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:

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