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Oral Abstract Program Programme Des Résumés Oraux Oral Abstract Program Programme des résumés oraux TUESDAY 6 JUNE | MARDI 6 JUIN | 13:45-1530 PUBLIC HEALTH 2017 | SANTÉ PUBLIQUE 2017 ORAL PRESENTATION 1 – PUBLIC HEALTH WORKFORCE Tuesday 6 June 13:45-15:30 Room 204 & 205 Sustainably scaling workforce development to build public health workforce capacity: A network model – Ilya Plotkin Background: The Public Health Foundation (PHF) launched a public health learning network in 2003. The TRAIN Learning Network has since grown to connect over 1.3 million health workers to thousands of training opportunities. TRAIN is a collaborative effort among non-profits, academia, and governmental health agencies to train the health workforce. Objectives: . Describe the learning network model . Demonstrate how the TRAIN Learning Network builds the capacity of health workers . Identify opportunities to collaborate with the TRAIN Learning Network Target Groups: The target groups for this presentation are: . Staff responsible for training health workers . Staff responsible for convening stakeholders in public health Activities: The TRAIN Learning Network convenes stakeholders across public health and healthcare. Partners work together to build the capacity of workers who protect and improve the public’s health by sharing resources, content, training plans, and data on a centralized online training platform. This model functions through economies of scale by ensuring that health workers are trained in an efficient and cost-effective manner. Deliverables: The learning network model provides health workers with a centralized and easy-to-access platform to deliver quality trainings, while working collaboratively with partners to share training resources and limit duplication. What are the implications of your policy or practice initiative to inform future research? The TRAIN Learning Network’s model allows for the collection of uniform data across the health workforce. Future research can draw on data from the TRAIN Learning Network to compare health workforce training and structure across geographic location, work setting, and job roles in order to inform policy. Additionally, the learning network model offers a multi-stakeholder approach that encourages cooperation and collaboration instead of silos. Leadership competencies for public health practice in Canada and LEADS: A comparison – Ardene Robinson Vollman Co-author: Ms Tina Strudsholm Background: The Leadership Competencies for Public Health Practice in Canada (LCPHPC) were released in 2015 after an environmental scan and Delphi process. The LEADS Framework (Canadian College of Health Leaders (CCHL), 2010) was used to organize the 49 LCPHPC into five domains of leadership: Lead self; Engage others; Achieve results; Develop coalitions; and System transformation. Objectives: . To compare the leadership competencies developed for public health practice in Canada with the LEADS capabilities developed for health leadership in general. To identify gaps and overlaps between the two sets of leadership competencies. To suggest opportunities for development of public health leadership capacity in Canada. Target Groups: Those working in public health in Canada, particularly those from the seven disciplines for which PHAC supported the development of discipline-specific competencies: dentistry, biostatistics/epidemiology, health promotion, inspection, medicine, nursing, and nutrition. 2 ORAL ABSTRACT PROGRAM | PROGRAMME DES RÉSUMÉS ORAUX PUBLIC HEALTH 2017 | SANTÉ PUBLIQUE 2017 TUESDAY 6 JUNE | MARDI 6 JUIN | 13:45-1530 Activities: The main activity is an analysis of two sets of leadership competencies. The analysis involves direct comparison of LCPHPC and LEADS competencies comprising the shared domains of leadership. We will also use the domains to suggest how LCPHPC can inform organizational change and public health action. Deliverables: Insight into public health leadership competencies required for public health practice in Canada. Public health practitioners will be able to recognize how their practice context shapes their competency requirements in ways that are both similar and different from health leadership in general. Guidelines for the use of the competencies will inform both personal and organizational leadership development. What are the implications of your policy or practice initiative to inform future research? . To identify gaps in LCPHPC to be addressed in future research. To inform translation of the LCPHPC into practice in public health settings. To set the stage for personal development and organizational change efforts. Health Promotion Canada, Atlantic Chapter engagement and establishment – Amanda Hudson-Frigault Co-author: Morgane Stocker Background: Health Promotion Canada (HPC) (formerly the Pan-Canadian Network for Health Promoter Competencies), has a goal “to enhance health promoter competency development by providing guidance, leadership and expert advice through collaboration, consultation and research and resource development”. In the summer of 2016, HPC encouraged the Atlantic Provinces to mobilize their ongoing Health Promotion work and establish a local chapter. Objectives: Within the Atlantic region, engage those working in the field of Health Promotion and advance the profession, while raising the profile of Health Promoters. Aligning with the objectives of HPC: . Enhance the capacity of health promoters by furthering the development, implementation and usage of health promoter competencies. Create and disseminate resources supporting the application of health promoter competencies to produce a well-equipped and effective health promotion workforce. Target Groups: . Those currently in a Health Promotion or allied health education program at the University Level. Those with extensive professional experience in several Pan-Canadian Health Promoter Core Competencies . Organizations/Associations advancing the professional of Health Promotion and employing practicing health promoters. Activities: . To enhance relationships between university programs in allied health fields, and Health Promotion. To develop Pan Canadian Health Promoter Competencies Professional development Opportunities and local resources. Establish an Executive Board . Developed meaningful engagement strategy to connect with Leaders in Health Promotion field. Deliverables: . To increase the number and skills of health Promotion professionals . An effective network for those working in Health Promotion. Registered Bi-laws and Board. Innovative and foundational collaborative approach to health promotion across the Atlantic Provinces. Credible body for the sustainability of the HealthCare System. What are the implications of your policy or practice initiative to inform future research? Health Promotion Atlantic will work to enhance health promoter practice in the Atlantic Provinces through: providing guidance, ORAL ABSTRACT PROGRAM | PROGRAMME DES RÉSUMÉS ORAUX 3 TUESDAY 6 JUNE | MARDI 6 JUIN | 13:45-1530 PUBLIC HEALTH 2017 | SANTÉ PUBLIQUE 2017 leadership of collaboration and support, advocating around the Pan-Canadian Health Promoter Competencies and the practice of health promotion. Exploring global health competencies through the voices of nursing students – Christina Faye Murray, Co-authors: Pat McPail-Darrach, Rosemary Herbert Background: Awareness of global health issues is an integral part of providing culturally competent care. The goal of this study was to critically examine the international health experiences of nursing students who participated in a public health experience in developed and developing countries. Objectives: . To explore undergraduate nursing students’ perceptions regarding global health competencies through reflection on their international health experiences. To compare and contrast students’ perceptions of global health competencies to those identified by Wilson et al., (2012). To analyze how perceptions of global health competence changed over time as students returned to Canada, acclimatized, and practiced nursing again in a Canadian health care system. To gain a deeper understanding of global health competencies that could be adopted to guide the development of nursing curricula in Canada. Methods: Three focus group interviews were conducted with participants pre-departure, upon return, and six months following an international health experience. Participants reflected on their experiences and compared their international health experiences to Wilson’s competencies. Results: Students verified the value of Wilson’s Global Health Competencies, and emphasized the importance of the competency concerning social and environmental determinants of health. They identified knowledge of culture as essential, and articulated that culture needs to be more explicit in Wilson’s competencies. They discussed the importance of being informed about country-specific information such as causes of morbidity and mortality. Conclusions: Study findings address a gap in the literature by reporting nursing students’ perspectives about Wilson’s global health competencies. What are the implications of your research to inform future policy or practice initiatives? Findings from this longitudinal study will help inform curriculum development in nursing education and assist with the preparation of nursing students who are engaging in international health experiences. Having students well informed about global health will enhance outcomes for both students and clients. Preparing students for future careers in healthy public policy – New tools to
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