Description
MPH Practicum on the topic:How can Belmont Hospice help connect with historically underserved/ marginalized populations in our community when it pertains to end-of-life/ Hospice care?
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Department of Public Health
Applied Practice Experience (APE)
Learning Agreement
Please complete this document in consultation with your Site Preceptor and your
Practicum Faculty Advisor.
When completing this document please review the directions in Canvas.
Do not type or sign in the signature section. Once this is approved by the Practicum
Faculty Advisor it will be sent via Docusign to both the student and the Site Preceptor
for their electronic signatures.
This document must be typed. Handwritten versions will not be accepted.
Student Name: Courtney Jefferson
Site Preceptor Name: Victor Gonzales
Site Preceptor Email Address: vicedsw@gmail.com
Site/Organization Name: Belmont Hospice
Clinical Preceptor Name (only for PUBH7850 students):
Overview of Project
I. Mission of the Site/Organization
What does your site/organization do? Who do they serve?
Belmont is committed to maintaining the highest level of dignity and comfort for all our
patients and their loved ones by being dedicated and compassionate healthcare
professionals.
II. Description of Project and Student’s Role
Briefly describe the nature of the project you are helping with, along with the specific
role or activities you will perform.
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My project will focus on helping Belmont Hospice connect with historically
underserved/marginalized populations in our community when it pertains to end-of-life/
hospice care. I will be working with their organization as a Community Liaison. I will be
responsible for facilitating communication between the organization and members of the
community. I will be focused on promoting a new outreach program in hopes it will bring
in more non-white patients. To do this, I will design an outreach program to engage with
the community to increase awareness and engage any misinformation or cultural
concerns. This project recognizes that certain populations are suspicious about the
motives and intentions of the healthcare system and have had a lot of negative
experiences that can negatively impact their trust in health care systems. The goal of the
outreach will be to inform and empower these populations and to educate and increase
trust that hospice is not about taking away their choices and withholding care.
Deliverables and Competencies
For your practice experience you must create a minimum of two high quality deliverables
that are useful to the host organization. The deliverables should derive from the work
you are doing for the organization and should be for the organization, not primarily for
ATSU. Together, the deliverables must demonstrate attainment (exercise of) of at least
five competencies in total (at least three must be foundational).
In the table below, please list the deliverables you will create during your APE and the
competencies that will be demonstrated by each product. The competencies are listed
below the table.
A deliverable should be listed as a thing (not an activity) that you will submit into
Canvas at the end. For example, you might list a PowerPoint presentation or an
educational curriculum rather than saying you will provide education.
If you are involved in activities (for example, helping organize an event), think of
what deliverables are part of developing or helping with that activity that could
demonstrate the work you will be doing.
When identifying/listing competencies, think of them as a specific type of activity
or skill that you will perform and which your deliverables must demonstrate. Did
DocuSign Envelope ID: 8535B86F-6352-4FB7-ADC9-294D182EA390
you use that competency to create that deliverable? Be realistic about whether
your product actually demonstrates that skill/competency.
For more info about how to understand deliverables, competencies and this
form, please view the APE Learning Agreement section in Canvas and watch the
Informational Video in the course.
Deliverable That Will Be Created for Site
and Submitted to Canvas
List a thing (and include a brief description
if that would be helpful)
Competencies Demonstrated by the
Deliverable
Please list the actual #s and competencies
(see the list below)
Deliverable #1:
Public Health & Health Care Systems
Short White Paper
6. Discuss the means by which structural
bias, social inequities and racism
undermine health and create challenges
to achieving health equity at
organizational, community and societal
levels.
Deliverable #2:
Planning & Management to Promote
Health
Develop an outreach plan/packet that will
include the following:
1. Targeted stakeholders: Ex; Faith
leaders, Hospital administrators,
and Community health workers
8. Apply awareness of cultural values
and practices to the design or
implementation of public health
policies or programs.
9. Design a population-based policy,
program, project, or intervention.
2. Develop a strategy: this is where I
make my presence known within
the community. Ex; canvassing,
organizing, or participating in
events.
27. Evaluate organizational structures,
culture, and political factors, to initiate
and sustain organizational change.
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3. Communication: How I will get my
message across? Ex; Flyers, social
media, phone calls and emails.
Policy in Public Health (Foundational)
13. Propose strategies to identify
stakeholders and build coalitions and
partnerships for influencing public
health outcomes.
** Please add rows to this chart if you intend to submit more than 4 deliverables.
Signatures
Do not type or write in this section. Once this is approved by the ATSU Faculty
Advisor it will be sent via Docusign to both the student and the Preceptor(s) for their
electronic signatures. It will be approved in Canvas after all individuals sign.
7/24/2023
Student: __________________________________
Date:___________
Preceptor: _________________________________
Date:___________
Preceptor: _________________________________
Date:___________
7/26/2023
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MPH Competencies
Evidence-based Approaches to Public Health (Foundational)
1. Apply epidemiological methods to the breadth of settings and situations in public
health practice.
2. Select quantitative and qualitative data collection methods appropriate for a given
public health context.
3. Analyze quantitative and qualitative data using biostatistics, informatics,
computer-based programming and software, as appropriate.
4. Interpret results of data analysis for public health research, policy or practice.
Public Health & Health Care Systems (Foundational)
5. Compare the organization, structure and function of health care, public health
and regulatory systems across national and international settings.
6. Discuss the means by which structural bias, social inequities and racism
undermine health and create challenges to achieving health equity at
organizational, community and societal levels.
Planning & Management to Promote Health (Foundational)
7. Assess population needs, assets and capacities that affect communities’ health.
8. Apply awareness of cultural values and practices to the design or implementation
of public health policies or programs.
9. Design a population-based policy, program, project, or intervention.
10. Explain basic principles and tools of budget and resource management.1
11. Select methods to evaluate public health programs.
Policy in Public Health (Foundational)
12. Discuss the policy-making process, including the roles of ethics and evidence.2
13. Propose strategies to identify stakeholders and build coalitions and partnerships
for influencing public health outcomes.
14. Advocate for political, social, or economic policies and programs that will improve
“Resource management” refers to stewardship (planning, monitoring, etc.) of resources
throughout a project, not simply preparing a budget statement that projects what resources will be
required.
2 This competency refers to technical aspects of how public policies are created and adopted,
including legislative and/or regulatory roles and processes, ethics in public policy making, and the
role of evidence in creating policy.
1
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health in diverse populations.3
15. Evaluate policies for their impact on public health and health equity.
Leadership (Foundational)
16. Apply leadership and/or management principles to address a relevant issue.4
17. Apply negotiation and mediation skills to address organizational or community
challenges.5
Communication (Foundational)
18. Select communication strategies for different audiences and sectors.
19. Communicate audience-appropriate (i.e., non-academic, non-peer audience)
public health content, both in writing and through oral presentation.
20. Describe the importance of cultural competence in communicating public health
content.
Interprofessional Practice (Foundational)
21. Integrate perspectives from other sectors and/or professions to promote and
advance population health.6
Systems Thinking (Foundational)
22. Apply systems thinking tool to visually represent a public health issue in a format
other than standard narrative.7
General MPH Concentration Competencies (not Foundational)
* These can only be used by students not in the dental track.
23. Analyze the significance of public health journal articles.
3 This competency refers to the ability to influence policy and/or decision making, such as through
stakeholder mobilization, educating policy makers, etc. Ability to argue in support of (or in
opposition to) a position, as in a standard debate, is not sufficient. Deliverables that demonstrate
this competency should be part of an advocacy campaign or effort (e.g., legislative testimony, fact
sheets, advocacy strategy outline, etc.).
4 Such principles may include creating a vision, empowering others, fostering collaboration, and
guiding decision making.
5 “Negotiation and mediation,” in this competency, refers to the set of skills needed when a
common solution is required among parties with conflicting interests and/or different desired
outcomes. Such skills extend beyond the level of negotiation required in a successful intra-group
process; effective communication within a work group or team is more closely related to
competency 16.
6 This competency requires direct engagement (in-person or online) between the student and an
individual or individuals in a profession or sector other than public health to complete a task, solve
a problem, etc.
7 Systems thinking tools depict or map complex relationships, demonstrating, for example, how
component parts of a system interact with and influence one another. Examples include causal
loop diagrams, systems archetypes, network analyses, and concept maps. Logic models and
evidence tables are not sufficient to address this competency.
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24. Use theory, principles and perspectives to analyze the ethical dimensions of
public health problems.
25. Apply health behavior models to address needs in a priority population.
26. Demonstrate approaches to assess, prevent, and control environmental and/or
occupational health hazards.
27. Evaluate organizational structures, culture, and political factors, to initiate and
sustain organizational change.
Dental Concentration Competencies (Not Foundational)
* These can only be used by students in the dental track.
28. Integrate the social determinants of health into dental public health practice.
29. Demonstrate ethical decision-making in the practice of dental public health.
30. Apply and evaluate evidence to address oral health issues for individuals and
populations.
31. Lead collaborations on oral and public health issues.
32. Evaluate systems of care that impact oral health.
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