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How do we get to… Carnegie Hall?

How do we get to… Carnegie Hall?. Practice! Practice! Practice!. Performance-based Assessment in Community Health Worker Training. Elena Schwolsky RN, MPH Community Health Worker Project Hunter College Romelia Rodriguez, CHW Jamaica Childhood Asthma Initiative

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How do we get to… Carnegie Hall?

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  1. How do we get to… Carnegie Hall?

  2. Practice! Practice! Practice! Performance-based Assessment in Community Health Worker Training • Elena Schwolsky RN, MPH • Community Health Worker Project • Hunter College • Romelia Rodriguez, CHW • Jamaica Childhood Asthma Initiative • Safe Space

  3. A word of thanks to… • SFSU CHW Certificate Program • Community Health Worker Evaluation Toolkit, University of Arizona Rural Health Office & College of Public Health • CHWs from New York City Childhood Asthma Initiative Community-based programs in the Bronx, Brooklyn, Jamaica, Queens and East Harlem, New York City

  4. Community Health Workers must be of the people they serve They must live with them… Work with them… Rejoice with them… Suffer with them… Grieve with them… And decide with them… World Health Organization

  5. A little background… • Citywide initiative funded by NYC Department of Health • 20 CHWs from 5 community asthma programs around NYC • Different organizational missions & structures • Diverse communities • Broad range of life & work experience

  6. How can we ensure: That CHWs acquire basic asthma knowledge & skills That CHWs are able to communicate this knowledge accurately to families That CHWs are able to help families to achieve asthma self-management Our Challenge

  7. CHW Core Competencies • Communication Skills • Interpersonal Skills • Knowledge Base • Service Coordination Skills • Capacity-Building Skills • Advocacy Skills • Teaching Skills • Organizational Skills National CHA Advisor Study

  8. What skills did we assess? • Communication Skills Listening Using language confidently & appropriately • Teaching Skills Ability to share information one-on-one • Knowledge Base Knowledge about specific health issue

  9. Why Performance-Based Assessment? • Learner is active participant • Based on “authentic” or real life situations • Tasks & skills are related to job • Clear standards & expectations • Accommodates individual differences in learning styles • Encourages learner to use judgment and develop problem-solving skills

  10. What did we do? • Integrate role plays & skill demonstrations into training • On-site performance-based evaluation • Observed home visits

  11. Performance AssessmentSafe Space -- Jamaica, NY

  12. Community Health Workers in Action • Teaching role play • Use of teaching guide

  13. Observations & Feedback • Use of performance checklist • Role of observer

  14. Learning from each other • Each CHW has a different teaching style • Using effective language to teach about asthma • Learning the right way from the beginning • “Learning to be uncomfortable”

  15. One size does not fit all -- tailor assessment to individual/group needs Involve experienced CHWs in design of assessment tool Collaborative effort of program funder, CHW supervisors & trainers is needed to ensure constructive use of performance assessment Performance assessment informs training & program design Measuring CHW skills can enhance program evaluation What did we learn?

  16. The Best Assessments…. “The best assessments teach students & teachers alike the kind of work that most matters.” -Wiggins

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