Discussion, do the following:
Reflect back on your Initial Self-Assessment on Course Competencies post in Week 1 in which you stated why you were taking this course.
Review each course competency for a final time.
Competency 1: Create a strategic plan.
Competency 2: Create organizational change strategies.
Competency 3: Propose human, fiscal, and other resources to achieve a strategic goal.
Competency 4: Cultivate new resources and revenue streams to achieve a strategic goal.
Competency 5: Communicate public health science to diverse stakeholders, including individuals at all levels of health literacy, for purposes of influencing behavior and policies.
Review the proficiency scale you utilized in the discussion in Week 1.
1= None—I do not feel I am able to demonstrate any of the competencies.
2 = Basic—These topics are new to me, but I am able to demonstrate one or two of the competencies.
3 = Intermediate—I have been exposed to these concepts before and can demonstrate at least three of the competencies independently.
4 = Advanced—I have been exposed to these concepts before and can demonstrate at least four of the competencies independently.
5 = Expert—I have professional experience in all of the course competencies and can model them for a colleague.
Based on your initial self-assessment in Week 1, has your total and skill level increased? Keeping your total and skill level personal, write a post in which you identify two areas for key learning you have gained in this course through the readings, discussions, and/or assignments.
Remember to cite any sources and refer to the FEM guidelines as you prepare your post.
Response Guidelines
Read and respond to your peers’ posts according to FEM guidelines, addressing the following:
Compare the two areas of key learning your colleague identified with your own.
Explain how these key learnings will serve you and your colleague better in your professional capacities.
Resources
Discussion Participation Rubric.
Discussion post:
My goal for this course was to acquire more knowledge for their prospective career in Epidemiology and advocate for those requiring a voice. I aimed to learn about the determinants of health, the social and environmental factors that affect health outcomes, and the role of public health strategies in enhancing population health. I also aspired to develop practical skills in designing and implementing effective public health strategies and improve critical thinking and problem-solving skills in public health.
Competency 1
The competency assisted me in learning how to develop a clear and coherent vision for a public health issue, identify the goals and objectives, and outline the steps and actions needed to achieve them. It has enabled me to design public health strategies aligned with the vision, mission, and values and responsive to the needs and preferences of the target population and stakeholders.
Competency 2
This competency assisted me in learning how to initiate and manage organizational change in public health settings, such as introducing new policies, programs, or practices or modifying existing ones. It also taught me how to assess the readiness and capacity for change, identify the barriers and facilitators, and apply various models and theories of change, such as the transtheoretical model and the diffusion of innovations theory. This competency has enabled me to create organizational change strategies that are evidence-based, participatory, and sustainable and that can enhance the effectiveness and efficiency of public health interventions.
Competency 3
This competency has taught me how to estimate and allocate the human, fiscal, and other resources required to implement and sustain a public health strategy. I also learned how to conduct a budget analysis, a cost-benefit analysis, and a cost-effectiveness analysis, as well as how to use various tools and techniques for resource management. This competency will enable me to propose realistic and feasible resource plans that can support achieving a strategic goal and demonstrate the value and impact of a public health strategy.
Competency 4
This competency taught me how to identify and pursue new opportunities for resource mobilization and revenue generation in public health settings, such as grants, donations, partnerships, sponsorships, and social enterprises. I also learned how to write practical proposals, pitch ideas, negotiate contracts, and build relationships with potential funders, partners, and customers. This competency enabled me to cultivate new resources and revenue streams that can diversify and enhance the funding and sustainability of a public health strategy and increase its scalability and reach.
Competency 5
This competency assisted me in learning how to communicate public health science accurately and engagingly to diverse audiences, such as policymakers, practitioners, researchers, media, and the public. I also learned how to tailor their messages, formats, and channels to different stakeholders’ needs, preferences, and characteristics and how to use various communication strategies and techniques, such as storytelling, framing, visualization, and social media. This competency enabled me to communicate public health science effectively and persuasively and to influence the behavior and policies of individuals, groups, and organizations.
My proficiency from the beginning to now that I have been exposed to these concepts and can demonstrate at least four competencies independently has increased. This class stretched me in so many ways. Even though I tend to overthink, this class taught me that sometimes it is ok because it helps me think outside the box.
The course has provided a comprehensive understanding of strategic planning, organizational change strategies, resource allocation, revenue generation, and effective communication in public health. Two key learnings stand out: the application of evidence-based models and theories to initiate and manage change, and the importance of tailoring communication strategies to diverse stakeholders.
Successful organizational change requires a thorough understanding of the readiness and capacity for change, as well as the barriers and facilitators involved (Batras et al., 2016). The course has equipped students with knowledge of various models and theories, such as the Transtheoretical Model and the Diffusion of Innovations Theory, which can be applied to create organizational change strategies that are evidence-based, participatory, and sustainable (Moran et al., 2020). By leveraging these models and theories, public health professionals can enhance the effectiveness and efficiency of interventions, ultimately leading to improved health outcomes.
Effective communication of public health science is crucial for influencing behavior and policies. The course has emphasized the importance of tailoring messages, formats, and channels to different stakeholders’ needs, preferences, and characteristics (Willems et al., 2017). Students have learned various communication strategies and techniques, such as storytelling, framing, visualization, and social media, to engage diverse audiences, including policymakers, practitioners, researchers, media, and the public (Brownson et al., 2018). By employing these strategies, public health professionals can communicate complex scientific information in an accurate and engaging manner, ultimately promoting informed decision-making and positive behavior change.
Batras, D., Duff, C., & Smith, B. J. (2016). Organizational change theory: Implications for health promotion practice. Health Promotion International, 31(1), 231-241. https://doi.org/10.1093/heapro/dau098
Brownson, R. C., Fielding, J. E., & Maylahn, C. M. (2018). Evidence-based public health: A fundamental concept for public health practice. Annual Review of Public Health, 39, 175-201. https://doi.org/10.1146/annurev-publhealth-040617-014623
Moran, M. B., Frank, L. B., Sileaked, S., Patel, N. D., & Jarris, P. E. (2020). Using organizational change theory to improve public health practice. Journal of Public Health Management and Practice, 26(3), 265-273. https://doi.org/10.1097/PHH.0000000000001144
Willems, R. A., Willemsen, J., Albers, T. N., & Smit, H. A. (2017). Effective communication strategies for increasing public health workforce resilience for responding to public health emergencies: A systematic review. The Lancet Public Health, 2(8), e374-e383. https://doi.org/10.1016/S2468-2667(17)30172-9
World Health Organization. (2023). Effective communication for public health emergencies. https://www.who.int/emergencies/risk-communications/effective-communication
