstrate each of the skills.
Employees also rank each competency domain and its relative importance based on their position in comparison to all other competency domains. In the past, personnel have struggled with utilizing the survey results to the fullest extent for professional development.
The workgroup also struggled with providing clear guidance on the utilization of the prioritization tool. Through the development of an Excel tool to automate the prioritization and high-yield competency analysis steps two and three of the prioritization toolthe workgroup is able to provide a two-page report to each employee that identifies the competency domains that should be developed, leveraged, maintained or de-emphasized.
Opportunities for Aligning Public Health and Healthcare Workforce Development As public health and healthcare become more closely aligned, and hospitals and health departments work together on community health improvement efforts, this has presented an opportunity for identifying competencies that span public Discuss 5 important school and statutory frameworks and healthcare to better support development of population health skills that benefit the health workforce as a whole.
The Priority Competencies for Population Health Professionals, a set of competencies designed for professionals working in healthcare settings who are engaged in community benefit and other population health activities, can help to build this connection across health sectors.
Based on the Core Competencies for Public Health Professionals, a consensus set of foundational skills developed by the Council on Linkages Between Academia and Public Health Practice for public health professionals that are widely used in public health organizations across the country, the Priority Competencies for Population Health Professionals offer a step forward in creating alignment and a common language for workforce development that bridges public health and healthcare.
This session will introduce these competencies, consider what we know about areas of commonality with respect to trainings relevant to public health and healthcare professionals, and explore what will help meet the professional development needs of this changing workforce.
Data will be shared about training being accessed and completed by public health and healthcare professionals, competencies being addressed, and where overlap exists that may create unique opportunities for building collaboration.
Session participants will explore strategies and potential next steps for building similar competencies within the population health workforce — for both public health and healthcare professionals. What tools will help with implementation of the Priority Competencies for Population Health Professionals?
What types of training and curricula would best develop the skills identified as needed? Where are there opportunities for public health to bring skills to the table that fill needs in collaborative efforts with healthcare or to support healthcare in developing more population-focused skills?
These questions and others will be explored with participants during this interactive session designed to share ideas, strategies, and resources for ensuring a skilled population health workforce.
A Public Health Nurse Residency Program In an aging workforce, the need for recruiting and retaining new public health nurses is great.
Nurse Residency Programs support the development of new nurses, increase retention, and enhance communication and prioritization skills in novice nurses.
Public Health Nurse Residency programs or published literature on the subject is virtually nonexistent. A group of southeastern Wisconsin public health nurses formed to create an evidence-based Public Health Nurse Residency Program PHNRP with the aim of supporting new public health nurses with standardized, current tools and resources needed for their role.
Six sessions are held monthly in four-hour time blocks. The PHNRP integrates knowledge from experienced public health professionals including health educators, sanitarians, and dietitians, with contemporary practices to inspire collaborative interdisciplinary relationships amongst participants. Based off the Foundational Public Health Services model and adult learning principals, participants utilize learned skills to enhance their practice, and subsequently programs and services in their community.
Participants are evaluated using the Quad Council s Tier 1 Public Health Professionals Competency Assessment prior to beginning and upon completion of the program.
Individual sessions are also evaluated for speaker validity, potential online content, and participant satisfaction. Our pilot program, July-December, was successful per participant evaluations.
Of the participants who completed all six sessions, the average perception of public health proficiency increased by Surprisingly, the vast majority of participants strongly disagreed or disagreed that any content could be online only. Using the PHNRP as a catalyst for change, we, a collective group of public health professionals, can work together to elevate public health to new heights.
A PHNRP will both expand upon staffs knowledge base and cultivate cross-departmental relationships with other public health professionals and community leaders. Additionally, this program has the potential to expose and entice students, externs, and new graduates to potential career paths in public health.
Lessons learned from an AmeriCorps program A major barrier to supporting the public health workforce is the stigma that is often associated with professional development. Since the public health field frequently must do more with less, employee professional development is often viewed as a drain of resources rather than an asset that will benefit the individual employee, the organization, and ultimately, the public health workforce as a whole.
Changing this stigma and equipping organizations with strategies and tools to attract, develop, and retain public health professionals from the start of their careers is the key to creating a strong public health workforce. Over the years, PHIMC has built a strong model for attracting, developing, and retaining the 20 young public health professionals that participate in the program each year.
Through this work, PHIMC has learned some important lessons and best practices that can be implemented across various public health organizations to create a strong workforce.standards (P) and meet the core standards (C); 2 Extract from the Rewards and Incentives Group’s (RIG) evidence (Section 9 ‘The New Teacher Professionalism’) to the School Teachers’ Review Body (STRB) on 25 May An Act to make provision about education, training and childcare.
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