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Realizing Interventions

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... a list of appropriate HIV prevention interventions for each target ... Using a job aid (guide on how and where to search for examples of interventions) ... – PowerPoint PPT presentation

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Title: Realizing Interventions


1
Realizing Interventions
  • Developing a training solution for Delawares HIV
    Planning Council

2
Background
  • The Centers for Disease Control and Prevention
    (CDC) provides funding to States and
    jurisdictions for HIV prevention services.
  • In order to receive this funding, State Health
    Departments are tasked with developing a
    comprehensive HIV prevention plan.
  • The recommendations in the comprehensive
    prevention plan inform how federal funding will
    be spent to implement statewide HIV prevention
    strategies.

3
Community Planning
  • Since 1994, the CDC, in an effort to improve
    local HIV prevention programs, shifted the focus
    of planning for HIV prevention strategies to
    allow the inclusion of community members in the
    development of the comprehensive HIV prevention
    plan.

4
Community Planning
  • Goal improve the effectiveness of HIV prevention
    and treatment programs
  • Participation by individuals infected with and
    affected by HIV
  • Use sound methods to halt the spread of HIV
    disease
  • The HIV Planning Council is responsible for the
    development, evaluation, and revision of the
    Comprehensive HIV Plan in Delaware.

5
Council Structure
6
Comprehensive HIV Plan Components
Community Services Assessment
Set of Interventions
Epidemiologic Profile
Prioritized Populations
Letter of...
Comprehensive Plan
Evaluation Activities
7
Training need
  • Discussions with the Delaware HIV Consortiums
    Community Planning Coordinator (who facilitates
    the work of the HIV Planning Council and is the
    SME for this project), felt that the Data Work
    Group the sub-committee responsible for setting
    interventions for the Comprehensive Plan - needs
    additional support to identify and select
    appropriate HIV prevention interventions.

8
Set of Interventions
  • Data Work Group must
  • Figure out what are the best programs to reach
    prioritized populations in Delaware
  • Figure out what are the best ways to deliver
    services to the different populations

9
Feedback from SME
  • I THINK FIRST THING IS THEY NEED TO HAVE A GOOD
    BACKGROUND KNOWLEDGE ABOUT WHAT INTERVENTIONS
    ARE.  SOME EDUCATION ON HOW THESE INTERVENTIONS
    APPROVED BY THE CDC ARE PROVEN EFFECTIVE.  HOW TO
    REVIEW AN INTERVENTION AND DETERMINE IF IT WOULD
    BE EFFECTIVE/DOABLE HERE IN OUR STATE WITH OUR
    POPULATION.  HOW TO LOOK AT ARTICLES ON PROGRAMS
    (NOT IN THE CDC COMPENDIUM) AND DETERMINE IF THEY
    WERE EFFECTIVE AND WOULD WORK HERE.    

10
Sidebar Using a wiki to gather feedback
  • Initially, I was in contact with the SME via
    phone and email, however email can be very
    tedious when trying to respond to a list of
    questions, or provide feedback on the project. I
    decided to create a wiki to share information,
    provide feedback, and to create a repository of
    information on all things intervention. Feel
    free to review the wiki I just ask that you do
    not post any comments to the wiki so it will not
    disrupt the flow of the conversation
  • Dhcinterventions.pbwiki.com
  • Password thecure

11
Drivers
  • Data Work Group represents a very cohesive group
    focused on delivering a strong product to meet
    the Councils needs.
  • Invested in their work and take their
    responsibilities to the planning process
    seriously.
  • While this is the first time the Data Work Group
    will engage in plan development with the current
    planning structure, work group members bring an
    average of 4-5 years of community planning
    experience to the work group.

12
Barriers
  • The Data Work Group takes on the bulk of the
    planning process for the Council. They have
    pushed back their planning timeline to
    accommodate all of their planning
    responsibilities.
  • Despite the 4-5 years of community planning
    experience for the average work group member,
    only one member out of 19 has participated in the
    identification and selection of HIV prevention
    interventions in the past.

13
Task Analysis/Training goal
  • Results of Task Analysis identified the following
    overall training goal
  • The Data Work Group members of the HIV Planning
    Council will be able to identify a list of
    appropriate HIV prevention interventions based on
    evidence of effectiveness and potential
    effectiveness for each target population
    identified during the comprehensive planning
    process.

14
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15
Learner Analysis
  • I decided to collect information on the learner
    through a melding of Heinich et al. and Dick,
    Carey, and Carey methods. Information was to be
    collected in two ways
  • Feedback from the SME on learner characteristics,
    which includes demographic information. See
    Learner Profile Chart in My ID Studio.
  • Feedback from a representative group of the
    target audience to validate needs, and to address
    learner knowledge of specific tasks identified in
    the task analysis. See Learner Questionnaire in
    My ID Studio

16
Results of Learner Analysis
  • SME verified the range of learners
    backgrounds/education/experience with HIV
    community planning (see learner profile chart).
  • Only three learners out of nine responded to the
    learner questionnaire. Despite only receiving a
    few responses to the learner questionnaire, the
    results did highlight specific characteristics of
    the target audience by demonstrating the
    differences in learner interpretation of the same
    concept, and showing a learner gap when bridging
    concepts and applying them to practice.

17
Instructional Goal
  • Based on the task analysis and learner analysis,
    the following overarching instructional goal has
    been identified
  • The Data Work Group members of the HIV Planning
    Council will be able to identify a list of HIV
    prevention interventions based on evidence of
    effectiveness and level of appropriateness for
    each target population selected by the HIV
    Planning Council during the planning process for
    the 2010-2014 Comprehensive HIV Plan.

18
Instructional Objectives
  • Using the ABCD format, objectives were identified
    for the instructional goal. Blooms taxonomy was
    used to identify the levels of learning within
    the cognitive domain for each objective.

19
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20
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21
Instructional Sequence
  • Responses to the learner questionnaire showed the
    differences in learner interpretation of the same
    concept, and learners demonstrated a gap when
    bridging the connections between certain concepts
    and applying them to practice.
  • I believe in this case it is important to allow
    learners to select and control their own
    instructional strategies as outlined in Component
    Display Theory.

22
Identify HIV prevention interventions based on
effectiveness and appropriateness for each target
population
What are intervention types?
What makes an intervention effective?
What makes an intervention appropriate?
What is an intervention?
Ask learners explain what they believe are the
characteristics that define effective HIV
prevention interventions
Present group of like concepts, learners identify
interventions in group
Present descriptions of different HIV prevention
interventions. Ask learners to identify
intervention types presented
Ask learners to create a list of what they
believe are a characteristics of appropriate
interventions for local implementation
Present definition of intervention, break down
characteristics of intervention
Present characteristics of effective
interventions as defined by CDC
Present list of characteristics recommended by
CDC to determine appropriateness of interventions
Present list and characteristics of all possible
intervention types
Provide an example of a study conducted on an
intervention. Using a job aid (chart/worksheet)
have learners identify characteristics of
effectiveness found in example
Using examples provided above, have learners
identify characteristics of interventions
Using a job aid (guide/web site list), ask
learners to research the characteristics that
other jurisdictions have identified as
appropriate and the reasons why
Using examples provided above, have learners
identify again intervention types presented
Have learners find examples of interventions and
explain why they are examples of interventions
Using a job aid (guide on how and where to search
for examples of interventions), have learners
research additional intervention studies for an
assigned population.
Have group work together to create a tool to help
them identify intervention types (worksheet/guide)
Have learners review CDC list of characteristics
and determine the characteristics that will be
used to determine appropriate interventions for DE
Have learners provide definition of intervention
related to HIV prevention (identify an
intervention specific to a certain population)
Provide list of interventions currently
implemented in DE. Have learners identify
intervention types
Have learners present their effective
interventions and why those interventions are
considered effective
Learners will create a chart that identifies
characteristics of appropriateness and reasons
why they were chosen
23
Learning Activities
  • When organizing instruction, Component Display
    Theory was identified as the appropriate method
    to guide instructional activities.
  • However, when analyzing the instructional problem
    to be addressed, the learners must comprehend and
    apply specific concepts before engaging in group
    decision-making. Instructional activities from
    the theoretical basis of Generative Learning,
    which supports Component Display Theory, will
    provide the framework for instructional
    activities, but the activities themselves will
    reflect a range of strategies.

24
Learning Activities
  • I will break down one arm of instruction
    outlined in the instructional sequence flowchart
  • What is an intervention?
  • Instructor presents group of like concepts and
    learners are asked to identify interventions
    represented in the group
  • Generative learning recalling information from
    long-term memory
  • Concept attainment compare and contrast
    examples that contain the attributes of the
    concept with examples that do not/develop
    positive and negative examples.
  • Instructor presents the definition of an
    intervention and breaks down the characteristics
    of an intervention
  • Generative learning integrating new knowledge
  • Concept attainment define concept and
    attributes, introduce process to learners

25
  • Using the group of like concepts presented
    previously, learners are asked to identify
    interventions represented in the group (if they
    missed any), and then identify the
    characteristics that make these examples
    interventions
  • Generative learning integrating new knowledge
    with prior knowledge
  • Concept attainment present examples and list
    attributes
  • Learners are asked to individually identify their
    own examples of interventions that are not HIV
    prevention interventions. Learners will present
    their examples to the group and identify the
    characteristics that make their example an
    intervention
  • Generative learning relating prior knowledge to
    new concepts and ideas in a meaningful way
  • Concept attainment learners provide additional
    examples, learners discuss process
  • Articulation
  • In small groups, learners will be given an HIV
    prevention intervention specific to a target
    population, discuss why it is an intervention,
    and then present it to the full group
  • Generative learning connecting new materials to
    information already in the learners mind
  • Concept attainment learners provide additional
    examples, learners discuss process, evaluate
    results as a group
  • Collaboration/Social negotiation

26
Learning Environment
  • Providing instructional activities for members in
    an online environment on basic concepts prior to
    meeting face-to-face may help establish a
    foundation for meaningful and extended discussion
    in the group setting.
  • For the arm of instruction described above,
    this would entail creating interactive lessons
    with Articulate or Softchalk on the first three
    components of instruction for the learners to
    complete prior to a face-to-face meeting.
  • At the F2F meeting, concepts can be reviewed by
    having the group create a mind map of the
    concept, using one of the examples provided in
    the online lesson. Then the final two components
    of instruction can be conducted in the group
    face-to-face setting.

27
Learning Environment
  • These same instructional strategies can be used
    in the other arms of instruction, but modified
    accordingly.
  • For example, in the third arm What makes an
    intervention effective?, the learners are
    required to research additional studies of
    interventions for a target population. This will
    entail gathering and organizing information and
    sharing knowledge.
  • Conducting WebQuests to gather information and
    contributing to a Computer-Supported Intentional
    Learning Environment would be an appropriate
    strategy here.
  • Learners can post the results of their research
    on a wiki for discussion and feedback,
    eliminating the need for frequent meetings.
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