The document discusses public health competencies, outlining key terminologies, core competency domains, and issues regarding competency-based training of public health professionals. It summarizes the core competency framework developed by the Public Health Foundation, which defines competencies in 8 domains and 3 tiers of increasing responsibility. However, issues are identified in Nepal regarding inadequate and outdated curricula, lack of faculty expertise, and poor linkage between training and professional needs, limiting the ability of graduates to address health challenges. The way forward emphasizes revising curricula based on competencies, strengthening accreditation, collaboration between stakeholders, and providing job opportunities to strengthen the public health workforce.
Function , Core competencies and scope of public healthsirjana Tiwari
The document discusses the core competencies and scope of public health. It outlines seven core competencies - biostatistics, environmental health sciences, epidemiology, health policy and management, social and behavioral sciences, critical thinking, and problem solving. It also discusses emerging competencies like evidence-based approaches, public health systems, planning/management, policy, leadership, communication, and inter-professional practice. Additionally, the document outlines the broad scope of public health, covering areas like infectious and chronic disease prevention, mental health, bioterrorism, demography, environmental health, health financing, and addressing social determinants of health.
What is PRECEDE/PROCEED?
PRECEDE/PROCEED is a community-oriented, participatory model for creating successful community health promotion interventions.
The document discusses the determinants of health, which are defined as the conditions that influence individual and population health, including social, economic, cultural, environmental and lifestyle factors. It outlines the key components of determinants, including socioeconomic status, living/working conditions, social support networks, and individual factors. The document explains why understanding determinants of health is important for public health efforts aimed at health promotion and disease prevention.
The health system in Bangladesh is pluralistic and aims to ensure healthy lives for all citizens as outlined in its constitution and international agreements. It consists of community clinics, rural health centers, upazila health complexes, and district and specialized hospitals. However, the health workforce is unevenly distributed between urban and rural areas. National health programs target communicable diseases, family planning and maternal and child health. The government finances 26% of health spending while out-of-pocket payments account for 63.3%. Bangladesh aims to expand coverage through its health sector reform programs.
Mode of Human Resource for Health Production in Nepal
Various Academic and Non Academic Institutes and Councils producing all sorts of Human Resource for Health in Nepal.
The document summarizes the history of public health from ancient times through modern times. It discusses developments in Greece, Rome, India, China, and highlights key figures like Hippocrates and Galen in ancient times. It then covers the birth of modern public health in Europe during the Renaissance and developments in Britain that led to the sanitary awakening in the 19th century. It concludes with brief overviews of public health in British India and developments in India post-independence.
Burden of disease analysis provides a fuller assessment of population health beyond just mortality rates. It considers the impact of morbidity and estimates the effects of years lived with illness or disability. Common measures used in burden of disease analysis include disability-adjusted life years (DALYs) and quality-adjusted life years (QALYs), which combine mortality and morbidity into a single metric. Calculating DALYs and QALYs involves defining health states, assigning weights to different states, and combining estimates of life expectancy and duration of illness. Burden of disease analysis is useful for comparing population health over time and between regions, identifying major health problems, and informing health policy and resource allocation decisions.
The document defines a health system as organizations, actions, and people that work together with the goal of restoring, maintaining, and promoting health. It outlines the five pillars of health systems as providers, individuals, finance, information, and management. The document then provides an overview of Egypt's health system, noting that the Ministry of Health and Population provides around 40% of health services, health insurance organizations provide 50%, and the private sector and university/research institutions provide the remaining 12% and 10% respectively. It also describes Egypt's levels of healthcare as primary (80% of services, cheap and cost-effective), secondary (15% of services, more expensive), and tertiary (5% of services, highly expensive).
The document summarizes a presentation on comparing the US healthcare system to other countries. It begins with defining terms like OECD, healthcare systems, and analytic methods. It then discusses the evolution of healthcare systems in OECD countries after World War II, with European nations adopting universal coverage through national systems while the US relied on employer subsidies. The presentation outlines different healthcare models - National Health Service, National Health Insurance, and mixed private/public systems - and provides examples from countries like the UK, which has a National Health Service funded mainly through taxes.
Healthcare is a major part of every country's development platform. By healthcare we are in fact protecting the most important driver of development. Healthcare systems are primarily safe guarding the development core engine and are the best means of sustainable development.
This document discusses the concept of health needs assessment. It defines different types of health needs and explains how they are perceived differently by various groups. Key steps in conducting a health needs assessment are outlined, including planning, data collection from both primary and secondary sources, sampling techniques, data collection modes, disseminating findings, and benefits and challenges. The overall goal of health needs assessment is to efficiently plan health services and identify health inequalities.
Concept and definitions
Health education
Beliefs and approaches in health promotion
Health promotion strategies and priority actions
Public health, social movement, health inequity and millennium goals
Canadian experience in health promotion
Conclusion
This document discusses global disease burden and methods for measuring and comparing the impacts of different diseases. It introduces the Global Burden of Disease database developed by Harvard University to assess overall health loss from diseases, injuries, and risk factors using metrics like disability-adjusted life years (DALYs). DALYs consider both years of life lost due to premature mortality and years lost due to disability. The document provides examples of DALY calculations and shows data on leading causes of death and disease burden globally and in different country income levels. It discusses trends over time in life expectancy, causes of death, and population growth.
The document discusses the need for a shift towards a "people's health paradigm" in public health. It outlines some of the key principles of this paradigm, which include recognizing health as a fundamental human right, strengthening community participation and ownership over health, addressing the social determinants of health, and promoting pluralism and social justice in health systems. The document also provides context on the People's Health Movement, which advocates for this paradigm globally, and on efforts in India to engage civil society and incorporate these principles in policies like the National Rural Health Mission.
Social Determinants of Health InequitiesRenzo Guinto
Lecture given during the pre-APRM workshop on Social Determinants of Health and Global Health Equity, September 11, 2012, Hospital Universiti Kebangsaan Malaysia, Kuala Lumpur
Universal health coverage aims to ensure everyone has access to health services without facing financial hardship. World Health Day 2022's theme focuses on achieving universal health coverage for everyone everywhere. India's Ayushman Bharat program aims to achieve this through two pillars - providing basic health services through health centers and providing insurance coverage for serious illnesses for poor families. Realizing universal coverage requires addressing issues like inadequate resources, uneven quality of care, and high out-of-pocket costs that push people into poverty.
Health education and promotion in nepalAmrit Dangi
This document discusses the history of health promotion and education in Nepal. It outlines key initiatives from ancient times through the modern era. Some of the major developments include the use of Ayurveda practices in ancient times, plague elimination efforts by missionaries in medieval times, the introduction of vaccination and sanitation campaigns in the Rana regime, and the establishment of the National Health Education Information and Communication Centre in 1993 to coordinate health promotion programs. The document shows how health promotion has increasingly become a priority and systematic part of national health plans and policies over time in Nepal.
Health for all- primary health care- millennium development goalsAhmed-Refat Refat
PHC is the essential care based on practical, scientifically sound and socially acceptable method and technology made universally accessible to individuals and families in the community through their full participation and at a cost they and the country can afford to maintain in the spirit of self reliance and self determination.
Al
This document outlines the 5 step process for conducting a needs assessment in public health care: 1) Getting Started, 2) Identifying Health Priorities, 3) Assessing Health Priorities, 4) Planning for Change, and 5) Moving On/Reviewing. The goals of needs assessment are to understand the health issues facing a population and agree on priorities and resource allocation to improve health and reduce inequalities. Key aspects include defining the target population, gathering data on health conditions and their impacts, selecting priorities based on impact and changeability, and developing an action plan to address priorities through acceptable and feasible interventions.
The document provides an overview of the concept of public health, its history and challenges. It discusses:
- The definition of public health as promoting health through organized community efforts like sanitation, disease control, health education and access to care.
- How the "great sanitary awakening" in the 19th century identified filth as a cause of disease, leading to a focus on cleanliness and prevention over reacting to outbreaks.
- The work of Edwin Chadwick who documented poor living conditions and their impact on health, and proposed sanitary reforms be addressed through engineering and public boards of health.
- The core functions of public health as assessment, policy development and assurance to collect data,
Master of Public Health (MPH) Orientation20161Welc.docxwkyra78
Master of Public Health (MPH) Orientation
2016
1
Welcome Message!
Hello, and welcome to the first course in your public health degree program.
Your dynamic online classroom will provide you with ample opportunities to interact with your fellow students while you gain knowledge from a career-relevant curriculum in your chosen field.
Our professors are expert practitioners, with real-world experience in the health care industry, so you’ll learn from individuals who know what it’s like to be you.
Whether your focus is on health care system management,
health policy, or health economics, you’ve found a place to
Gain the knowledge you need to succeed.
Welcome aboard, and good luck to you as you begin your
academic journey with us.
Program Director: Dr. Samer Koutoubi
2
MPH Mission Statement
The mission of the American Public University System (APUS) Master’s of Public Health (MPH) program is:
to prepare and educate students to promote health and well-being as public health practitioners through excellence in teaching, research, and service in preparation for leadership opportunities in a diverse and global society through a student-focused learning environment.
3
MPH Program’s Values
Lifelong Learning - commitment to life-long professional and personal development.
Compassion - promote empathy and concern for the well-being of others.
Critical Thinking - foster purposeful reflective judgment.
Diversity - promote student and faculty populations regardless of gender, race, religion, ethnicity, sexual orientation or identity, or social standing.
Innovation - seek imaginative and effective solutions to challenges.
Professionalism and Integrity - adhere to professional codes of conduct.
Respect - commitment to the overarching principles of the dignity and worth of individuals.
4
MPH Program’s Goals
The goals for the APUS MPH program are:
Instruction: Provide current, relevant education and professional development through a curriculum based on public health competencies in an innovative learning environment.
Research: Encourage and promote faculty and student research in the field of public health in order to enhance the skills, knowledge, and expertise of faculty and students.
Service: Support ongoing faculty and student service in local, regional, and international public health organizations and communities of practice.
5
Full-time Public Health Faculty
NameGraduate Degrees EarnedDiscipline of Graduate DegreesInstructional Area(s)Research InterestRobert CarterPhD
MPH Biomedical Sciences
Epidemiology
BiostatisticsBiostatistics
Epidemiology
Emergency Management
QuarantineCardiovascular and respiratory pathophysiology
Biostatistics Donna BartonPhD
MPH Public Health
BiostatisticsBiostatistics
EpidemiologyWomen’s Health
Cardiovascular DiseaseEbun EbunlomoPhD
MPH
Community Health Sciences
Health Behavior and Health Education
Health Services Administration
Community Health
Epidemiology.
The document outlines the core competencies expected of graduates of an MPH (Master of Public Health) program. It describes 11 competency areas: transdisciplinary problem solving, evidence-based public health, biostatistics, epidemiology, health policy and management, social and behavioral sciences, environmental health sciences, communication and informatics, program planning, leadership/professionalism/ethics, and diversity/culture/health disparities. For each competency area, it lists 2-4 learning objectives describing the skills and abilities students should possess upon graduation.
The document provides information about a webinar on the 2014 Core Competencies for Public Health Professionals presented by Kathleen Amos and Janelle Nichols. It outlines phone and webinar etiquette, presenter disclosures, requirements for continuing education credit, and learning objectives. The presentation provides an overview of the Core Competencies, how they have changed, and tools and resources available to support their use.
This document provides an outline for a class on foundations of public health. It includes an overview of the course schedule and topics to be covered each day, such as the core contents and evolution of public health understanding. It also lists pop quiz questions that will be asked to assess students' understanding of key public health concepts like the core functions and subjects of public health. Finally, it discusses the role of academic public health and provides context on current public health issues such as health care spending in the US and how resources are distributed.
This document outlines the steps for planning and implementing a community health education program. It discusses gathering information about the community, defining health problems, setting goals and objectives, identifying resources, and selecting educational methods. The document also covers implementing the program, and evaluating it through formative, process, outcome, and impact assessments. It provides examples of existing national health programs in areas like family planning, immunizations, and disease control.
This document outlines the key concepts and purposes of health education. It defines health education as the process of helping people learn behaviors to improve their health. It discusses how health education aims to prevent diseases through upgrading knowledge, building healthy trends, and changing behaviors. It also describes the roles and characteristics of health educators in medical settings, schools, workplaces, and communities in assessing needs, planning and implementing programs, evaluation, and advocating for health issues.
This document provides an overview of health systems research (HSR), including its definition, purpose, focus, features, and steps involved in conducting HSR projects. It discusses HSR in India, highlighting institutions conducting HSR and priority areas. It also addresses problems related to utilizing HSR results and future directions for HSR in India, such as improving dissemination of findings to health managers and identifying information needs to design targeted research.
The document provides a strategic analysis of the DrPH program at Boston University School of Public Health. It aims to analyze the current state of the program and develop recommendations to increase the applicant pool. The analysis finds that while BUSPH ranks highly, its DrPH program has seen a decrease in applicants. Students and alumni desire greater standardization and a more practice-focused curriculum. There is also a lack of funding and visibility for the program. Key recommendations include creating an explicit mission statement for the DrPH, periodically updating its website with alumni success stories, and improving the program's presence within BUSPH. These recommendations intend to strengthen the program and attract more applicants.
The document outlines a research grant application to study the effectiveness of an educational intervention program on strengthening leadership qualities among nursing managers in a hospital in Nepal. It includes sections on the title, investigators, duration, budget, and declaration by the investigators. It also provides details of the study aims, objectives, design, participants, intervention, and outcomes. A literature review covers topics on quality of healthcare, leadership, nursing education, and factors influencing nursing. The rationale is that continuous education is needed for healthcare workers to improve quality as fields advance and expectations rise. The study aims to assess and strengthen leadership skills of nursing managers through an educational program.
The document summarizes the Leaders for European Public Health (LEPHIE) project, which developed an online problem-based blended learning leadership curriculum for public health professionals. The project was funded by the EU Lifelong Learning Program and involved partners from several European universities. It created a competency-based curriculum addressing key public health priorities. The curriculum uses interactive online materials and cases to teach leadership skills. Evaluation of pilots at the partner universities found the blended approach improved satisfaction and access to education. The project aims to strengthen public health leadership in Europe.
This document provides a marketing analysis and recommendations for the Department of Community and Public Health at Idaho State University. It includes a SWOT analysis, industry and competitor analyses based on research. Key findings are that high school students, undecided college students, and those interested in health careers should be targeted. Face-to-face contact and purchasing student names are important tactics. The top competitors are other public health programs within 200 miles. Recommendations focus on increasing awareness of public health careers and the department's program.
Name olubunmi salako date 1262021identification of scenariojack60216
This document provides an annotated bibliography by Olubunmi Salako for a leadership and management in nursing course. It summarizes four sources that discuss various aspects of patient education, nursing standards, and healthcare policy. The sources examine how competency-based nursing curriculum and educational interventions can improve compliance with nursing standards. They also discuss how health policies and addressing social determinants can help reduce public health problems and disparities. The annotations provide details on the authors and relevance of each source to topics like patient education, nursing practice standards, and using policy to influence health outcomes.
This paper seeks to think through a style and approach to Public Health Practice that works through complex challenges in a multi-disciplinary environment. It covers some principles and waymarkers and sets out aspects of a project for further elucidation.
McManus, J. Multiple disciplines for complex challenges – way markers for the practice of public health in the 2020s. Paper presented at Making a difference: mixing methods and crossing disciplines conference: Centre for Health, Activity and Wellbeing Research, Cardiff Metropolitan University : 26th June 2024; Cardiff.
1. The document discusses various models and steps for planning and evaluating health promotion interventions. It describes planning models like PRECEDE-PROCEED and PEN-3 which involve assessing the community and identifying factors influencing health behaviors.
2. The planning process involves defining goals and objectives, identifying strategies and resources, and developing indicators. Evaluation determines whether objectives were met and assesses outcomes, using both qualitative and quantitative methods like surveys, focus groups, and experimental studies.
3. Challenges to evaluation include measuring long-term outcomes, limitations of resources, accounting for complex determinants of health, and ensuring use of lessons learned from the evaluation. Overall the document provides an overview of systematic approaches to planning and
This document provides an overview of health promotion including definitions, approaches, models, activities, processes, principles, tools, and programs. It also discusses evaluation of health promotion programs and challenges. Key points include:
- Health promotion is defined as empowering people to increase control over their health through various population-based, participatory, multi-sectoral approaches.
- Common models include Tannahill's which incorporates health education, prevention, and protection.
- Activities can target populations, lifestyles, environments and include education, policy, community development.
- Stakeholders have roles in building healthy public policy, supportive environments, skills and reorienting services.
- Evaluation assesses
This document outlines key concepts related to health promotion including definitions, approaches, models, activities, principles, and examples of health promotion programs. It defines health promotion as a process that empowers communities and individuals to improve their health. Several approaches are discussed, including focusing on healthy populations, lifestyles, and environments. Models of health promotion include Tannahill's model and examples of community programs targeting preschools, schools, workplaces, and other groups are provided. The planning process and principles of health promotion are also summarized.
After completing this module, you will be able to do the followi.docxMARK547399
After completing this module, you will be able to do the following:
Plan a primary prevention or health promotion project, targeted for a specific population
Consider educational strategies and select appropriate teaching techniques
Overview
You will need to reference
Healthy People 2020 (HP2020)
when selecting your topic and state the corresponding objective number from the website upon which you are basing your project. For example: If your topic is the prevention of obesity, you may select objective NWS-9:
Objective NWS-9
Development of a strategy for addressing the selected community health concern should be tailored to the target audience’s needs and resources available in the community. A project plan should include goals and objectives, a plan for implementation and evaluation of the project.
Learning Materials
N493 Project Concert Instruction for Students v2.docx
Minnesota Department of Health:
Minnesota Intervention Wheel.pdf
Minnesota Intervention Wheel Definitions.pdf
Population Based Levels of Care
Goals Alignment
University Mission Goals:
Exhibits self-directed learning that demonstrates professional behavior and ethics
Functions successfully in multiple roles and teams showing cultural competence
Demonstrates professional performance through research by using evidence-based practice
Program Goals:
Cultural Competence: Recognize the need for evidence-based knowledge and sensitivity to variables such as age, gender, culture, health disparities, socioeconomic status, race, and spirituality
Research and Evidence-Based Practice: Use research findings and other evidence in designing, implementing, and evaluating care that is multidimensional, high quality, cost-effective and leads to improved patient outcomes
Leadership/Advocacy: Work within organizational and community arenas to promote high quality patient care through organizational and systems leadership, quality improvement, and safety
Technology: Design and implement measures to modify risk factors and promote healthy lifestyles, utilizing emerging advances in science and technology
Course Goals:
Apply a knowledge base of community health nursing and health teaching skills to the development an educational project with a focus on illness prevention, health promotion and/or health maintenance of individuals, families and groups.
Analyze a community assessment to plan a health teaching project that meets the needs of communities and populations.
Create an educational project that can be utilized by public and community health nurses to improve the health status and eliminate health disparities of individuals, families, communities and populations.
Professional Standards
.
COLLEGE OF NURSING AND PUBLIC HEALTH MASTER OF PU.docxaryan532920
COLLEGE OF NURSING AND PUBLIC HEALTH
MASTER OF PUBLIC HEALTH PROGRAM
PRACTICUM PACKET
See suprograms.info for program duration, tuition, fees and other costs, median debt, salary data,
alumni success, and other important info.
Version History:
September 2014
Version 2.0 December 2015
Master of Public Health Practicum Packet 1
http://www.southuniversity.edu/programs-info/default.aspx
TABLE OF CONTENTS
Welcome Message ........................................................................................ 3
Master of Public Health Overview ................................................................ 3
Program Accreditation .................................................................................. 5
Master of Public Health Practicum in Public Health ...................................... 5
Objectives of the Practicum Experience ........................................................ 6
General Information for Students ................................................................. 6
Identify a Practicum Site and Preceptor ................................................. 6
Submit the Practicum Proposal Form for Approval ................................. 6
Complete and Submit the Practicum Learning Agreement ..................... 7
Confirm Affiliation Agreement Approval and Execution ......................... 7
Complete Practicum Requirements and Submit Practicum
Requirements Checklist .......................................................................... 7
Complete Trainings and Certifications .................................................... 8
Practicum Activity Log ............................................................................ 9
Practicum Evaluations .......................................................................... 10
Written Report and Oral Presentation .................................................. 10
Responsibilities of the Student, Preceptor and Course Faculty ................... 11
Student Responsibilities ....................................................................... 11
Preceptor Qualifications ....................................................................... 12
Preceptor Responsibilities .................................................................... 12
Practicum Course Faculty Responsibilities ............................................ 13
Precepted Course Policy ....................................................................... 13
South University Practicum Guidelines ................................................. 14
APPENDICES ................................................................................................ 15
Contact Information ................................................................................... 16
Examples of Practicum Agencies/Organizations.......................................... 17
Master of Public Health Practicum Proposal ............................... ...
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Prayer
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2. Outline
Preface
Key Terminologies
Public Health Competencies
Core Public Health Competencies
Guiding Document/Framework
Issues
Way Forward
2
4. Public Health Professionals
• Public health professionals: have university-level
qualifications and occupy positions exclusively or
substantially focused on population health.
• Academia, Research, Policy Development, program
implementation and community based interventions &
health promotion in different public, private health
organizations & I/NGOs.
‘Key component & the foundation of a strong national
public health infrastructure.’
4
5. 5
Competent public health professionals for?
Population- focused system wide health services
Evidence Based practices in policy formulation and health services
Serve the present & future public health needs and mission
6. A growing range of public health challenges globally and nationally
HEALTH DISPARITY
Globalization
Pandemics
POLLUTION
Non-communicable
Diseases
Poverty
Climate Change
PUBLIC
POLICY
Population
Growth
Infectious
Diseases
6
7. Key terminologies
Competency
Competency Set
Competency Domain
Core Competencies
Discipline-Specific Competencies
Cross-cutting Competencies
Major Public Health
competencies
7
8. Terminologies at a Glance
Competency: Combination of skills,
knowledge, abilities, behaviors, & other
characteristics that a professional needs
to carry out occupational functions
Competency Set: Describes what a PH
worker should be able to do or
demonstrate.
Competency Domain: Individual
competencies are organized into
‘Domains’.
8
9. Core competency : Reflect the common understanding & set of skills,
knowledge and attitudes necessary or desirable for the broad practice of
public health. Required for all public health professionals, in all positions,
throughout the organization
Discipline Specific Competencies: Special knowledge, skills or abilities that
are not possessed by all public health professionals & required for a
particular aspect of public health.
Cross-cutting Competencies: Interdisciplinary competencies that
transcend the boundaries of the specific disciplines within public health.
E.g. IPR, Communication, Leadership, Human biology, Professionalism,
Ethics, political awareness, conflict management
9
10. Review of the
framework by
Established in 1992 to implement the recommendations of
the Public Health Faculty/Agency Forum.
Adopted in May 2010 ( has 3 versions; latest version is 2014)
Mission
To improve the performance of individuals & organizations within
public health by
fostering, coordinating, and monitoring collaboration among the
academic, public health practice, & healthcare communities;
promoting public health education & training for health
professionals throughout their careers;
& developing & advancing innovative strategies to build &
strengthen public health infrastructure.
10
11. Review of the
framework by
o A framework for Putting the Core Competencies
for Public Health Professionals into Practice
o A collaborative of 23 national organizations
11
12. Core competency tiers
• Each core competency differentiated into one of 3 tiers
which reflect stages of public health career development.
• The individual competencies within the tiers build upon
each other, describing desired skills for professionals at
progressive stages of their careers
Tier 1- Entry level
Tier 2- Supervisors and Managers
Tier 3- Senior Managers and Leaders/CEOs
12
13. Tier 1 : Entry level
• Apply to PHP carrying daily tasks of public health organizations & are not in
management positions
• Responsibilities like: basic data collection & analysis, fieldwork, outreach
activities, programmatic support, & other organizational tasks
Tier 2: Mid Level
• Apply to mid-level PHP with program management & supervisory roles
• Responsible for program development, program implementation, program
evaluation, establishing community relations, managing timelines &
workplans, presenting arguments, recommendations on policy issues.
Tier 3: Senior Level professionals
• Applies to PHPs like senior level managers &/or leaders of public health
organizations
• Responsible for major programs or functions of a public health
organization, setting a strategy/vision, &/or building organization’s culture.
E.g. ED, CEOs.
13
14. Core Competency PH Domains
1. Analytical/Assessment Skills
2. Policy Development/Program Planning Skills
3. Communication Skills
4. Cultural Competency Skills
5. Community Dimensions of Practice Skills
6. Public Health Sciences Skills
7. Financial Planning and Management Skills
8. Leadership & Systems Thinking Skills
14
16. Competency Domain & Examples
1. Analytic/Assessment Skills
o Identifying & understanding data,
o Turning data into information for action,
o Assessing needs & assets to address community health needs,
developing community health assessments, &
o Using evidence for decision making.
2. Policy Development/Program Planning Skills
o Determining needed policies & programs;
o Advocating for policies & programs;
o Planning, implementing, & evaluating policies & programs;
o Developing & implementing strategies for continuous quality
improvement; &
o Developing & implementing community health improvement plans &
strategic plans.
16
17. Competency Domain & Examples
3. Communication Skills
o Assessing & addressing population literacy;
o Soliciting & using community input;
o Communicating data & information;
o Facilitating communications; &
o Communicating the roles of government, health care, & others.
4. Cultural Competency Skills
o Understanding & responding to diverse needs,
o Assessing organizational cultural diversity & competence,
o Assessing effects of policies/programs on different populations, &
o Taking action to support a diverse public health workforce.
17
18. Competency Domain & Examples
5. Community Dimensions of Practice Skills
o Evaluating & developing linkages & relationships within the community,
o Maintaining & advancing partnerships & community involvement,
o Negotiating for use of community assets, &
o Evaluating effectiveness & improving community engagement.
6. Public Health Science Skills
o Understanding the foundation & prominent events of public health,
applying public sciences to practice,
o Critiquing & developing research
o Using evidence when developing policies/programs, &
o Establishing academic partnerships.
18
19. Competency Domain & Examples
7. Financial Planning & Management Skills
o Engaging other government agencies that can address community health
needs,
o Leveraging public health & health care funding mechanisms,
o Developing/defending budgets,
o Motivating personnel,
o Evaluating & improving program & organization performance, &
o Establishing & using performance management systems to improve
organization performance.
8. Leadership & Systems Thinking Skills
o Incorporating ethical standards into the organization; creating
opportunities for collaboration among public health, health care, & other
organizations; mentoring personnel; adjusting practice to address
changing needs & environment; ensuring continuous quality
improvement; managing organizational change; & advocating for the role
of governmental public health.
19
21. How are Public Health
practitioners trained
around the Globe &
Nepal? Do those trainings prepare
them to adequately address
present & future Public
Health challenges?
21
22. Scenario
There is a lack of internationally agreed universal set of
defined competencies or approaches to public health
education/training.
Also, large inadequacies in synchronizing
‘educational competencies’ to ‘professional competencies’
(leaving them ill-prepared for the real world scenario)
22
23. Assessment of graduate public health education in Nepal and perceived
needs of faculty and students. Human Resource for Health , 2013
‘What the non-clinician says
is underestimated, they are
not taken
seriously.’ (Alumni)
‘…we are public health students but
there isn’t any public health expert
teacher here.’ (Student)
‘… Even though I don’t have any special
training as such in epidemiology, [in
general] I teach everything - field
epidemiology, molecular epidemiology,
medical epidemiology.’ (Faculty
member)
‘… Google is
our best
professor.’ (S
tudent)
‘The most neglected section of this institute is
public health. In that, I think the most neglected
degree is MPH.’ (Student)
‘Their background influences
their way of teaching,
perception and explanation …
they always relate medicine
with public health.’
(Student, about clinicians
as public health faculty)
‘Their attitude is that it is just a job to earn a living, not
actually to run this program. When such faculty trains
students, most of them will turn out to be the same
too.’ (Student) 23
24. Issues regarding PH Competency, Academia &
Professionalization in Nepal
o The Identity crisis: Being overlooked in the health sector owing to a
general lack of understanding what PHPs do, among general public
and politicians.
o Multidisciplinary & multisectoral nature of public health as a
challenge to organize public health education/competencies
o Although recently minimum criteria for university/colleges delivering
PH degrees are set, they aren’t properly adhered to & effective
monitoring systems not implemented.
o Red-tapism in public universities and public health organizations
causing delay in important decision making.
24
25. Issues….
o Lack of sound academic environment, specially in private/affiliated
colleges due to poor infrastructure, faculty quantity & quality as well
as political environment.
o Traditional academic system ; Unrevised curriculum; gap between the
public health theories & practice, thus a frequent trial & error
attempts to learn skills required in professional settings.
o Inadequate specializations in public health.
o Significant number of students bound to opt abroad for expensive
higher studies in public health. (both an issue as well as an
opportunity)
o Dire need of strong mechanism to evaluate the standard of skills of
PHP based on their competencies.
o Poor linkage of academic institutions with MoH, DoHS, & other health
organizations.
25
26. Issues…
26
o Mismatch in production & consumption of PH graduates >>
Unemployment>> switching career owing to job insecurity
o Lack of relevant public health placements as per the
qualifications.
o Low opportunities for continuing professional development
opportunities
27. Way forward
27
o Continuing advocacy for increased extent of awareness of significance
of public health among politicians & general public
o COVID-19 as eye-opener to rethink public health and invest on it
o Revision of current public health curricula as per the core
competencies to balance theory with practical problem-solving skills
and real world scenarios.
o Transformative competency-based curricula that subsume focus on
analytical abilities, leadership and management capabilities,
communication skills, and a culture of critical inquiry & research
o Effective mechanisms for accreditation of universities as well as the
professionals to sustain quality
28. Way Forward
28
o Developing & operationalizing a competency framework of public
health professionals in Nepalese context through extensive research
and collaboration
o Preparing a public health workforce that can be recognized as the
strategic lead of health in community.
o Innovative and skill based learning with exposure to advanced
technology in teaching learning like student exchange programs
o Collaboration within; between universities & multiple stakeholders
(NOT only health sector) to exchange ideas, organize panel
discussions regarding public health
o Provision of public health job opportunities at local and provincial
levels to strengthen and speed up health activities at those levels.
30. References
• Public Health Foundation (PHF). Core competencies for public health
professionals. 2014
• Mahat, A., Bezruchka, S.A., Gonzales, V. et al. Assessment of graduate public
health education in Nepal and perceived needs of faculty and students. Hum
Resour Health 11, 16 (2013). https://doi.org/10.1186/1478-4491-11-16
• Khatri R. ,Bishowkarma K., Bhandari T. Professionalization of Public Health in
Nepal. Europasian J Med Sci, 2020
30
Competency 1A1. Identify the health status of population & their related determinants of health & illness
Tier 1 Demonstration E.g. Given a particular geographic location, the professional searches the internet & published reports for population based health indicators & selects those that are associated with a community.
Competency 2B7. Develop plans to implement policies & programs.
Tier 2 Demonstration E.g. Upon receipt of new legislation, requiring that all PHP receive training in emergency response competencies relative to their position, the professional prepares a plan to implement the training agenda
Competency 5C4. Ensures the collaboration & partnerships of key stakeholders through the development of formal & informal agreements.
Tier 3 Demonstration E.g. the professional meets individually with key stakeholders to identify their needs, interests, concerns, & assets that can help to address community needs
Competency 6A5. Describes the scientific evidence related to a public health issue, concern, or intervention.
Tier 1 Demonstration E.g. developing FAQs, developing fact sheets.
Despite the agreement at the Calcutta Declaration (1999) among the SEA countries to emphasize a population health approach, strengthen training programs and public health workforce capacity.
Red tape, paperwork and administrative overload are common obstacles identified by professionals in the public education system that can distract them from their core mandate – supporting students.
Educators have told us there is too much paperwork to fill out and too many forms to fill in. This frustration is combined with the perception that the overall legislative and policy framework is too restrictive. Teachers do not have the flexibility to respond to student needs and time that they do have is often eaten up by administrative and bureaucratic burden.