MPH students demonstrate competency attainment through applied practice experiences.
The applied practice experiences allow each student to demonstrate attainment of at least five competencies, of which at least three must be foundational competencies (as defined in Criterion D2). The competencies need not be identical from student to student, but the applied experiences must be structured to ensure that all students complete experiences addressing at least five competencies, as specified above. The applied experiences may also address additional foundational or concentration-specific competencies, if appropriate.
The program assesses each student’s competency attainment in practical and applied settings through a portfolio approach, which demonstrates and allows assessment of competency attainment. It must include at least two products. Examples include written assignments, projects, videos, multi-media presentations, spreadsheets, websites, posters, photos or other digital artifacts of learning. Materials may be produced and maintained (either by the program or by individual students) in any physical or electronic form chosen by the program.
D5.1. Briefly describe how the program identifies competencies attained in applied practice experiences for each MPH student, including a description of any relevant policies. (self-study document)
The MPH program faculty, directed by the Practicum Coordinator, guided by our mission, vision, and values statements, and aware of the priority communities for whom we are training workforce, determined through a series of strategic planning meetings that began prior to 2017 that we wanted each student graduating with the MPH from Creighton University to demonstrate the following three CEPH
competencies through their Applied Practice Experience:
1. Interpret results of data analysis for public health research, policy, or practice (CEPH Foundational Competency #4)
2. Propose strategies to identify stakeholders and build coalitions and partnerships for influencing public health outcomes (CEPH Foundational Competency # 13)
3. Communicate audience-appropriate public health content, both in writing and through oral presentation (CEPH Foundational Competency #19)
Then, with the guidance of the faculty of each concentration in conjunction with the Practicum Coordinator, the MPH program faculty adopted the following two competencies for each
concentration that each student in the respective concentration needs to demonstrate through their Applied Practice Experience:
Health Care Ethics Concentration:
1.
Distinguish general concerns of bioethics surrounding health care of populations made vulnerable or marginalized. (HCE #3)2.
Apply norms and theories of ethics in assessing health research. (HCE #4)Healthcare Management Concentration:
1.
Analyze a healthcare organizations strategic marketing plan utilized to achieve organizational goals. (HCM #3)2.
Formulate a human resources solution to an organizational problem. (HCM #4)The respective competencies were shared with the EAB and the Student Advisory Board for comment.
The following policies and procedures exist for implementation of this criterion. Each MPH student entering the Applied Learning Experience (practicum experience) phase of the program is tasked with
locating a site that is local to the community in which they live that meets the requirements of a public health related mission involving community engagement. Sites are external to the university and located within the local community of the student. Occasionally, sites will be located outside of the country to provide a global experience. All sites are approved by the MPH Practicum Coordinator and/or course instructor.
The first of three courses related to the practicum experience is a preparation course (MPH 610 – Pre-Practicum Preparation) wherein each student will draft a learning contract (available as ERF D5.2c). The Learning Contract requires each student to state Learning Goals expected to be achieved while at their practicum site. The Learning Goals directly reflect the Foundational and Concentration Competencies stated by the program for the practicum experience and are developed in tandem with the site supervisor to assure they align with site-specific needs. MPH 611 Practicum Experience is the course through which the field practice experience is realized.
In the final course of the practicum experience (MPH 612 Capstone), students will reflect upon, analyze and synthesize the practicum experience in discussion forums wherein they demonstrate how they achieved their learning goals and describe in detail the methods used to apply the competencies
throughout the experience. Students will also provide tangible evidence of the deliverables created during the practicum experience as supporting documentation of the competencies mastered. This is achieved through a high-level written paper and a recorded oral poster presentation.
D5.2. Provide documentation, including syllabi and handbooks, of the official requirements through which students complete the applied practice experience.
The following are available as ERF D5.2 Applied Practice Experience:
• D5.2a Practicum Manual – All Courses in Practicum
• D5.2b Practicum Syllabus – MPH 611
• D5.2c Practicum Learning Contract
• D5.2d Practicum Site Proposal
• D5.2e Practicum Bi-Weekly Checklist
• D5.2f Pre-Practicum Syllabus - MPH 610
• Syllabus and guides for MPH 612 - Capstone available as ERF D7.3a
D5.3. Provide samples of practice-related materials for individual students from each concentration or generalist degree. The samples must also include materials from students completing combined degree programs, if applicable. The program must provide samples of complete sets of materials (i.e., Template D5-1 and the work products/documents that
demonstrate at least five competencies) from at least five students in the last three years for each concentration or generalist degree. If the program has not produced five students for which complete samples are available, note this and provide all available samples.
Sample practice-related materials for individual students can be found in Table D5-1. Select student work is available as ERF D5.3.
Table D5-1. Practice-based products that demonstrate MPH competency achievement Specific products in portfolio that demonstrate
application/practice Competency as defined in Criteria D2 and D4 Health Care Ethics Concentration
Vision Examinations and Young Children: Exploring Parent Influences and the Comprehensive Eye exam (ERF 5-1a)
The context for this project was an ethical concern involving dental and vision care for at-risk children.
Adventure Dental and Vision is an interdisciplinary practice which provides both services for patients with low socioeconomic status. Parent surveys indicate that the interdisciplinary practice provided a convenient service for them, but there was no clear indication of direct relationship between the practice and young children receiving examinations. Adventure Vision provided exams to a greater number of children under the age of 5 than the stand-alone practices it was compared to. This project sought to assess if parents are knowledgeable of the recommendation for early dental examinations but are not as aware of the
recommendation for early vision examinations (not just screenings). Therefore, children are more likely to have received a dental exam at an early age than a vision examination.
1. Parent Survey and Private Office Questionnaire 2. Data Analysis report
3. Parent Brochure with recommendations
Foundational Competencies
1. Interpret results of data analysis for public health research, policy or practice (CEPH Foundational Competency #4)
2. Propose strategies to identify stakeholders and build coalitions and partnerships for influencing public health outcomes (CEPH Foundational Competency # 13) 3. Communicate audience-appropriate public health content, both in writing and through oral presentation (CEPH Foundational Competency #19)
Health Care Ethics Concentration Competencies:
1. Distinguish general concerns of bioethics surrounding health care of populations made vulnerable or marginalized (HCE # 3)
2. Apply norms and theories of ethics in assessing health research. (HCE #4)
Ethical Decision Making in a Local Health Department (ERF 5-1b)
The ethical context of this project was to evaluate the nature of ethics, and ethical situations encountered within a local health department that may require additional guidance to ensure that all members of an organization are operating on the same ethical plain.
Failure to have this ethical guidance could result in poor ethical decision-making that results in poor health outcomes and poorer relationships and trust with the community served, which can severely impact the trust that the community has in the health department’s programs and services over time. In its mission to provide the best services possible to its community especially those at-risk and low income, and to be accredited by the Public Health Accreditation Board (PHAB), the Greenfield Health Department recognized the importance of developing ethics policies and other materials. Therefore, the project that was established was to develop an ethics policy and framework using best-practices and research, an ethical-decision making worksheet, a training presentation that was presented to Greenfield Health Department staff, and
recommendations made to Greenfield Health
Department leaderships on the development of further policies, materials, and trainings on ethics and related topics to further integrate ethics into the public health practice of the Greenfield Health Department. The project concluded with the successful creation, adoption, and implementation of all project materials into the practice of the Greenfield Health Department.
Foundational Competencies
1. Interpret results of data analysis for public health research, policy or practice (CEPH Foundational Competency #4)
2. Propose strategies to identify stakeholders and build coalitions and partnerships for influencing public health outcomes (CEPH Foundational Competency # 13) 3. Communicate audience-appropriate public health content, both in writing and through oral presentation (CEPH Foundational Competency #19)
Health Care Ethics Concentration Competencies:
1. Distinguish general concerns of bioethics surrounding health care of populations made vulnerable or marginalized (HCE # 3)
2. Apply norms and theories of ethics in assessing health research. (HCE #4)
Public Health Code of Ethics and Foundational Ethics Skills Applied to project outcomes
Qualitative Findings Report for Ethics Interviews City of Greenfield Health Department Ethics Policy created as part of this project
Greenfield Health Department Ethical Decision-Making Guide
Evaluating the Feasibility of Friends for Youth Alumni Program: A Pilot Study (ERF 5-1c)
Mentoring programs are structured as a preventative tool used by community-based organizations to help at-risk youths overcome difficult life circumstances. This study utilized a mixed methods design including a survey questionnaire and semi-structured phone interviews (1) to evaluate the impact that Friends for Youth’s (FFY) 1:1 Mentoring Program has on youth outcomes, (2) measure the mentor experience in the program and (3) assess the feasibility of developing an alumni program.
1. Email Survey to Mentors
2. Mentor, Mentee and Parent/Guardian Interview questions
3. Table of Current Outcomes 4. Slide Presentation to the site 5. Recommendations Report
Foundational Competencies
1. Interpret results of data analysis for public health research, policy or practice (CEPH Foundational Competency #4)
2. Propose strategies to identify stakeholders and build coalitions and partnerships for influencing public health outcomes (CEPH Foundational Competency # 13) 3. Communicate audience-appropriate public health content, both in writing and through oral presentation (CEPH Foundational Competency #19)
Health Care Ethics Concentration Competencies:
1, Distinguish general concerns of bioethics surrounding health care of populations made vulnerable or marginalized (HCE # 3)
2. Apply norms and theories of ethics in assessing health research. (HCE #4)
Assessing Appropriateness of Non-statin Lipid Lowering Medications (ERF 5-1d)
The objective of this quality improvement project was to assess appropriateness of non-statin lipid lowering medications conducted by a clinical pharmacist. Statin medication therapy is the mainstay to reduce
cardiovascular events. However, many times, patients are started on other lipid lowering medications such as fibrates, fish oil, and/or niacin. A sample of 101 patients was assessed to determine whether patients were on unnecessary lipid lowering therapy based on their diagnoses, medical history, and recent cholesterol lab values.
1. Data analysis report and results
2. Interpretation and Education/Presentation of Non-Statin Lipid Lowering Medications presented to site
Foundational Competencies:
1. Interpret results of data analysis for public health research, policy or practice (CEPH Foundational Competency #4)
2. Propose strategies to identify stakeholders and build coalitions and partnerships for influencing public health outcomes (CEPH Foundational Competency # 13) 3. Communicate audience-appropriate public health content, both in writing and through oral presentation (CEPH Foundational Competency #19)
Health Care Ethics Concentration Competencies:
1. Distinguish general concerns of bioethics surrounding health care of populations made vulnerable or marginalized (HCE # 3)
2. Apply norms and theories of ethics in assessing health research. (HCE #4)
The Undetectables (UND) Program: Evaluating the Effectiveness and Quality of the program in Achieving and Maintaining Viral Load Among Persons Infected with HIV/AIDS (ERF 5-1e)
The Undetectables program uses onsite case management and primary care to support people infected with HIV/AIDS achieve their health goals.
Another important strength of the program is to track client’s adherence to medication as well as monitor the engagement to case management services. Through case management, participants of the Undetectables receive social support and referrals to other social support services that are not offered on site. The client also receives directly observed therapy as needed through case management. This project evaluated the effectiveness of the Undetectables (referring to viral load and services utilized) Program in a community in NY.
1. Findings report from data analysis
Foundational Competencies:
1. Interpret results of data analysis for public health research, policy or practice (CEPH Foundational Competency #4)
2. Propose strategies to identify stakeholders and build coalitions and partnerships for influencing public health outcomes (CEPH Foundational Competency # 13) 3. Communicate audience-appropriate public health content, both in writing and through oral presentation (CEPH Foundational Competency #19)
Health Care Ethics Concentration Competencies:
1. Distinguish general concerns of bioethics surrounding health care of populations made vulnerable or marginalized (HCE # 3)
2. Apply norms and theories of ethics in assessing health research. (HCE #4)
2. Interpretation and Dissemination presentation of UND Data Analysis presented to the site including
recommendations for overcoming practical and ethical challenges of working with this population
Healthcare Management Concentration Reflection of Hope (ERF 5-1f)
The organizational problem identified around healthcare management is that this community outreach
organization lacked enough staff for an effective suicide prevention program. The solution was the following community-based participatory education program.
Reflection of Hope was an interactive community art project aimed at raising awareness for suicide prevention in the community of Lincoln, Nebraska. Collaboration with various members of the community led to a two-day event where over 100 people came and added their personal touch to the final art piece, bringing to life one cohesive design. The event provided a platform to interact with and educate the community about suicide prevention. Once on display, members of the community are invited to add messages directed towards those who have or are contemplating suicide on the mirrors – the idea being that the viewer will see these positive messages, accompanied by their reflection, and will find a sense of hope and seek help
1. Event promotion and marketing brochure 2. Community education materials
3. Photo image of final art piece installation created for the ArtReach Project, Lincoln, Nebraska, to facilitate community conversation around suicide as a public health issue.
Foundational Competencies:
1. Interpret results of data analysis for public health research, policy or practice (CEPH Foundational Competency #4)
2. Propose strategies to identify stakeholders and build coalitions and partnerships for influencing public health outcomes (CEPH Foundational Competency # 13) 3. Communicate audience-appropriate public health content, both in writing and through oral presentation (CEPH Foundational Competency #19)
Healthcare Management Concentration Competencies:
1. Analyze a healthcare organizations strategic marketing plan utilized to achieve organizational goals. (HCM #3) 2. Formulate a human resources solution to an organizational problem. (HCM #4)
A Study on the Awareness of Risk Factors of Carbon Monoxide Poisoning (ERF 5-1g)
This practicum project was with the Nebraska Department of Health and Human Services where student worked alongside the epidemiology team to assess community awareness around CO poisoning.
There were two phases of the project: a) Designing and implementing the first ongoing statewide public health surveillance program for the Department of Health and Human Services and b) creating a strategic plan to use primary preventative strategies to effectively determine how to collect data and disseminate preventative materials, designing a survey for the Omaha community that successfully collected descriptive data that allowed for the understanding of people’s awareness of CO poisoning, and distributing fact sheets and data sheets from survey results to populations in Douglas County.
1. Carbon Monoxide Poisoning Awareness Project Presentation including data analysis, articulation of human resource needs, and other findings with recommendations
2. Carbon Monoxide Surveillance Plan for NE Health Department
Foundational Competencies:
1. Interpret results of data analysis for public health research, policy or practice (CEPH Foundational Competency #4)
2. Propose strategies to identify stakeholders and build coalitions and partnerships for influencing public health outcomes (CEPH Foundational Competency # 13) 3. Communicate audience-appropriate public health content, both in writing and through oral presentation (CEPH Foundational Competency #19)
Healthcare Management Concentration Competencies:
1. Analyze a healthcare organizations strategic marketing plan utilized to achieve organizational goals. (HCM#3) 2. Formulate a human resources solution to an organizational problem. (HCM#4)
The Weekend Food Project (ERF 5-1h)
The issue this project addressed was hunger in school-aged children in Loudon County, Tennessee during the weekends. The first part of the project was design and distribution of an impact survey for all participants in The
Foundational Competencies:
1. Interpret results of data analysis for public health research, policy or practice (CEPH Foundational Competency #4)
2. Propose strategies to identify stakeholders and build
Weekend Food Program through The Family Resource Center of Loudon County Schools. The second part was analyzing the survey results and drafting a grant proposal to provide enough funding to both pay for the program for another year and to expand the program to another school in Loudon County. The grant proposal was chosen to be presented by The Family Resource Center (FRC) director to a non-profit business with a history of funding FRC programs, including The Weekend Food Program.
1. Grant proposal for the Family Resource Center of Loudon County Schools to fund staff and delivery of a Weekend Food Project for families
2. Data analysis report
coalitions and partnerships for influencing public health outcomes (CEPH Foundational Competency # 13) 3. Communicate audience-appropriate public health content, both in writing and through oral presentation (CEPH Foundational Competency #19)
Healthcare Management Concentration Competencies:
1. Analyze a healthcare organizations strategic marketing plan utilized to achieve organizational goals. (HCM#3) 2. Formulate a human resources solution to an organizational problem. (HCM#4)
Advanced Directive Education Session for Nurses (ERF 5-1i)
The need for this project followed an analysis of this organization’s strategic plan that showed a lack of staff training regarding advanced directives. This project focused on further educating the nurses on the medical surgery/oncology floor of the hospital about Advance Directives and the differences in code status. Using resources from PalliativeCareNow.com, an education module was created focusing on myths and their truths about ADs followed by the differences in code statuses and what healthcare workers are and are not allowed to do with each one
1. Data analysis report
2. Slide presentation of overview of training, interpretation of results and recommendations
Foundational Competencies:
1. Interpret results of data analysis for public health research, policy or practice (CEPH Foundational Competency #4)
2. Propose strategies to identify stakeholders and build coalitions and partnerships for influencing public health outcomes (CEPH Foundational Competency # 13) 3. Communicate audience-appropriate public health content, both in writing and through oral presentation (CEPH Foundational Competency #19)
Healthcare Management Concentration Competencies:
1. Analyze a healthcare organizations strategic marketing plan utilized to achieve organizational goals. (HCM#3) 2. Formulate a human resources solution to an organizational problem. (HCM#4)
Senior Shelter Guests Experiencing Homelessness (ERF 5-1j)
Anchorage’s homeless population is aging. Shelter employees have observed increased number of physical and mental challenges experienced by aging shelter guests. Community leaders and a non-profit social services agency’s leaders expressed a desire for a graduate or doctoral student to study senior shelter guests’ needs. Community leaders desired a better understanding of mobility issues as they related to shelter and housing needs for seniors experiencing homelessness. The goal of the project was to identify and increase understanding of the unique needs of senior shelter guests. Seniors, age 65 years and older were the identified population for study. Data was collected on thirty senior shelter guests utilizing three tools.
1. Data analysis report with conclusions and
recommendations including the marketing of services to the homeless and adequate staff resources to meet the unique needs of seniors in the shelter
2. Data collection instruments and limitations report of project
Foundational Competencies:
1. Interpret results of data analysis for public health
1. Interpret results of data analysis for public health