NLM-CPSC-NAO Project SHARE Introduction

1. NLM-CPSC-NAOProject SHARE Introduction The teen health information literacy project

2. Why Project SHARE? • “The Project SHARE curriculum aims to build high school students' skills to reduce health disparities at the personal, family and community level… The curriculum is comprised of six modules.” • According to the awardees, Project SHARE offers a structured, comprehensive curriculum well-suited to implementation in an after-school setting. The curriculum is also highly flexible and provides alternate resources to teach the lessons. An explicit inclusion of lessons around the social determinants of health and health equity were important factors in selecting Project SHARE for several awardees. • While most of the awardee AHECs currently have some combination of health literacy, advocacy or equity programs for youth, a major appeal of Project SHARE was the “out of the box” modular curriculum to improve health information literacy skills. Other NLM models under consideration for adoption did not have a ready to go curriculum to assist the AHEC programs with their project start-up. • Due to the intense and short project time-frame, the Project SHARE curriculum has already been a major asset in establishing realistic project plans among the awardees.

3. About the Awardees

4. PlannedReach • Numbers below highlight the minimum cumulative plans across all five awardee AHECs. Student Participants Total #: 90 Teaching Time Total hours: 140 Source: Wikipedia

5. Planned Evaluations • Pre and Post Tests • Focus Groups • Product Content Analysis • Pre and post tests work best to test concrete knowledge gains. Because each group’s students and curriculum plans are slightly different, each AHEC’s test was modified slightly to include relevant material for each group. Some students will complete their surveys online, while others will complete paper versions of tests that will be translated to an online database by staff or interns. • Four of the five groups will conduct a focus group at the end of their project to gather information best described in narrative form. Examples of this type of information consists of ideas, self-concepts, beliefs and leadership constructs. • A primary aim of what the health information literacy project hopes to achieve is to impart knowledge of how to use and where to find reliable, evidence-based health information. What better way to evaluate this than with a content analysis of the students’ work to look at what and how they used information?

6. BostonAHEC • Boston AHEC’s after school program at the BAHEC offices will meet once per week for two hours through the end of the school year. Student recruitment is underway and student stipends are being offered. Housed at the Boston Public Health Commission, core curriculum concepts of health equity are paramount. Teaching the link between health equity and health information literacy is a primary aim of this project. • Modules: • One Two • Parts of five and six • Additional Activities: • Health Information Careers Guest Speakers • Evaluation: • Pre and post tests, a focus group

7. Brooklyn-Queens-Long IslandAHEC • BQLI AHEC will implement Project SHARE at its offices once per week in an afterschool program for 1.5 hours through the end of the school year. Twelve students will be allowed into the program through an online competitive application process. Multiple field trips and guest speakers will make the curriculum relevant to students’ lives with the help of a new health equity agenda embarked on by the city, which will provide reports, maps and data on every neighborhood in the city. • Modules: • One Two • Parts of three, five, and six • Additional Activities: • Two Public Health Guest Speakers • Field Trip to the SUNY Downstate Brooklyn Library • Field Trips to a Local Hospital and College • Evaluation: • Pre and post tests, a focus group, presentation/poster content and possible journaling analysis

8. ColoradoAHEC • Two groups of very different students will work through Project SHARE lessons synchronously at separate locations. Connections between the student groups and what they are learning will be made through online video and a FaceBook page created for the group to display new health communication skills. Approximately 12 students from each location will participate. Light meals will be provided at each session to keep students engaged. • Modules: • Parts of one, two, four and five • Additional Activities: • Librarian Guest Speaker • An Iron Chef Nutritious Cook-Off • Capstone Video Documenting Student Experiences • Evaluation: • Pre and post tests, a focus group, video content analysis

9. Eastern ConnecticutAHEC • A minimum of 25 youth from the Mashantucket Pequot Nation and two other tribal youth groups are the focus of this project. Travel stipends will be offered to the distant tribal participants to incentivize attendance. This summer school program is meant to make learning fun throughout the week and the weekend. Access to lavish amenities at the tribal community center will help to motivate students to attend. • Modules: • One • Two • Four • Parts of three, five and six • Additional Activities: • Creation of First Aid Kits and Family Health Histories • Tribal Policy and Legislative Changes Intended • Capstone Poster • Evaluation: • Pre and post tests, poster, first-aid kit, and family health history content analysis

10. MontanaAHEC • Students from a rural high school on the Salish-Kootenai Reservation are piloting this project with culturally appropriate modified tools. Students were pre-determined and identified through the high school HOSA chapter where they will meet 1 to 2 days per week for 1 to 2 hours and have additional assigned homework to supplement the curriculum. • Modules: • Parts of All Modules • Additional Activities: • Medical Librarian Guest Speaker • Health Information Literacy Concepts Presented at Six AHEC Med-Start Camps • throughout Montana June - August • Evaluation: • Pre and post tests, a focus group, researched project content analysis