Maternal and Child Health Training Program

H H S Department of Health and Human Services
Health Resources and Services Administration

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Funded Projects

Grant Title: Promoting Health Equity through MCH Leadership Training

Web Site: University of South Florida Project Exit Disclaimer

Project Director(s):

Martha Coulter, DrPH, MSW
University of South Florida
13202 Bruce B. Downs Boulevard
Tampa, FL  33612
Phone: (813) 974-7829
FAX: (813) 974-7830
Email: mcoulter@health.usf.edu

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Problem:

Florida needs a skilled MCH workforce to address its unique population, persistent health disparities, and growing workforce shortages. This project will provide MCH leadership training focusing on promoting health equity through an interdisciplinary, culturally competent, family-centered approach.

Goals and Objectives:

Goal 1: Provide interdisciplinary leadership training and practice to better integrate knowledge and skills needed to address multifaceted MCH problems. Objective 1: By June 30, 2011, and annually thereafter, 100% of MCH trainees will have completed an interdisciplinary practice seminar created by MCH core faculty and practitioners representing MCH and related disciplines. Objective 2: By June 30, 2012, 100% of MCH required courses will incorporate interdisciplinary practice in their learning objectives. Objective 3: By June 30, 2011, develop criteria for assessing interdisciplinary practice in field placement sites. Goal 2: Recruit and support a diverse and culturally competent and family-centered MCH workforce that can work towards reducing health disparities. Objective 1: By June 30, 2011, and annually thereafter, 100% of MCH trainees will have completed cultural competence and a family-centered care seminars conducted by MCH core faculty, family members and practitioners representing MCH and related disciplines. Objective 2: By June 30, 2012, 100% of MCH required courses will incorporate cultural competence and family-centered care concepts and issues in their learning objectives. Objective 3: By June 30, 2011, and annually thereafter, at least 50% of enrolled MCH students will be from a minority population. Goal 3: Provide quality training and practice through exposure to MCH competencies to assure a highly-trained MCH workforce. Objective 1: By June 30, 2011, and annually thereafter, the MCH Leadership Training Advisory Committee will be convened to review and identify pertinent and emerging MCH issues and gaps in competency development. Objective 2: By June 30, 2011, and annually thereafter, increase the MCH student enrollment by 15%. Goal 4: Increase the capacity of the MCH workforce through collaboration with Title V agencies and partnerships with local, state, regiona and national stakeholders to enhance MCH training and practice. Objective 1: By June 30, 2011, and annually thereafter, identify MCH training needs and implement at least one training or collaborative activity among the SPH in Florida. Objective 2: By June 30, 2011, collaborate with the University of Alabama-Birmingham SPH to develop joint continuing education with a particular focus on the Florida Panhandle and adjacent areas Objective 3: By June 30, 2011, and annually thereafter, collaborate with the Pediatric Pulmonary Center Training Program (PPC) at the University of Florida in training activities such as guest lectures, research projects and leadership opportunities. Goal 5: Develop, disseminate and translate knowledge to inform MCH training, research, policy and practice. Objective 1: By June 30, 2011, and annually thereafter, 100% of MCH faculty (with the assistance of MCH students) will produce a two-page summary or policy brief of each recently published scientific paper for community dissemination that translates MCH research to practice. Objective 2: By June 30, 2011, and annually thereafter, at least 50% of MCH trainees will be engaged in applied MCH research. Objective 3: By June 30, 2011, at least 50% of MCH trainees will have co-authored with a faculty member at least one scholarly paper for the peer-reviewed public health literature.

Methodology:

Goal 1 (interdisciplinary practice): develop & conduct interdisciplinary practice seminar; conduct curriculum review and address gaps in interdisciplinary practice; review interdisciplinary practice elements for field placements; develop criteria & communicate it to field sites. Goal 2 (cultural competence and family-centered care): develop & conduct seminars on cultural competence and family-centered care; conduct curriculum review and address gaps in cultural competency and family-centered care; promote program through recruitment activities to attract diverse students. Goal 3 (MCH competencies): convene Advisory Committee; delineate emerging MCH issues and didactic or practicum opportunities to address those issues; utilize data tracking system for MCH students. Goal 4 (collaboration): identify MCH training needs of students in other universities in the state & deliver one training; participate in phone conferences with University of Alabama-Birmingham SPH to conduct needs assessment & develop collaboration plan; participate in phone conferences with Pediatric Pulmonary Center at UF to develop collaboration plan. Goal 5 (knowledge to practice): request a summary of each scientific paper written by MCH faculty; develop MCH webpage to disseminate summaries; identify research opportunities for students; identify opportunities for trainees to co-author a manuscript or presentation; provide travel assistance to trainees to disseminate findings.

Coordination:

State: will occur with the state MCH programs, Children's Medical Services, and the state MCH Epidemiologist, including serving on a national advisory board, providing input on continuing education and student training needs, and identifying emerging MCH issues & resources. Local: will occur with the two county health departments and other community agencies, including locations for placements, serving on the advisory board, and being community mentors for Trainees and MCH students.

Evaluation:

Evaluation will include: faculty and doctoral student annual reports (teaching, research, leadership, service); MCH competency portfolio completed by all students (measure progress toward excellence in MCH competencies); student exit survey; department annual report; alumni surveys; tracking of collaboration with Title V agencies, MCHB/SPH, and community organizations; pre- and post-test measurements of all continuing education programs; and other assessment measures developed for the project.

Experience to Date:

We recruited a cohort of 6 student Trainees (2 doctoral students and 4 master's students) from a competitive group of applicants. Each Trainee followed a specialized program of study and was matched with a leadership mentor in the community and a faculty mentor within the College of Public Health (COPH). We focused on leadership, family centered care (FCC), cultural competence (CC), and interdisciplinary practice (IP) through various activities over the course of the year. We began an assessment of CC, FCC, and IP in the MCH curriculum, which involves a review of syllabi and interviews with students and faculty. We also began to intensively examine cultural competence throughout the COPH, which is a precursor to evaluating these areas within field placement sites for MCH students. A Family Advocate, who is employed by Title V Children's Medical Services (CSHCN), joined the department staff and the training program. The Training Program provided support for faculty who teach MCH courses, as well as the Women's Health Collaborative, where students work in interdisciplinary teams in medical clinics. We are developing a continuing education plan in collaboration with the University of Alabama at Birmingham. This plan will address the MCH workforce needs in the Florida panhandle and surrounding areas. We will collaborate with the Public Health Training Centers at both USF and UAB. We will also incorporate the needs of the other universities in Florida (UF and FIU).

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