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Defining the Technical Competencies for Healthy Homes Training

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Title: Defining the Technical Competencies for Healthy Homes Training


1
Defining the Technical Competencies for
Healthy Homes Training
  • Adrienne S. Ettinger, ScD, MPH Joanna Gaitens
    RN, MSN/MPH Pat McLaine, RN,
    MPH Rebecca Morley, MSPP
    Ellen R. Tohn, MCP
  • National Center for Healthy Housing

American Public Health Association 132nd Annual
Meeting (November 6-10, 2004) Abstract 93392
2
  • Abstract
  • The National Healthy Homes Training Center and
    Network (NHHTCN) project team convened a work
    group of technical experts drawn from the
    disciplines influencing Healthy Homes
    including public health, housing, building
    science, environmental health, and training and
    education. The Work Group brought together
    public health and housing practitioners,
    clinicians, academics, building scientists,
    community advocates and policymakers to provide
    comprehensive and technically sound advice on the
    design, implementation, and evaluation of a
    comprehensive Healthy Homes curriculum. The
    Work Group was charged with identifying,
    describing, and agreeing on the core competencies
    of Healthy Homes for practitioners that would
    subsequently be used to develop the curriculum.
    This included outlining the specific knowledge,
    skills and abilities and level of proficiency
    needed in each sub-competency in a core domain.

3
  • Abstract (continued)
  • Discussion also focused on types and sources of
    existing curricula that can be adapted to the
    Training Center, the target audience for proposed
    trainings and the necessary training
    infrastructure, including optimal formats and
    settings for specific course offerings by target
    audience (formal classroom setting, on-line/web
    based or in some other forum.) Based on input
    from the Work Group and CDC, NHHTCN and its
    partners developed a consensus statement of the
    core competencies and target audiences in order
    to develop a Healthy Homes curriculum and build
    the infrastructure of a national Healthy Homes
    Training Center and Network. The development of
    a standard set of core competencies was essential
    to conceptualizing the form and functionality of
    the Healthy Homes Network going forward.

4
  • Objectives
  • To develop and reach consensus on a core set of
    healthy homes technical competencies for health,
    environmental health, and housing professionals
  • To use core competencies as a framework for
    curriculum development and performance evaluation

5
  • Core Competencies
  • Describe the complex combinations of applied
    knowledge, attitude and practices that enable
    people to perform their work effectively and
    efficiently (ref. 1)
  • Identify a level of worker performance for
  • Front-line staff
  • Mid-level supervisors
  • Decision-makers/Management staff
  • Describe
  • Acceptable level of performance
  • Knowledge, skills, abilities needed to perform
  • Conditions under which the work is executed

6
  • Process
  • In January 2004 NHHTCN convened a group of
    Health, Environmental Health, and Housing experts
    to discuss how to train a variety of
    professionals in the concepts and practice of
    healthy homes
  • Discussion first focused on identifying broad
    categories of competency domains and then on
    specific sub-competencies that fall under those
    domains

7
  • Tools used to Guide the Process

8
  • Tools used to Guide the Process

9
EXPECTED COURSE OUTCOMES COMPETENCY DOMAINS
  • Background Knowledge
  • Assessment Skills
  • Analytic Skills
  • Hazard Control Measures
  • Communication Skills
  • Community Dimensions
  • Ethical, Legal and Other Issues

10
1) BACKGROUND KNOWLEDGE
  • Basic environmental public health
  • Basic building science
  • Specific environmental and safety hazards
  • Interior house
  • Exterior built environment, neighborhood
  • Specific health effects

11
2) ASSESSMENT SKILLS
  • Hazard recognition
  • Visuo-sensory assessment of the home
  • Environmental sampling and measurement
  • Resident survey/environmental health history

12
3) ANALYTIC SKILLS
  • Baseline data collection on health and
    environmental risk factors
  • Evidence and performance-based outcome measures
  • Program evaluation

13
4) HAZARD CONTROL MEASURES
  • Prevention
  • Design, construction, planning
  • Maintenance, renovation
  • Intervention
  • Remediation, actionable hazards
  • Emergency action items (i.e. carbon monoxide,
    etc.)
  • Best practices and scientific evidence

14
COMMUNICATION SKILLS
  • Active listening
  • Cultural competency
  • Conflict resolution

15
6) COMMUNITY DIMENSIONS
  • Training to engage individuals community groups
  • Training and interventions for residents, owners,
    community workers
  • Knowledge of other agencies and groups roles and
    responsibilities for collaboration and referrals

16
7) ETHICAL, LEGAL, OTHER ISSUES
  • Ethical and legal considerations
  • Insurance and liability
  • Pre-home visit triage
  • Codes and regulations
  • Personal safety

17
  • Next Step in the Process
  • Participants Were Divided Into Their Respective
    Disciplines and Asked to Identify the Desired
    Skill Level for Each Competency Based on the Job
    Category
  • Front-line Staff
  • Mid-level Supervisors
  • Decision-makers/management Staff

18
  • Desired Skill Levels
  • Aware
  • Individuals are able to identify the concept or
    skill but have limited ability to perform the
    skill.
  • Knowledgeable
  • Individuals are able to apply and describe the
    skill.
  • Proficient
  • Individuals are able to synthesize, critique or
    teach the skill.

19
.
  • .

20
.
  • .

21
.
  • .

22
  • Benefits of this approach to curriculum
    development
  • Provides a good basic framework.
  • Allows flexibility and customization.
  • Promotes interdisciplinary collaboration.
  • Provides a practical focus for curriculum
    development.

23
  • Challenges of this approach to curriculum
    development
  • To design curriculum for the various levels.
  • Avoid overlapping of information related to
    different competency areas in curriculum.
  • Assure consistency in terminology and format
    throughout the curriculum.

24
  • Accomplishments and Future Directions
  • Competency-based curriculum developed
    (March-August 2004)
  • Pilot training session completed (September 2004)
  • Focus group tested (September 2004)
  • Sub-competencies and curriculum refined
    (on-going)

25
  • References
  • Competency-to-Curriculum Tool Kit Developing
    Curricula for Public Health Workers (Discussion
    Draft - January 16, 2002) by the Competencies
    Curriculum Workgroup (Chairperson Kristine
    Gebbie) at the Public Health Workforce
    Development Annual Meeting, September 12-13,
    2001, Athens, GA.
  • Environmental Health Competency Project,
    Recommendations for Core Competencies for Local
    Environmental Health Practitioners, developed by
    the American Public Health Association and the
    Centers for Disease Control and Prevention, May
    2001.
  • Healthy Homes Training Center and Network
    Blueprint for Success (Work Group Report of the
    Healthy Homes Training Center and Network
    Curriculum Development Work Meeting, Baltimore,
    MD January 21-23, 2004). National Center for
    Healthy Housing (NCHH), Columbia, MD, February
    28, 2004.

26
  • Acknowledgements

This work was supported by Centers for Disease
Control and Prevention (CDC) U.S. Department of
Housing and Urban Development (HUD)
Workshop Participants Joe Beck, Eastern KY
University Martha Berger, U.S. EPA Patrick
Bohan, East Central University Mary Jean Brown,
CDC Linda Bruce, Johns Hopkins SPH Julia
Burgess, Alliance for Healthy Homes Adrienne
Ettinger, Johns Hopkins SPH Joanna Gaitens,
NCHH Suzanne Gaynor, HUD Jerry Hershovitz, CDC
Randall Hirschhorn, City of Philadelphia Dept of
Public Health H. Patricia Hynes, Boston
University SPH David Jacobs, HUD Carol Kawecki,
NCHH James LaRue, The House Mender Inc. Dennis
Livingston, Baltimore MD Karin Mack, CDC
Stephen Margolis, Rollins School of Public
Health Pat McLaine, NCHH M. Deborah Millette,
CDC Rebecca Morley, NCHH Martin Nee, HUD Steve
Schwartzberg, Alameda County Anthony
Starensinic, University of Wisconsin Ellen Tohn,
ERT Associates Charles Treser, University of
Washington Diane Zerbe, Johns Hopkins SPH.
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