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COH 499 Signature Assignment Capstone Project: Public Health Competencies Paper Grading Rubric Details/Description: COH 499 will be required to evaluate their own plan for lifelong learning incorporating high professional and ethical standards, leadership, and cultural competencies and their evolving role in society in the Capstone Project. The Capstone Project is a paper that synthesizes all information and knowledge acquired throughout the BSPH program. OUTSTANDING ACHIEVEMENT COMMENDABLE ACHIEVEMENT MARGINAL ACHIEVEMENT UNSATISFACTORY FAILING 100\% 90\% 75\% 60\% 50\% Domains 1-8: Self -Perceived Proficiency Weight: 5\% Clearly rates/marks level of proficiency on each domain statement for all domains (i.e., 8 ratings) Clearly rates/marks level of proficiency on domain statements for most of the domains (i.e., 6-7 ratings) Clearly rates/marks level of proficiency on domain statements for many of the domains (i.e., 4-5 ratings) Clearly rates/marks level of proficiency on domain statements for some of the domains (i.e., 2-3 ratings) Clearly rates/marks level of proficiency on domain statements for few domains of the (i.e., less than 2 ratings) Domains 1-8: Evidence of Proficiency Weight: 35\% Clearly provides at least two examples of evidence and describes in detail how each example helped attain the proficiency for each of the 8 domains (e.g., a total of 16 examples across 8 domains) Clearly provides two examples or less than of evidence and describes in detail how each example helped attain the proficiency for each of the domains (e.g., a total of 14 examples across 7 domains) Clearly provides two examples or less than of evidence and describes in detail how each example helped attain the proficiency for each of the domains (e.g., a total of 12 examples across 6 domains) Provides two examples or less than of evidence and describes in how each example helped attain the proficiency for each of the domains (e.g., a total of 10 examples across 5 domains) Provides less than two examples of evidence and describes in how each example helped attain the proficiency for each of the domains (e.g., a total of less than 10 examples across 4 domains) Domains 1-8: Proficiency Improvement Weight: 35\% Clearly discusses at least two opportunities for improvement in the particular skill for each of the 8 domains (e.g., a total of 16 opportunities across 8 domains) Clearly discusses opportunities for improvement the particular skill for most of the domains (e.g., a total of 14 opportunities across 7 domains) Clearly discusses opportunities for improvement the particular skill for many of the domains (e.g., a total of 12 opportunities examples across 6 domains) Clearly discusses opportunities for improvement the particular skill for some of the domains (e.g., a total of 10 opportunities examples across 5 domains) Clearly discusses opportunities for improvement the particular skill for many of the few of the domains (e.g., a total of less than 10 opportunities across 5 domains) Plan for Lifelong Learning Discussion/Conclusion Weight: 15\% Provides at least one paragraph that clearly discusses a plan for lifelong learning that incorporates all three of the following and their evolving role in society: 1) high professional and ethical standards; 2) leadership; 3) and cultural competencies. The plan includes specific action items (e.g. participating in continuing education workshops; b) obtaining professional certifications; and c) seeking an additional degree). Provides at least one paragraph that clearly discusses a plan for lifelong learning that incorporates two of the following and their evolving role in society: 1) high professional and ethical standards; 2) leadership; 3) and cultural competencies. The plan includes specific action items Provides at least one paragraph that discusses a plan for lifelong learning that incorporates two of the following and their evolving role in society: 1) high professional and ethical standards; 2) leadership; 3) and cultural competencies. The plan lacks specific action items. Provides at least one paragraph that discusses a plan for lifelong learning that incorporates one of the following and their evolving role in society: 1) high professional and ethical standards; 2) leadership; 3) and cultural competencies. The plan lacks specific action items. Provides a plan for lifelong learning without incorporating any of the following and their evolving role in society: 1) high professional and ethical standards; 2) leadership; 3) and cultural competencies. The plan lacks specific action items or action items are missing. Writing organization and style Weight: 10\% The paper is well organized both overall and at the paragraph level. Sentences are smooth and carefully crafted. There are virtually no errors in punctuation, spelling, grammar or usage. The paper is well organized, but the paragraph structure may sometimes be disjointed. The paper may have a few awkward passages and a few errors in punctuation, spelling, grammar and usage. The paper is basically well organized, though individual paragraphs may be disjointed or misplaced. The writing is competent, but often wordy, overly general, imprecise or trite. The paper is poorly organized. Some sentences may be so confused that their meaning does not clearly emerge. Words may be imprecise, incorrect, trite or vague. Errors in punctuation, spelling, grammar and usage are distracting. The paper lacks clarity. The language or sentence structure is so muddled that its meaning is unclear in several spots. Errors in punctuation, spelling, grammar and usage are highly distracting. Paper relies on generalizations. Total 100\% COH 499 Public Health Competencies Paper – 5/9/16 1 COH 499: PUBLIC HEALTH FIELD PRACTICUM Capstone Project: Public Health Competencies Paper Signature Assignment The capstone paper will serve as a valuable tool for your self-assessment of your competency level across the eight domains of the core competencies for Public Health Professionals. The Core Competencies for Public Health Professionals1 (i.e., Core Competencies) are a consensus set of foundational skills for the broad practice of public health, as defined by the 10 Essential Public Health Services. The Core Competencies are organized into eight skill areas or domains that cut across public health disciplines. The purpose of this assessment is to help you explore your level of competence within these eight domains. Please note that the signature assignment instructions includes content directly from the competencies document. By assessing your level of knowledge or skill for each competency statement described, you will be able to prioritize your learning time to focus on those areas that are most important to you and to concentrate where the need for training and learning may be greatest. The competency assessment is divided into the following eight domains: Capstone Project: Public Health Competencies Paper (Continued) 1 Revised and Adopted by the Council on Linkages Between Academia and Public Health Practice: June 26, 2014, Available from: phf.org/corecompetencies 2 • Analytical/Assessment Skills • Policy Development/Program Planning Skills • Communication Skills • Cultural Competency Skills • Community Dimensions of Practice Skills • Public Health Sciences Skills • Financial Planning and Management Skills • Leadership and Systems Thinking Skills Tier 1 – Entry Level: Tier 1 competencies apply to public health professionals who carry out the day-to-day tasks of public health organizations and are not in management positions. Responsibilities of these professionals may include data collection and analysis, fieldwork, program planning, outreach, communications, customer service, and program support. Instructions: Complete steps 1-3 for each domain. 1) Self-Perceived Proficiency: Read each competency statement listed within a domain. In each domain, and for each competency statement, think about the level at which you are currently able to perform the skill. Then rate your level of proficiency on each domain by selecting or highlighting the number on the domain from “None” (1) to “Proficient” (4) that best describes your self-reported level of expertise for that statement. Note: The competency statements listed in each domain should be interpreted as broadly as possible to apply to your position and principal setting of employment. In the example below, you would select number “4” for “Proficient” if you think you are excelling at this domain or select “1” for “None” if you feel you need a great deal of improvement. 2) Evidence of Proficiency: At the end of each domain please provide detailed explanation of the key BSPH courses and/or approved public health experiences that helped you achieve the above mentioned competency. Provide at least two examples of evidence and describe in detail how the assignments and/or projects helped you reach your perceived proficiency. The evidence of proficiency could include your assignments, papers, presentations and/or projects (e.g., brochures, newsletters, fact sheets, flyers, pictures) from your volunteer hours. 3) Proficiency Improvement: Discuss at least two opportunities for improvement in a particular skill or content area. 4) Plan for Lifelong Learning: Discussion/Conclusion: Write at least one paragraph discussing a plan for lifelong learning that incorporates high professional and ethical standards, leadership, and cultural competencies and their evolving role in society. The plan may include, but is not limited to, the following: a) participating in continuing education workshops (e.g., at work, online); b) obtaining professional certifications; and c) seeking an additional degree. Application of this Paper: Once you have identified your priorities, you can use this information to guide you in developing a learning plan with one or more personal professional goals for the next year; in engaging in a discussion with your supervisor, mentor, or coach; and in choosing learning opportunities that will help you reach your goals and meet the requirements for continuing competence in your occupation or discipline. Analytical/Assessment Skills (Domain 1) Self-Perceived Proficiency 1 = None I am unaware or have very little knowledge of the skill 2 = Aware I have heard of, but have limited knowledge or ability to apply the skill 3 = Knowledgeable I am comfortable with my knowledge or ability to apply the skill 4 = Proficient I am very comfortable, am an expert, or could teach this skill to others Tier 1 Competencies: To what degree are you able to effectively… 1. Describe factors affecting the health of a community (e.g., equity, income, education, environment) 2. Identify quantitative and qualitative data and information (e.g., vital statistics, electronic health records, transportation patterns, unemployment rates, community input, health equity impact assessments) that can be used for assessing the health of a community 3. Apply ethical principles in accessing, collecting, analyzing, using, maintaining, and disseminating data and information 4. Use information technology in accessing, collecting, analyzing, using, maintaining, and disseminating data and information 5. Select valid and reliable data 6. Select comparable data (e.g., data being age-adjusted to the same year, data variables across datasets having similar definitions). 7. Identify gaps in data 8. Collect valid and reliable quantitative and qualitative data 9. Describe public health applications of quantitative and qualitative data 10. Use quantitative and qualitative data 11. Describe assets and resources that can be used for improving the health of a community (e.g., Boys & Girls Clubs, public libraries, hospitals, faith-based organizations, academic institutions, federal grants, fellowship programs) 12. Contribute to assessments of community health status and factors influencing health in a community (e.g., quality, availability, accessibility, and use of health services; access to affordable housing) 13. Explain how community health assessments use information about health status, factors influencing health, and assets and resources 14. Describe how evidence (e.g., data, findings reported in peer-reviewed literature) is used in decision making Evidence of Proficiency: Proficiency Improvement: Policy Development/Program Planning Skills (Domain 2) Self-Perceived Proficiency 1 = None I am unaware or have very little knowledge of the skill 2 = Aware I have heard of, but have limited knowledge or ability to apply the skill 3 = Knowledgeable I am comfortable with my knowledge or ability to apply the skill 4 = Proficient I am very comfortable, am an expert, or could teach this skill to others Tier 1 Competencies: To what degree are you able to effectively… 1. Contribute to state/Tribal/community health improvement planning (e.g., providing data to supplement community health assessments, communicating observations from work in the field) 2. Contribute to development of program goals and objectives 3. Describe organizational strategic plan (e.g., includes measurable objectives and targets; relationship to community health improvement plan, workforce development plan, quality improvement plan, and other plans) 4. Contribute to implementation of organizational strategic plan 5. Identify current trends (e.g., health, fiscal, social, political, environmental) affecting the health of a community 6. Gather information that can inform options for policies, programs, and services (e.g., secondhand smoking policies, data use policies, HR policies, immunization programs, food safety programs) 7. Describe implications of policies, programs, and services 8. Implement policies, programs, and services 9. Explain the importance of evaluations for improving policies, programs, and services 10. Gather information for evaluating policies, programs, and services (e.g., outputs, outcomes, processes, procedures, return on investment) 11. Apply strategies for continuous quality improvement 12. Describe how public health informatics is used in developing, implementing, evaluating, and improving policies, programs, and services (e.g., integrated data systems, electronic reporting, knowledge management systems, geographic information systems) Evidence of Proficiency: Proficiency Improvement: Communication Skills (Domain 3) Self-Perceived Proficiency 1 = None I am unaware or have very little knowledge of the skill 2 = Aware I have heard of, but have limited knowledge or ability to apply the skill 3 = Knowledgeable I am comfortable with my knowledge or ability to apply the skill 4 = Proficient I am very comfortable, am an expert, or could teach this skill to others Tier 1 Competencies: To what degree are you able to effectively… 1. Identify the literacy of populations served (e.g., ability to obtain, interpret, and use health and other information; social media literacy) 2. Communicate in writing and orally with linguistic and cultural proficiency (e.g., using age-appropriate materials, incorporating images) 3. Solicit input from individuals and organizations (e.g., chambers of commerce, religious organizations, schools, social service organizations, hospitals, government, community-based organizations, various populations served) for improving the health of a community 4. Suggest approaches for disseminating public health data and information (e.g., social media, newspapers, newsletters, journals, town hall meetings, libraries, neighborhood gatherings) 5. Convey data and information to professionals and the public using a variety of approaches (e.g., reports, presentations, email, letters) 6. Communicate information to influence behavior and improve health (e.g., use social marketing methods, consider behavioral theories such as the Health Belief Model or Stages of Change Model) 7. Facilitate communication among individuals, groups, and organizations 8. Describe the roles of governmental public health, health care, and other partners in improving the health of a community Evidence of Proficiency: Proficiency Improvement: Cultural Competency Skills (Domain 4) Self-Perceived Proficiency 1 = None I am unaware or have very little knowledge of the skill 2 = Aware I have heard of, but have limited knowledge or ability to apply the skill 3 = Knowledgeable I am comfortable with my knowledge or ability to apply the skill 4 = Proficient I am very comfortable, am an expert, or could teach this skill to others Tier 1 Competencies: To what degree are you able to effectively… 1. Describe the concept of diversity as it applies to individuals and populations (e.g., language, culture, values, socioeconomic status, geography, education, race, gender, age, ethnicity, sexual orientation, profession, religious affiliation, mental and physical abilities, historical experiences) 2. Describe the diversity of individuals and populations in a community 3. Describe the ways diversity may influence policies, programs, services, and the health of a community 4. Recognize the contribution of diverse perspectives in developing, implementing, and evaluating policies, programs, and services that affect the health of a community 5. Address the diversity of individuals and populations when implementing policies, programs, and services that affect the health of a community 6. Describe the effects of policies, programs, and services on different populations in a community 7. Describe the value of a diverse public health workforce Evidence of Proficiency: Proficiency Improvement: Community Dimensions of Practice Skills (Domain 5) Self-Perceived Proficiency 1 = None I am unaware or have very little knowledge of the skill 2 = Aware I have heard of, but have limited knowledge or ability to apply the skill 3 = Knowledgeable I am comfortable with my knowledge or ability to apply the skill 4 = Proficient I am very comfortable, am an expert, or could teach this skill to others Tier 1 Competencies: To what degree are you able to effectively… 1. Describe the programs and services provided by governmental and non-governmental organizations to improve the health of a community 2. Recognize relationships that are affecting health in a community (e.g., relationships among health departments, hospitals, community health centers, primary care providers, schools, community-based organizations, and other types of organizations) 3. Suggest relationships that may be needed to improve health in a community 4. Support relationships that improve health in a community 5. Collaborate with community partners to improve health in a community (e.g., participate in committees, share data and information, connect people to resources) 6. Engage community members (e.g., focus groups, talking circles, formal meetings, key informant interviews) to improve health in a community 7. Provide input for developing, implementing, evaluating, and improving policies, programs, and services 8. Use assets and resources (e.g., Boys & Girls Clubs, public libraries, hospitals, faith-based organizations, academic institutions, federal grants, fellowship programs) to improve health in a community 9. Inform the public about policies, programs, and resources that improve health in a community 10. Describe the importance of community-based participatory research Evidence of Proficiency: Proficiency Improvement: Public Health Sciences Skills (Domain 6) Self-Perceived Proficiency 1 = None I am unaware or have very little knowledge of the skill 2 = Aware I have heard of, but have limited knowledge or ability to apply the skill 3 = Knowledgeable I am comfortable with my knowledge or ability to apply the skill 4 = Proficient I am very comfortable, am an expert, or could teach this skill to others Tier 1 Competencies: To what degree are you able to effectively… 1. Describe the scientific foundation of the field of public health 2. Identify prominent events in the history of public health (e.g., smallpox eradication, development of vaccinations, infectious disease control, safe drinking water, emphasis on hygiene and hand washing, access to health care for people with disabilities) 3. Describe how public health sciences (e.g., biostatistics, epidemiology, environmental health sciences, health services administration, social and behavioral sciences, and public health informatics) are used in the delivery of the 10 Essential Public Health Services 4. Retrieve evidence (e.g., research findings, case reports, community surveys) from print and electronic sources (e.g., PubMed, Journal of Public Health Management and Practice, Morbidity and Mortality Weekly Report, The World Health Report) to support decision making 5. Recognize limitations of evidence (e.g., validity, reliability, sample size, bias, generalizability) 6. Describe evidence used in developing, implementing, evaluating, and improving policies, programs, and services 7. Describe the laws, regulations, policies, and procedures for the ethical conduct of research (e.g., patient confidentiality, protection of human subjects, Americans with Disabilities Act) 8. Contribute to the public health evidence base (e.g., participating in Public Health Practice-Based Research Networks, community-based participatory research, and academic health departments; authoring articles; making data available to researchers) 9. Suggest partnerships that may increase use of evidence in public health practice (e.g., between practice and academic organizations, with health sciences libraries) Evidence of Proficiency: Proficiency Improvement: Financial Planning and Management Skills (Domain 7) Self-Perceived Proficiency 1 = None I am unaware or have very little knowledge of the skill 2 = Aware I have heard of, but have limited knowledge or ability to apply the skill 3 = Knowledgeable I am comfortable with my knowledge or ability to apply the skill 4 = Proficient I am very comfortable, am an expert, or could teach this skill to others Tier 1 Competencies: To what degree are you able to effectively… 1. Describe the structures, functions, and authorizations of governmental public health programs and organizations 2. Describe government agencies with authority to impact the health of a community 3. Adhere to organizational policies and procedures 4. Describe public health funding mechanisms (e.g., categorical grants, fees, third-party reimbursement, tobacco taxes) 5. Contribute to development of program budgets 6. Provide information for proposals for funding (e.g., foundations, government agencies, corporations) 7. Provide information for development of contracts and other agreements for programs and services 8. Describe financial analysis methods used in making decisions about policies, programs, and services (e.g., cost-effectiveness, cost-benefit, cost-utility analysis, return on investment) 9. Operate programs within budget 10. Describe how teams help achieve program and organizational goals (e.g., the value of different disciplines, sectors, skills, experiences, and perspectives; scope of work and timeline) 11. Motivate colleagues for the purpose of achieving program and organizational goals (e.g., participating in teams, encouraging sharing of ideas, respecting different points of view) 12. Use evaluation results to improve program and organizational performance 13. Describe program performance standards and measures 14. Use performance management systems for program and organizational improvement (e.g., achieving performance objectives and targets, increasing efficiency, refining processes, meeting Healthy People objectives, sustaining accreditation) Evidence of Proficiency: Proficiency Improvement: Leadership and Systems Thinking Skills (Domain 8) Self-Perceived Proficiency 1 = None I am unaware or have very little knowledge of the skill 2 = Aware I have heard of, but have limited knowledge or ability to apply the skill 3 = Knowledgeable I am comfortable with my knowledge or ability to apply the skill 4 = Proficient I am very comfortable, am an expert, or could teach this skill to others To what degree are you able to effectively… 1. Incorporate ethical standards of practice (e.g., Public Health Code of Ethics) into all interactions with individuals, organizations, and communities 2. Describe public health as part of a larger inter-related system of organizations that influence the health of populations at local, national, and global levels 3. Describe the ways public health, health care, and other organizations can work together or individually to impact the health of a community 4. Contribute to development of a vision for a healthy community (e.g., emphasis on prevention, health equity for all, excellence and innovation) 5. Identify internal and external facilitators and barriers that may affect the delivery of the 10 Essential Public Health Services (e.g., using root cause analysis and other quality improvement methods and tools, problem solving) 6. Describe needs for professional development (e.g., training, mentoring, peer advising, coaching) 7. Participate in professional development opportunities 8. Describe the impact of changes (e.g., social, political, economic, scientific) on organizational practices 9. Describe ways to improve individual and program performance Evidence of Proficiency: Proficiency Improvement: COH 499: PUBLIC HEALTH FIELD PRACTICUM Capstone Project: Public Health Competencies Paper Signature Assignment 1 Revised and Adopted by the Council on Linkages Between Academia and Public Health Practice: June 26, 2014, Available from: phf.org/corecompetencies SAMPLE PAPER – Shared with Student Permission Student Name National University COH 499 Capstone Capstone Project: Public Health Competencies Paper (Continued) 2 Analytical/Assessment Skills (Domain 1) Self-Perceived Proficiency 1 = None I am unaware or have very little knowledge of the skill 2 = Aware I have heard of, but have limited knowledge or ability to apply the skill 3 = Knowledgeable I am comfortable with my knowledge or ability to apply the skill 4 = Proficient I am very comfortable, am an expert, or could teach this skill to others Tier 1 Competencies: To what degree are you able to effectively… 1. Describe factors affecting the health of a community (e.g., equity, income, education, environment) 2. Identify quantitative and qualitative data and information (e.g., vital statistics, electronic health records, transportation patterns, unemployment rates, community input, health equity impact assessments) that can be used for assessing the health of a community 3. Apply ethical principles in accessing, collecting, analyzing, using, maintaining, and disseminating data and information 4. Use information technology in accessing, collecting, analyzing, using, maintaining, and disseminating data and information 5. Select valid and reliable data 6. Select comparable data (e.g., data being age-adjusted to the same year, data variables across datasets having similar definitions). 7. Identify gaps in data 8. Collect valid and reliable quantitative and qualitative data 9. Describe public health applications of quantitative and qualitative data 10. Use quantitative and qualitative data 11. Describe assets and resources that can be used for improving the health of a community (e.g., Boys & Girls Clubs, public libraries, hospitals, faith-based organizations, academic institutions, federal grants, fellowship programs) 12. Contribute to assessments of community health status and factors influencing health in a community (e.g., quality, availability, accessibility, and use of health services; access to affordable housing) 13. Explain how community health assessments use information about health status, factors influencing health, and assets and resources 14. Describe how evidence (e.g., data, findings reported in peer-reviewed literature) is used in decision making Evidence of Proficiency: A course that added to my proficiency in this domain was Epidemiology. In this course we reviewed and analyzed case studies that have had a significant impact on Public Health. These case studies provided me with knowledge on how to identify, use, collect and compare qualitative and quantitative data from research. The two case studies on Cigarette Smoking and Lung Cancer, are a great example of how epidemiological evidence was used in decisions made to change tobacco laws. This particular case study assignment gave me a more in depth knowledge and understanding of attributable risk, population attributable risk, mortality and rate ratio’s and how to use these calculations in comparing data sets. Further application of my knowledge in this domain came from an assignment from my COH 401 course on Health Promotion Concepts. I did a research paper on HIV/AIDS Community Based Programs. Faith Based Organizations are one avenue that is useful in improving health in a community. For this assignment, I researched an organization called Project F.A.I.T.H. It was an initiative of the South Carolina HIV/AIDS Council (SCHAC). It was developed primarily Capstone Project: Public Health Competencies Paper (Continued) 3 to support African American churches, and other faith-based organizations (FBO’s), in developing and implementing locally grown and independent HIV/AIDS interventions for their congregants and local communities. Even after external funding was discontinued, these local programs continued to thrive. Evidence from these types of community organizations suggests they are a valuable community asset. Proficiency Improvement: To become more proficient in this domain, I will need to become more familiar with information systems that are used in accessing, collecting, analyzing, using and maintaining data. I understand how to use the analyzed data, but need to learn how to use the technology and interpret the data graphs. In my biostatistics class we used a program for this but it was an area I struggled with. To gain further proficiency in using these programs, I will be taking future courses in biostatistics while pursuing my MPH. I plan to take this class on campus verses online to have a more interactive learning experience with the programs. To continue gaining understanding of data analyzes and how it impacts public health, I plan to seek tutoring services while pursuing my MPH. This will help me with interpreting the graphed data. Capstone Project: Public Health Competencies Paper (Continued) 4 Policy Development/Program Planning Skills (Domain 2) Self-Perceived Proficiency 1 = None I am unaware or have very little knowledge of the skill 2 = Aware I have heard of, but have limited knowledge or ability to apply the skill 3 = Knowledgeable I am comfortable with my knowledge or ability to apply the skill 4 = Proficient I am very comfortable, am an expert, or could teach this skill to others Tier 1 Competencies: To what degree are you able to effectively… 1. Contribute to state/Tribal/community health improvement planning (e.g., providing data to supplement community health assessments, communicating observations from work in the field) 2. Contribute to development of program goals and objectives 3. Describe organizational strategic plan (e.g., includes measurable objectives and targets; relationship to community health improvement plan, workforce development plan, quality improvement plan, and other plans) 4. Contribute to implementation of organizational strategic plan 5. Identify current trends (e.g., health, fiscal, social, political, environmental) affecting the health of a community 6. Gather information that can inform options for policies, programs, and services (e.g., secondhand smoking policies, data use policies, HR policies, immunization programs, food safety programs) 7. Describe implications of policies, programs, and services 8. Implement policies, programs, and services 9. Explain the importance of evaluations for improving policies, programs, and services 10. Gather information for evaluating policies, programs, and services (e.g., outputs, outcomes, processes, procedures, return on investment) 11. Apply strategies for continuous quality improvement 12. Describe how public health informatics is used in developing, implementing, evaluating, and improving policies, programs, and services (e.g., integrated data systems, electronic reporting, knowledge management systems, geographic information systems) Evidence of Proficiency: One of the biggest influences that has added to my proficiency in this domain has been the volunteer work I have done with the American Lung Association (ALA). My evidence of proficiency in this domain include two separate projects I have worked. One of the projects I just finished was collecting surveyed information from businesses that have a permit to sell tobacco. This project was in collaboration with the County of San Diego through the Live Well San Diego initiative. This campaign is titled, Healthy Stores for a Healthy Community. The goal is to assess the availability and marketing of tobacco products, condoms, alcohol and food products. I attended a training and worked in the field collecting these surveys. I then followed up with the program lead communicating observations. Gathering information like this has had a huge impact on policy changes. Recently, the advocacy work done by organizations like the ALA has led to a change of the legal age to purchase tobacco products from 18 to 21. My second evidence of proficiency comes from the information I have learned from working with ALA. I have gained the knowledge from attending meetings and assisting on projects. I have contributed to implementation of program planning by helping prepare for a forum being help next month. I have contacted law makers and gathered information to put together education packets. Capstone Project: Public Health Competencies Paper (Continued) 5 Proficiency Improvement: I will continue to gain proficiency in this domain by staying on at the ALA as an advocacy intern. I plan to continue working with them while pursuing my MPH. One thing I will be working on will be attending and assisting in a forum held by the Tobacco Control Coalition. This forum will help me gain understanding in the importance of evaluating policies and programs after they have been implemented. Some further work we will be doing at the ALA will involve learning how the current trend of vaping is affecting the health of our community. There is current evidence suggesting there are social and environmental implications on health especially in the 16-24 age group. Future projects are planned to advocate for change on vaping laws. This will add proficiency in contributing to the implementation of strategic planning. Capstone Project: Public Health Competencies Paper (Continued) 6 Communication Skills (Domain 3) Self-Perceived Proficiency 1 = None I am unaware or have very little knowledge of the skill 2 = Aware I have heard of, but have limited knowledge or ability to apply the skill 3 = Knowledgeable I am comfortable with my knowledge or ability to apply the skill 4 = Proficient I am very comfortable, am an expert, or could teach this skill to others Tier 1 Competencies: To what degree are you able to effectively… 1. Identify the literacy of populations served (e.g., ability to obtain, interpret, and use health and other information; social media literacy) 2. Communicate in writing and orally with linguistic and cultural proficiency (e.g., using age- appropriate materials, incorporating images) 3. Solicit input from individuals and organizations (e.g., chambers of commerce, religious organizations, schools, social service organizations, hospitals, government, community- based organizations, various populations served) for improving the health of a community 4. Suggest approaches for disseminating public health data and information (e.g., social media, newspapers, newsletters, journals, town hall meetings, libraries, neighborhood gatherings) 5. Convey data and information to professionals and the public using a variety of approaches (e.g., reports, presentations, email, letters) 6. Communicate information to influence behavior and improve health (e.g., use social marketing methods, consider behavioral theories such as the Health Belief Model or Stages of Change Model) 7. Facilitate communication among individuals, groups, and organizations 8. Describe the roles of governmental public health, health care, and other partners in improving the health of a community Evidence of Proficiency: Some of my knowledge for this domain was obtained from my COH Strategies and Tactics class. Part of this class focused on types of communication including social marketing, print materials and presentations. Another course that added to my knowledge was COH Health Behavior. This class taught me how to communicate information to influence behavior and improve health. I obtained proficiency from a power point presentation for this class. It was on using the Transtheoretical Model: Stages of Change as a tool for influencing a health behavior change associated with alcohol abuse among college students. I also added to my proficiency in this domain from research done on Lead Paint laws. This assignment was for my PH Communications and Advocacy class. I learned the roles that government plays on improving the public’s health. The Lead Based Paint Poisoning Prevention Act (LBPPA) was enacted in congress in 1971. In subsequent years it was amended and other associated laws were passed at the state level. Several governmental organizations were involved in bringing about these changes. They include; Health and Human Services, Housing and Urban Development, Consumer Product Safety Commission, and the Center for Disease Control. It remains necessary for federal, state and local legislation to continue working together to lower rates of exposure. Capstone Project: Public Health Competencies Paper (Continued) 7 Proficiency Improvement: To further my development in this domain, I can keep up with current events in public health by attending city council meetings. I learned from my experience in my advocacy class the importance of these meetings. I will also continue growing by attending and helping with the Tobacco Control Coalition meetings and my work with ALA. I will also attend the TCC Multi Unit Housing Prevention meeting and take an online course on Smoke Free Housing. Capstone Project: Public Health Competencies Paper (Continued) 8 Cultural Competency Skills (Domain 4) Self-Perceived Proficiency 1 = None I am unaware or have very little knowledge of the skill 2 = Aware I have heard of, but have limited knowledge or ability to apply the skill 3 = Knowledgeable I am comfortable with my knowledge or ability to apply the skill 4 = Proficient I am very comfortable, am an expert, or could teach this skill to others Tier 1 Competencies: To what degree are you able to effectively… 1. Describe the concept of diversity as it applies to individuals and populations (e.g., language, culture, values, socioeconomic status, geography, education, race, gender, age, ethnicity, sexual orientation, profession, religious affiliation, mental and physical abilities, historical experiences) 2. Describe the diversity of individuals and populations in a community 3. Describe the ways diversity may influence policies, programs, services, and the health of a community 4. Recognize the contribution of diverse perspectives in developing, implementing, and evaluating policies, programs, and services that affect the health of a community 5. Address the diversity of individuals and populations when implementing policies, programs, and services that affect the health of a community 6. Describe the effects of policies, programs, and services on different populations in a community 7. Describe the value of a diverse public health workforce Evidence of Proficiency: Culture can be a powerful determinant of a person’s health status and belief system. Understanding a cultures diversity is needed to see how it shapes their health beliefs and practices. Health professionals who want to be culturally competent in serving their clients, need to increase their knowledge about the cultures they serve. They should also take time to learn about the individual backgrounds and experiences of each client in order to develop effective working relationships with them. Many cultures have subcultures within them and it is important to know the differences. A research paper I did for a PH Culture and Health class, provides evidence of this proficiency. The report is on Arab Americans and mental health. Within the Arab American culture there are several subcultures. In regards to their mental health, most have a similar viewpoint that any metal or emotional concern should be addressed to church leaders or heads of family. So many will not seek the help they need. Most also have stresses related to acculturation into Western society and stereotypes associated with 9/11. Much of these stressors have led to anxiety, depression and PTSD. In order to help individuals in this culture, it is necessary to have members of their community involved on the workforce to bring awareness and offer support programs. To further support my proficiency level, I am including an assignment from the same PH Culture and Health class. This assignment involves an Arab American struggling with mental health issues. It highlights the impact language can have on person in seeking healthcare. Often there are not many language translators available and proper help gets lost in translation. In order for the individual discussed in the assignment to get proper help, a member of his community who spoke the language and was in an authoritative position to assist. Capstone Project: Public Health Competencies Paper (Continued) 9 Proficiency Improvement: To gain a higher level of proficiency in this domain, I would need to learn and understand more of how diversity may influence policy changes and how these policy changes are implemented. I can learn this by continuing my education and by researching and learning about different cultures within my own community. In order to stay culturally competent, I will need to submerge myself within these cultures. I can do this through volunteer work with non-profit organizations in my community. Capstone Project: Public Health Competencies Paper (Continued) 10 Community Dimensions of Practice Skills (Domain 5) Self-Perceived Proficiency 1 = None I am unaware or have very little knowledge of the skill 2 = Aware I have heard of, but have limited knowledge or ability to apply the skill 3 = Knowledgeable I am comfortable with my knowledge or ability to apply the skill 4 = Proficient I am very comfortable, am an expert, or could teach this skill to others Tier 1 Competencies: To what degree are you able to effectively… 1. Describe the programs and services provided by governmental and non-governmental organizations to improve the health of a community 2. Recognize relationships that are affecting health in a community (e.g., relationships among health departments, hospitals, community health centers, primary care providers, schools, community-based organizations, and other types of organizations) 3. Suggest relationships that may be needed to improve health in a community 4. Support relationships that improve health in a community 5. Collaborate with community partners to improve health in a community (e.g., participate in committees, share data and information, connect people to resources) 6. Engage community members (e.g., focus groups, talking circles, formal meetings, key informant interviews) to improve health in a community 7. Provide input for developing, implementing, evaluating, and improving policies, programs, and services 8. Use assets and resources (e.g., Boys & Girls Clubs, public libraries, hospitals, faith- based organizations, academic institutions, federal grants, fellowship programs) to improve health in a community 9. Inform the public about policies, programs, and resources that improve health in a community 10. Describe the importance of community-based participatory research Evidence of Proficiency: Programs and services provided by governmental and non-governmental organizations and what they did, were part of the learning outcomes for the Ecology of Public Health course. For example, an interesting fact I learned in this course, the American Nursing Association (ANA) created the competencies for Public Health administrators and managers. This is an example of how collaborative organizational relationships work together in creating a healthy community. Another course that helped me achieve these competencies was PH Program Planning and Evaluation. My two forms of evidence come from assignments in this class. I created a Health Promotion Program Proposal. The topic was mental health illness in Arab American teens and young adults. The program focus was on raising awareness and education of mental health basics and cultural awareness. I engaged the community by doing a key informant interview, my second form of evidence. I interviewed a student leader who was part of an organization called Breaking Down the Walls. The input provided by the student helped me determine unmet needs in the community. Programs that encourage inter-community relationships among peer groups and that help lessen the cultural gap will help in raising mental health awareness. This can provide for an easier acculturation for teens and young adults in the Arab American community. In turn, lowering the rates of mental health challenges. This suggest that peer relationship is needed for collaborative program planning and community support. Capstone Project: Public Health Competencies Paper (Continued) 11 A third form of evidence in my proficiency is from a research paper I did in my HP Strategies and Tactics class. This class also provided insight into different governmental programs and their functions. The paper was on American Indians and Type 2 Diabetes. This disease is a serious public health problem that disproportionately affects American Indians. In response to this concern, Indian Health Services established the Special Diabetes Program for Indians Diabetes Prevention Program (SDPI-DP). Quantitative data analysis collected from this program offered insight on several perceived barriers. This allowed them to identify individual needs and provide education for participants. Many providers and communities are now exploring novel and collaborative partnerships to focus on diabetes interventions. Community-based participatory research (CBPR) emphasizes collaboration between professional researchers and lay community members. Another CBPR, Family Education Diabetes Series (FEDS), involves elders in an American Indian community along with healthcare providers and researchers. Results of the study found value in relationships between providers and community organizations. The study was very successful at bringing about the desired behavior change. Proficiency Improvement: Though I feel this is my strongest area of proficiency, there is always room for growth. To have a stronger level 4 proficiency, I would need to learn more of the programs available. I do know where to find them for specific areas but need to have the knowledge without looking it up. I will also strengthen my goals by continuing my education and moving into tier 2 competencies. Capstone Project: Public Health Competencies Paper (Continued) 12 Public Health Sciences Skills (Domain 6) Self-Perceived Proficiency 1 = None I am unaware or have very little knowledge of the skill 2 = Aware I have heard of, but have limited knowledge or ability to apply the skill 3 = Knowledgeable I am comfortable with my knowledge or ability to apply the skill 4 = Proficient I am very comfortable, am an expert, or could teach this skill to others Tier 1 Competencies: To what degree are you able to effectively… 1. Describe the scientific foundation of the field of public health 2. Identify prominent events in the history of public health (e.g., smallpox eradication, development of vaccinations, infectious disease control, safe drinking water, emphasis on hygiene and hand washing, access to health care for people with disabilities) 3. Describe how public health sciences (e.g., biostatistics, epidemiology, environmental health sciences, health services administration, social and behavioral sciences, and public health informatics) are used in the delivery of the 10 Essential Public Health Services 4. Retrieve evidence (e.g., research findings, case reports, community surveys) from print and electronic sources (e.g., PubMed, Journal of Public Health Management and Practice, Morbidity and Mortality Weekly Report, The World Health Report) to support decision making 5. Recognize limitations of evidence (e.g., validity, reliability, sample size, bias, generalizability) 6. Describe evidence used in developing, implementing, evaluating, and improving policies, programs, and services 7. Describe the laws, regulations, policies, and procedures for the ethical conduct of research (e.g., patient confidentiality, protection of human subjects, Americans with Disabilities Act) 8. Contribute to the public health evidence base (e.g., participating in Public Health Practice-Based Research Networks, community-based participatory research, and academic health departments; authoring articles; making data available to researchers) 9. Suggest partnerships that may increase use of evidence in public health practice (e.g., between practice and academic organizations, with health sciences libraries) Evidence of Proficiency: Public health can be thought of as ‘the science of preventing disease, prolonging life and promoting health through an organized community effort’. Much of the knowledge I have gained in this domain has come from a building upon each Public Health science class including; biostatistics, epidemiology, environmental health, social and behavioral sciences, and public health informatics. Further focus came from courses like The Ecology of Public Health. Ancient cultures perceived illness as a manifestation of supernatural forces. But with the Age of Reason and Enlightenment combined with dense populations, rose a need for understanding and logic. The origins of Public Health come from Europe in the 1800’s with the influences from the discoveries of Edward Jenner (smallpox vaccine), Ignaz Semmelweis (handwashing), and Jon Snow (traced source of Cholera outbreak). More of my understanding came from several research papers. One in particular was for my Environmental Science class. The paper was on Mercury contamination in fish. Data used for review was retrieved from sources like PubMed and the Journal of Epidemiology. The research I found suggested a strong correlation in the consumption of fish with high mercury levels and Capstone Project: Public Health Competencies Paper (Continued) 13 individual blood mercury levels. This data was used by the Environmental Protection Agency (EPA) to create an oral reference guide for safe dose. Along with the Food and Drug Administration (FDA), the EPA recommends that women of child bearing age limit their intake of fish intake as mercury is potentially harmful to the fetus. For my second form of evidence I am attaching a copy of a certification of completion from NIH that I have completed a course in Protecting Human Research Participants. This course completes the competency ethical conduct of research. As previously explained in Domain 5, a research paper I did in my HP Strategies and Tactics class shows competency in contributing to public health evidence based research. The paper was on American Indians and Type 2 Diabetes. This disease is a serious public health problem that disproportionately affects American Indians. In response to this concern, Indian Health Services established the Special Diabetes Program for Indians Diabetes Prevention Program (SDPI-DP). Quantitative data analysis collected from this program offered insight on several perceived barriers. This allowed them to identify individual needs and provide education for participants. Many providers and communities are now exploring novel and collaborative partnerships to focus on diabetes interventions. Community-based participatory research (CBPR) emphasizes collaboration between professional researchers and lay community members. Another CBPR, Family Education Diabetes Series (FEDS), involves elders in an American Indian community along with healthcare providers and researchers. Results of the study found value in relationships between providers and community organizations. The study was very successful at bringing about the desired behavior change. Proficiency Improvement: To gain further proficiency in this domain, I will need to learn more about limitations in research. I can do this by reading case studies through PubMed and health journals looking for studies with limitations. I will also need to strengthen my understanding of ethics in relation to research. There is another online class I can take on research and my continued education will have more focus in this area as well. Capstone Project: Public Health Competencies Paper (Continued) 14 Financial Planning and Management Skills (Domain 7) Self-Perceived Proficiency 1 = None I am unaware or have very little knowledge of the skill 2 = Aware I have heard of, but have limited knowledge or ability to apply the skill 3 = Knowledgeable I am comfortable with my knowledge or ability to apply the skill 4 = Proficient I am very comfortable, am an expert, or could teach this skill to others Tier 1 Competencies: To what degree are you able to effectively… 1. Describe the structures, functions, and authorizations of governmental public health programs and organizations 2. Describe government agencies with authority to impact the health of a community 3. Adhere to organizational policies and procedures 4. Describe public health funding mechanisms (e.g., categorical grants, fees, third-party reimbursement, tobacco taxes) 5. Contribute to development of program budgets 6. Provide information for proposals for funding (e.g., foundations, government … The Council on Linkages Between Academia and Public Health Practice June 2014 Core Competencies for Public Health Professionals Revised and Adopted by the Council on Linkages Between Academia and Public Health Practice: June 26, 2014 Available from: phf.org/corecompetencies http://www.phf.org/corecompetencies https://phf.org/corecompetencies Council on Linkages Between Academia and Public Health Practice The Council on Linkages Between Academia and Public Health Practice (Council on Linkages) is a collaborative of 20 national organizations that aims to improve public health education and training, practice, and research. Established in 1992 to implement the recommendations of the Public Health Faculty/Agency Forum regarding increasing the relevance of public health education to the practice of public health, the Council on Linkages works to further academic/practice collaboration to ensure a well-trained, competent workforce and the development and use of a strong evidence base for public health practice. Mission The Council on Linkages strives to improve public health practice, education, and research by fostering, coordinating, and monitoring links among academia and the public health practice and healthcare communities; developing and advancing innovative strategies to build and strengthen public health infrastructure; and creating a process for continuing public health education throughout one’s career. Membership Twenty national organizations are members of the Council on Linkages:  American Association of Colleges of Nursing  American College of Preventive Medicine  American Public Health Association  Association for Prevention Teaching and Research  Association of Accredited Public Health Programs  Association of Public Health Laboratories  Association of Schools and Programs of Public Health  Association of State and Territorial Health Officials  Association of University Programs in Health Administration  Centers for Disease Control and Prevention  Community-Campus Partnerships for Health  Health Resources and Services Administration  National Association of County and City Health Officials  National Association of Local Boards of Health  National Environmental Health Association  National Library of Medicine  National Network of Public Health Institutes  National Public Health Leadership Development Network  Quad Council of Public Health Nursing Organizations  Society for Public Health Education The Council on Linkages is funded by the Centers for Disease Control and Prevention. Staff support is provided by the Public Health Foundation. For More Information Additional information about the Council on Linkages can be found at phf.org/councilonlinkages. Questions or requests for information may be sent to [email protected] The Council on Linkages Between Academia and Public Health Practice 1 Core Competencies for Public Health Professionals Revisions Adopted June 2014 http://www.phf.org/councilonlinkages mailto:[email protected] mailto:[email protected] https://phf.org/councilonlinkages Core Competencies for Public Health Professionals The Core Competencies for Public Health Professionals (Core Competencies) are a consensus set of skills for the broad practice of public health, as defined by the 10 Essential Public Health Services. Developed by the Council on Linkages Between Academia and Public Health Practice (Council on Linkages), the Core Competencies reflect foundational skills desirable for professionals engaging in the practice, education, and research of public health. The Core Competencies support workforce development within public health and can serve as a starting point for public health professionals and organizations as they work to better understand and meet workforce development needs, improve performance, prepare for accreditation, and enhance the health of the communities they serve. More specifically, the Core Competencies can be used in assessing workforce knowledge and skills, identifying training needs, developing workforce development and training plans, crafting job descriptions, and conducting performance evaluations. The Core Competencies have been integrated into curricula for education and training, provide a reference for developing public health courses, and serve as a base for sets of discipline-specific competencies. The Core Competencies provide a framework for workforce development planning and action. Public health organizations are encouraged to interpret and adapt the Core Competencies in ways that meet their specific organizational needs. Development of the Core Competencies The Core Competencies grew from a desire to help strengthen the public health workforce by identifying basic skills for the effective delivery of public health services. Building on the Universal Competencies developed by the Public Health Faculty/Agency Forum in 1991, the current Core Competencies are the result of more than two decades of work by the Council on Linkages and other academic and practice organizations dedicated to public health. Transitioning from a general set of Universal Competencies to a more specific set of Core Competencies began in 1998 and involved public health professionals from across the country through Council on Linkages member organizations, the Council on Linkages’ Core Competencies Workgroup, and a public comment period that resulted in over 1,000 comments. This extensive development process was designed to produce a set of foundational competencies that truly reflected the practice of public health. These competencies were organized into eight skill areas or “domains” that cut across public health disciplines. The first version of the Core Competencies was adopted by the Council on Linkages in April 2001, and the Council on Linkages committed to revisiting the Core Competencies every three years to determine if revisions were needed to ensure the continued relevance of the competency set. The Core Competencies were reviewed in 2004, with the Council on Linkages concluding that there was inadequate evidence about use of the Core Competencies to support a significant revision. At the second review in 2007, the Council on Linkages decided that revision was warranted based on usage data, changes in the practice of public health, and requests to make the Core Competencies more measurable. The Council on Linkages Between Academia and Public Health Practice 2 Core Competencies for Public Health Professionals Revisions Adopted June 2014 Similar to the development process, the revision process begun in 2007 was led by the Core Competencies Workgroup and involved the consideration of more than 800 comments from public health professionals. A major focus of the revision process was on improving measurability of the competencies, and the revisions both updated the content of the competencies within the eight domains and added three “tiers” representing stages of career development for public health professionals. The Council on Linkages adopted a revised version of the Core Competencies in May 2010. Review of the May 2010 Core Competencies began in early 2013, and the Council on Linkages again decided to undertake revisions. In addition to updating the content of the competencies, this revision process was aimed at simplifying and clarifying the wording of competencies and improving the order and grouping of competencies to make the competency set easier to use. This revision process was guided by the Core Competencies Workgroup and over 1,000 comments from the public health community, and culminated in the adoption by the Council on Linkages of the current set of Core Competencies in June 2014. Key Dates Since development began in 1998, the Core Competencies have gone through three versions:  2001 version – Adopted April 11, 2001 (original version)  2010 version – Adopted May 3, 2010  2014 version – Adopted June 26, 2014 (current version) Currently, the Core Competencies are on a three year review cycle and will next be considered for revision in 2017. This timing may change as a result of feedback that this can be too frequent for disciplines that base competency sets on the Core Competencies. Organization of the Core Competencies The Core Competencies are organized into eight domains, reflecting skill areas within public health, and three tiers, representing career stages for public health professionals. Domains  Analytical/Assessment Skills  Policy Development/Program Planning Skills  Communication Skills  Cultural Competency Skills  Community Dimensions of Practice Skills  Public Health Sciences Skills  Financial Planning and Management Skills  Leadership and Systems Thinking Skills These eight domains have remained consistent in all versions of the Core Competencies. The Council on Linkages Between Academia and Public Health Practice 3 Core Competencies for Public Health Professionals Revisions Adopted June 2014 Tiers  Tier 1 – Front Line Staff/Entry Level. Tier 1 competencies apply to public health professionals who carry out the day-to-day tasks of public health organizations and are not in management positions. Responsibilities of these professionals may include data collection and analysis, fieldwork, program planning, outreach, communications, customer service, and program support.  Tier 2 – Program Management/Supervisory Level. Tier 2 competencies apply to public health professionals in program management or supervisory roles. Responsibilities of these professionals may include developing, implementing, and evaluating programs; supervising staff; establishing and maintaining community partnerships; managing timelines and work plans; making policy recommendations; and providing technical expertise.  Tier 3 – Senior Management/Executive Level. Tier 3 competencies apply to public health professionals at a senior management level and to leaders of public health organizations. These professionals typically have staff who report to them and may be responsible for overseeing major programs or operations of the organization, setting a strategy and vision for the organization, creating a culture of quality within the organization, and working with the community to improve health. During the 2014 revision of the Core Competencies, minor changes were made to clarify these tier definitions. In general, competencies progress from lower to higher levels of skill complexity both within each domain in a given tier and across the tiers. Similar competencies within Tiers 1, 2, and 3 are presented next to each other to show connections between tiers. In some cases, a single competency appears in multiple tiers; however, the way competence in that area is demonstrated may vary from one tier to another. Core Competencies Resources and Tools A variety of resources and tools to assist public health professionals and organizations with using the Core Competencies exist or are under development. These include crosswalks of different versions of the Core Competencies, competency assessments, examples demonstrating attainment of competence, competency-based job descriptions, quality improvement tools, and workforce development plans. Core Competencies resources and tools can be found online at phf.org/corecompetenciestools. Examples of how organizations have used the Core Competencies are available at phf.org/corecompetenciesexamples. Feedback on the Core Competencies The Council on Linkages thanks the public health community for its tremendous contributions to the Core Competencies and welcomes feedback about the Core Competencies. Examples illustrating how public health professionals and organizations are using the Core Competencies and tools that facilitate Core Competencies use are also appreciated. Feedback, suggestions, and resources can be shared by emailing [email protected] For More Information Additional information about the Core Competencies, including background on development and revisions, resources and tools to facilitate use, and current activities and events, can be found at phf.org/aboutcorecompetencies. Questions or requests for information may be sent to [email protected] The Council on Linkages Between Academia and Public Health Practice 4 Core Competencies for Public Health Professionals Revisions Adopted June 2014 http://www.phf.org/corecompetenciestools http://www.phf.org/corecompetenciesexamples mailto:[email protected] http://www.phf.org/aboutcorecompetencies mailto:[email protected] mailto:[email protected] https://phf.org/aboutcorecompetencies mailto:[email protected] https://phf.org/corecompetenciesexamples https://phf.org/corecompetenciestools Analytical/Assessment Skills Tier 1 Tier 2 Tier 3 1A1. Describes factors affecting the health of a community (e.g., equity, income, education, environment) 1B1. Describes factors affecting the health of a community (e.g., equity, income, education, environment) 1C1. Describes factors affecting the health of a community (e.g., equity, income, education, environment) 1A2. Identifies quantitative and qualitative data and information (e.g., vital statistics, electronic health records, transportation patterns, unemployment rates, community input, health equity impact assessments) that can be used for assessing the health of a community 1B2. Determines quantitative and qualitative data and information (e.g., vital statistics, electronic health records, transportation patterns, unemployment rates, community input, health equity impact assessments) needed for assessing the health of a community 1C2. Determines quantitative and qualitative data and information (e.g., vital statistics, electronic health records, transportation patterns, unemployment rates, community input, health equity impact assessments) needed for assessing the health of a community 1A3. Applies ethical principles in accessing, collecting, analyzing, using, maintaining, and disseminating data and information 1B3. Applies ethical principles in accessing, collecting, analyzing, using, maintaining, and disseminating data and information 1C3. Ensures ethical principles are applied in accessing, collecting, analyzing, using, maintaining, and disseminating data and information 1A4. Uses information technology in accessing, collecting, analyzing, using, maintaining, and disseminating data and information 1B4. Uses information technology in accessing, collecting, analyzing, using, maintaining, and disseminating data and information 1C4. Uses information technology in accessing, collecting, analyzing, using, maintaining, and disseminating data and information 1A5. Selects valid and reliable data 1B5. Analyzes the validity and reliability of data 1C5. Evaluates the validity and reliability of data 1A6. Selects comparable data (e.g., data being age-adjusted to the same year, data variables across datasets having similar definitions) 1B6. Analyzes the comparability of data (e.g., data being age-adjusted to the same year, data variables across datasets having similar definitions) 1C6. Evaluates the comparability of data (e.g., data being age-adjusted to the same year, data variables across datasets having similar definitions) 1A7. Identifies gaps in data 1B7. Resolves gaps in data 1C7. Resolves gaps in data The Council on Linkages Between Academia and Public Health Practice 5 Core Competencies for Public Health Professionals Revisions Adopted June 2014 Analytical/Assessment Skills Tier 1 Tier 2 Tier 3 1A8. Collects valid and reliable quantitative and qualitative data 1B8. Collects valid and reliable quantitative and qualitative data 1C8. Ensures collection of valid and reliable quantitative and qualitative data 1A9. Describes public health applications of quantitative and qualitative data 1B9. Analyzes quantitative and qualitative data 1C9. Determines trends from quantitative and qualitative data 1A10. Uses quantitative and qualitative data 1B10. Interprets quantitative and qualitative data 1C10. Integrates findings from quantitative and qualitative data into organizational plans and operations (e.g., strategic plan, quality improvement plan, professional development) 1A11. Describes assets and resources that can be used for improving the health of a community (e.g., Boys & Girls Clubs, public libraries, hospitals, faith-based organizations, academic institutions, federal grants, fellowship programs) 1B11. Identifies assets and resources that can be used for improving the health of a community (e.g., Boys & Girls Clubs, public libraries, hospitals, faith- based organizations, academic institutions, federal grants, fellowship programs) 1C11. Assesses assets and resources that can be used for improving the health of a community (e.g., Boys & Girls Clubs, public libraries, hospitals, faith- based organizations, academic institutions, federal grants, fellowship programs) 1A12. Contributes to assessments of community health status and factors influencing health in a community (e.g., quality, availability, accessibility, and use of health services; access to affordable housing) 1B12. Assesses community health status and factors influencing health in a community (e.g., quality, availability, accessibility, and use of health services; access to affordable housing) 1C12. Determines community health status and factors influencing health in a community (e.g., quality, availability, accessibility, and use of health services; access to affordable housing) 1A13. Explains how community health assessments use information about health status, factors influencing health, and assets and resources 1B13. Develops community health assessments using information about health status, factors influencing health, and assets and resources 1C13. Ensures development of community health assessments using information about health status, factors influencing health, and assets and resources The Council on Linkages Between Academia and Public Health Practice 6 Core Competencies for Public Health Professionals Revisions Adopted June 2014 Analytical/Assessment Skills Tier 1 Tier 2 Tier 3 1A14. Describes how evidence (e.g., data, findings reported in peer-reviewed literature) is used in decision making 1B14. Makes evidence-based decisions (e.g., determining research agendas, using recommendations from The Guide to Community Preventive Services in planning population health services) 1C14. Makes evidence-based decisions (e.g., determining research agendas, using recommendations from The Guide to Community Preventive Services in planning population health services) 1B15. Advocates for the use of evidence in decision making that affects the health of a community (e.g., helping policy makers understand community health needs, demonstrating the impact of programs) 1C15. Advocates for the use of evidence in decision making that affects the health of a community (e.g., helping elected officials understand community health needs, demonstrating the impact of programs) The Council on Linkages Between Academia and Public Health Practice 7 Core Competencies for Public Health Professionals Revisions Adopted June 2014 Policy Development/Program Planning Skills Tier 1 Tier 2 Tier 3 2A1. Contributes to state/Tribal/community health improvement planning (e.g., providing data to supplement community health assessments, communicating observations from work in the field) 2B1. Ensures state/Tribal/community health improvement planning uses community health assessments and other information related to the health of a community (e.g., current data and trends; proposed federal, state, and local legislation; commitments from organizations to take action) 2C1. Ensures development of a state/Tribal/community health improvement plan (e.g., describing measurable outcomes, determining needed policy changes, identifying parties responsible for implementation) 2A2. Contributes to development of program goals and objectives 2B2. Develops program goals and objectives 2C2. Develops organizational goals and objectives 2A3. Describes organizational strategic plan (e.g., includes measurable objectives and targets; relationship to community health improvement plan, workforce development plan, quality improvement plan, and other plans) 2B3. Contributes to development of organizational strategic plan (e.g., includes measurable objectives and targets; incorporates community health improvement plan, workforce development plan, quality improvement plan, and other plans) 2C3. Develops organizational strategic plan (e.g., includes measurable objectives and targets; incorporates community health improvement plan, workforce development plan, quality improvement plan, and other plans) with input from the governing body or administrative unit that oversees the organization 2A4. Contributes to implementation of organizational strategic plan 2B4. Implements organizational strategic plan 2C4. Monitors implementation of organizational strategic plan 2A5. Identifies current trends (e.g., health, fiscal, social, political, environmental) affecting the health of a community 2B5. Monitors current and projected trends (e.g., health, fiscal, social, political, environmental) representing the health of a community 2C5. Integrates current and projected trends (e.g., health, fiscal, social, political, environmental) into organizational strategic planning The Council on Linkages Between Academia and Public Health Practice 8 Core Competencies for Public Health Professionals Revisions Adopted June 2014 Policy Development/Program Planning Skills Tier 1 Tier 2 Tier 3 2A6. Gathers information that can inform options for policies, programs, and services (e.g., secondhand smoking policies, data use policies, HR policies, immunization programs, food safety programs) 2B6. Develops options for policies, programs, and services (e.g., secondhand smoking policies, data use policies, HR policies, immunization programs, food safety programs) 2C6. Selects options for policies, programs, and services for further exploration (e.g., secondhand smoking policies, data use policies, HR policies, immunization programs, food safety programs) 2A7. Describes implications of policies, programs, and services 2B7. Examines the feasibility (e.g., fiscal, social, political, legal, geographic) and implications of policies, programs, and services 2C7. Determines the feasibility (e.g., fiscal, social, political, legal, geographic) and implications of policies, programs, and services 2B8. Recommends policies, programs, and services for implementation 2C8. Selects policies, programs, and services for implementation 2A8. Implements policies, programs, and services 2B9. Implements policies, programs, and services 2C9. Ensures implementation of policies, programs, and services is consistent with laws and regulations 2C10. Influences policies, programs, and services external to the organization that affect the health of the community (e.g., zoning, transportation routes) 2A9. Explains the importance of evaluations for improving policies, programs, and services 2B10. Explains the importance of evaluations for improving policies, programs, and services 2C11. Explains the importance of evaluations for improving policies, programs, and services 2A10. Gathers information for evaluating policies, programs, and services (e.g., outputs, outcomes, processes, procedures, return on investment) 2B11. Evaluates policies, programs, and services (e.g., outputs, outcomes, processes, procedures, return on investment) 2C12. Ensures the evaluation of policies, programs, and services (e.g., outputs, outcomes, processes, procedures, return on investment) The Council on Linkages Between Academia and Public Health Practice 9 Core Competencies for Public Health Professionals Revisions Adopted June 2014 Policy Development/Program Planning Skills Tier 1 Tier 2 Tier 3 2A11. Applies strategies for continuous quality improvement 2B12. Implements strategies for continuous quality improvement 2C13. Develops strategies for continuous quality improvement 2A12. Describes how public health informatics is used in developing, implementing, evaluating, and improving policies, programs, and services (e.g., integrated data systems, electronic reporting, knowledge management systems, geographic information systems) 2B13. Uses public health informatics in developing, implementing, evaluating, and improving policies, programs, and services (e.g., integrated data systems, electronic reporting, knowledge management systems, geographic information systems) 2C14. Assesses the use of public health informatics in developing, implementing, evaluating, and improving policies, programs, and services (e.g., integrated data systems, electronic reporting, knowledge management systems, geographic information systems) The Council on Linkages Between Academia and Public Health Practice 10 Core Competencies for Public Health Professionals Revisions Adopted June 2014 Communication Skills Tier 1 Tier 2 Tier 3 3A1. Identifies the literacy of populations served (e.g., ability to obtain, interpret, and use health and other information; social media literacy) 3B1. Assesses the literacy of populations served (e.g., ability to obtain, interpret, and use health and other information; social media literacy) 3C1. Ensures that the literacy of populations served (e.g., ability to obtain, interpret, and use health and other information; social media literacy) is reflected in the organization’s policies, programs, and services 3A2. Communicates in writing and orally with linguistic and cultural proficiency (e.g., using age-appropriate materials, incorporating images) 3B2. Communicates in writing and orally with linguistic and cultural proficiency (e.g., using age-appropriate materials, incorporating images) 3C2. Communicates in writing and orally with linguistic and cultural proficiency (e.g., using age-appropriate materials, incorporating images) 3A3. Solicits input from individuals and organizations (e.g., chambers of commerce, religious organizations, schools, social service organizations, hospitals, government, community- based organizations, various populations …