Browsing by Subject "Community participation"

Now showing 1 - 5 of 5
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    Commonly cited incentives in the community implementation of the emergency maternal and newborn care study in western Kenya
    (Makerere Medical School, 2013) Gisore, P.; Rono, B.; Marete, I.; Nekesa-Mangeni, J.; Tenge, C.; Shipala, E.; Mabeya, H.; Odhiambo, D.; Otieno, K.; Bucher, S.; Makokha, C.; Liechty, E.; Esamai, F.; Pediatrics, School of Medicine
    Background: Mortality of mothers and newborns is an important public health problem in low-income countries. In the rural setting, implementation of community based education and mobilization are strategies that have sought to reduce these mortalities. Frequently such approaches rely on volunteers within each community. Objective: To assess the perceptions of the community volunteers in rural Kenya as they implemented the EmONC program and to identify the incentives that could result in their sustained engagement in the project. Method: A community-based cross sectional survey was administered to all volunteers involved in the study. Data were collected using a self-administered supervision tool from all the 881 volunteers. Results: 881 surveys were completed. 769 respondents requested some form of incentive; 200 (26%) were for monetary allowance, 149 (19.4%) were for a bicycle to be used for transportation, 119 (15.5%) were for uniforms for identification, 88 (11.4%) were for provision of training materials, 81(10.5%) were for training in Home based Life Saving Skills (HBLSS), 57(7.4%) were for provision of first AID kits, and 39(5%) were for provision of training more facilitators, 36(4.7%) were for provision of free medication. Conclusion: Monetary allowances, improved transportation and some sort of identification are the main incentives cited by the respondents in this context.
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    Correction: Investigating the Best Practices for Engagement in Remote Participatory Design: Mixed Methods Analysis of 4 Remote Studies With Family Caregivers
    (JMIR, 2024-12-31) Jolliff, Anna; Holden, Richard J.; Valdez, Rupa; Coller, Ryan J.; Patel, Himalaya; Zuraw, Matthew; Linden, Anna; Ganci, Aaron; Elliott, Christian; Werner, Nicole E.; Herron School of Art and Design
    [This corrects the article DOI: 10.2196/60353.].
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    Investigating the Best Practices for Engagement in Remote Participatory Design: Mixed Methods Analysis of 4 Remote Studies With Family Caregivers
    (JMIR, 2024-12-03) Jolliff, Anna; Holden, Richard J.; Valdez, Rupa; Coller, Ryan J.; Patel, Himalaya; Zuraw, Matthew; Linden, Anna; Ganci, Aaron; Elliott, Christian; Werner, Nicole E.; Herron School of Art and Design
    Background: Digital health interventions are a promising method for delivering timely support to underresourced family caregivers. The uptake of digital health interventions among caregivers may be improved by engaging caregivers in participatory design (PD). In recent years, there has been a shift toward conducting PD remotely, which may enable participation by previously hard-to-reach groups. However, little is known regarding how best to facilitate engagement in remote PD among family caregivers. Objective: This study aims to (1) understand the context, quality, and outcomes of family caregivers' engagement experiences in remote PD and (2) learn which aspects of the observed PD approach facilitated engagement or need to be improved. Methods: We analyzed qualitative and quantitative data from evaluation and reflection surveys and interviews completed by research and community partners (family caregivers) across 4 remote PD studies. Studies focused on building digital health interventions for family caregivers. For each study, community partners met with research partners for 4 to 5 design sessions across 6 months. After each session, partners completed an evaluation survey. In 1 of the 4 studies, research and community partners completed a reflection survey and interview. Descriptive statistics were used to summarize quantitative evaluation and reflection survey data, while reflexive thematic analysis was used to understand qualitative data. Results: In 62.9% (83/132) of evaluations across projects 1-3, participants described the session as "very effective." In 74% (28/38) of evaluations for project 4, participants described feeling "extremely satisfied" with the session. Qualitative data relating to the engagement context identified that the identities of partners, the technological context of remote PD, and partners' understanding of the project and their role all influenced engagement. Within the domain of engagement quality, relationship-building and co-learning; satisfaction with prework, design activities, time allotted, and the final prototype; and inclusivity and the distribution of influence contributed to partners' experience of engagement. Outcomes of engagement included partners feeling an ongoing interest in the project after its conclusion, gratitude for participation, and a sense of meaning and self-esteem. Conclusions: These results indicate high satisfaction with remote PD processes and few losses specific to remote PD. The results also demonstrate specific ways in which processes can be changed to improve partner engagement and outcomes. Community partners should be involved from study inception in defining the problem to be solved, the approach used, and their roles within the project. Throughout the design process, online tools may be used to check partners' satisfaction with design processes and perceptions of inclusivity and power-sharing. Emphasis should be placed on increasing the psychosocial benefits of engagement (eg, sense of community and purpose) and increasing opportunities to participate in disseminating findings and in future studies.
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    Involving Community Partners in Evaluating the Outcomes of IUI's Community Engagement
    (2024-08-30) Garcia, Silvia; Rowley, Latosha; Grim, Jim
    In 2022, the Indiana University Indianapolis Office of Community Engagement initiated a project to integrate community voices and perceptions in identifying and measuring engagement outcomes. Community and university partner narratives of perceived impact and the successes and challenges of IUI’s engagement strategy were analyzed to develop a tool to measure engagement outcomes and the quality of university-community collaborations. In 2023, the survey was validated using focus group-based cognitive interviews with a sample of community partners and IUI employees. This innovative method allowed community partners to actively shape the survey, ensuring it accurately captured community engagement outcomes. Participants provided feedback on survey questions, highlighting issues with terminology, categorization of collaboration areas, and the evaluation scale. Challenges included ensuring questions were relevant to diverse community partners and aligning survey items with actual collaboration outcomes. The study emphasizes the importance of inclusive evaluation strategies and acknowledges limitations in generalizing findings to other institutions.
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    Primary Language and Participation Outcomes in Hispanics With Traumatic Brain Injury: A Traumatic Brain Injury Model Systems Study
    (Wolters Kluwer, 2021) Sander, Angelle M.; Ketchum, Jessica M.; Lequerica, Anthony H.; Pappadis, Monique R.; Bushnik, Tamara; Hammond, Flora M.; Sevigny, Mitch; Physical Medicine and Rehabilitation, School of Medicine
    Objective: To examine the relationship between primary language and participation outcomes in English- and Spanish-speaking persons with complicated mild to severe traumatic brain injury (TBI) at 1 year post-injury. Setting: Community following discharge from inpatient rehabilitation. Participants: A total of 998 Hispanic participants with outcomes available at year 1 follow-up; 492 (49%) indicated English as their primary language and 506 (51%) indicated Spanish as their primary language. Design: Prospective, multicenter, cross-sectional, observational cohort study. Main measures: Community participation at 1 year post-injury was assessed by 3 domains of the Participation Assessment with Recombined Tools-Objective (PART-O): Out and About, Productivity, and Social Relations. Results: Unadjusted group comparisons showed better participation outcomes for English versus Spanish speakers for all PART-O domains and for the Balanced Total score. After controlling for relevant covariates, English-speaking participants had significantly better PART-O Balanced Total scores and better scores on the Social Relations domain, although effect sizes were small. Conclusions: Hispanic persons with TBI whose primary language is Spanish may require greater assistance integrating socially back into their communities after TBI. However, potential cultural differences in value placed on various social activities must be considered. Potential cultural bias inherent in existing measures of participation should be investigated in future studies.