# Presentation: 236775

## So you think you can make a difference!

- the process of assessment and developing a plan for partnerships between libraries and community based organizations for health information outreach

**Notes:**
Everyone here could get the information that I’m going to share with you from various books and web sites – BUT! We don’t seem to have or be able to make the time to do that so consider this a gift to you from the University of Wyoming and the MidContinental Regional medical library.

We’re giving you the gift of time to think about your outreach projects, partnerships and plans.

Hopefully I’ll just be a guide to bring this together with you.

You may already have some ideas, in fact, you may have already done some of the leg work and today’s workshops might give you that last piece to help you go for funding to carry out your program.

I’m going to spend the next 45 minutes or so talking about how to make that happen –. Finding partners, doing assessment, and planning your project

As we go through these steps think about projects you’ve done or want to do and at the end, we’ll share your experiences, thoughts and questions.

## Your ideas

- What do you want to do?
- _[The Growing Demand For Health Information](http://nnlm.gov/libinfo/community/community.php)_
- _[Providing Health Information Services](http://nnlm.gov/libinfo/community/onsite.php)_
- Why?
- For whom?
- When?

**Notes:**
So – First step – what do you want to do?
	Training, offer a class?
	advertising?
	Produce a booklet, web site, handout?
	Hold a health fair

These links are to the NNLM site for public libraries and community based organizations discussion of The Growing Demand For Health Information  and resources for providing services

So. Next question - Why? Why have you picked that particular activity? What do you know that suggests this activity will meet some need? What’s the ultimate goal? Do you want to affect a change in behavior? Reduce the incidence of diabetes in your community or increase compliance in diabetes patients; increase patient’s and family confidence in seeking information and working with their health care providers? Increase access to information for health professionals?

The next two questions directly affect the Why – who will benefit, when do you want to begin, how long will it take and when do you hope your project will have an impact – and how long do you anticipate that impact having an effect on the target population?

## Your resources

- What’s your expertise?
- What resources do you have?
- What resources do you need?
- Are you reinventing the wheel? Is anyone already doing something like this?

**Notes:**
Now we know why we’re thinking about this. The next question is: Can you do it?

	If you want to provide training – do you personally have the expertise? Do you have staff or associates who have it? Do you need an expert – a librarian, perhaps, who understands the construction of the various resources, the tools to extract information from them, and how to teach your audience to make use of them

	If you want to create and produce a handout, a brochure, a guide – do you need a graphic artist? A layout specialist? Software?

	Does this resource already exist? Is there already a class with a lesson plan, handouts, evaluations that has been taught elsewhere that you could adapt or use out of the box or invite the developer to teach?

	Where will you teach? Who will print you brochure? How will it be distributed? How will you let people know you are giving a class and that they might find it useful?

	Do you know if this is already being done by someone in your community? Have you checked?

## When do you need a partner?

- Available expertise cannot meet a known need
- Available resources cannot support a needed activity/program
- Funding agencies require/prefer/suggest it
- _[http://nnlm.gov/libinfo/community/funding.php](http://nnlm.gov/libinfo/community/funding.php)_
- _[http://www.imls.gov/grants/library/](http://www.imls.gov/grants/library/)_
- _[http://](http://www.gatesfoundation.org/libraries)__[www.gatesfoundation.org](http://www.gatesfoundation.org/libraries)__[/libraries](http://www.gatesfoundation.org/libraries)_

## Potential partners for libraries

- Local physicians, dentists, and chiropractors, pharmacies
- Public health departments
- Women, Infants, and Children (WIC) program offices
- Counseling centers or mental health clinics, HIV/AIDS resource centers and clinics
- YMCA or YWCA, Faith-based groups
- Planned Parenthood
- Public and private schools
- La Leche League groups
- Hospice providers, visiting or home healthcare nurses
- Senior citizens' homes, day care centers
- Fitness centers or health clubs
- Health food stores

**Notes:**
This list of potential partners comes from the NNLM site for Public Libraries. What other groups can you think of that could be added to this list. Are any of these surprising? Ones you wouldn’t have considered?

## Collaboration is...

-  “... a mutually beneficial and well-defined relationship entered into by two or more organizations to achieve common goals. The relationship includes a commitment to mutual relationships and goals; a jointly developed structure and shared responsibility; mutual authority and accountability for success; and sharing of resources and rewards."

*Collaboration: What Makes it Work (2nd Edition) A review of Research and Literature on Factors Influencing Successful Collaboration,* by Paul W. Mattessich

**Notes:**
This definition is the essence of partnership – it requires collaboration – as we go thrugh the next few slides you’ll see this idea repeated in different words. The point is it must be mutually  beneficial and it must be clear to all parties what the relationship and responsibilities are and how each party will benefit.

## Who makes a good partner?

- Criteria for potential partners
- Organizational atmosphere
- Staying power
- History of success
-  Similarity of interest – common ground

## Establishing the partnership

- Dr. Norge Jerome, PhD, Professor Emerita of Preventive Medicine (Nutritional Anthropology) and Interim Associate Dean for Minority Student Affairs, University of Kansas School of Medicine

- http://www.childhealthfoundation.org

**Notes:**
My experiences with partnerships since 1998, particularly campus-community partnerships (referred to as "outreach" on this
campus--an outdated term) have taught me the following:

## Academic/community partners

- Equity is a top priority in developing and sustaining partnerships
- Develop a governance structure to achieve equity
- Developed by all partners/stakeholders to drive policy and operations
- Potential partners are unlikely to come on board if they do not believe that their voices will be heard.
- Create an Advisory Board that includes at least one member of each partner
- Address the health priorities of community partners from the very beginning
- The campus partner then lends its expertise to address these priorities

**Notes:**
Equity
governance structure
Advisory Board
health priorities

## Academic/community partners

- Community capacity building, with built-in sustainability, is paramount
- Community partners are able to carry out their work when project funds" dry up"
- Periodic evaluation, based on the group's strategic plan should be conducted as part of the routine operation
- Partnership leaders should become members of the Community-Based Public Health Caucus of the American Public Health Association

**Notes:**
Sustainability
Periodic evaluation
members of the Community-Based Public Health Caucus of the American Public Health Association

## Before you begin, do an assessment to...

- Understand the partnership
- Describe your community and its people
- identify the needs of a community to provide services appropriate to those needs
- Understand the environment
- Identify stakeholders

**Notes:**
So you’ve found your partner. Now what? It’s time to plan what you’ll do together and who takes what role/responsibility.

Step one is assessment – First understanding each partner in the project and then understanding your community. Take time to make sure that all parties have the same understanding. 

Who is your audience and what do you know about them? Why do you think they will be receptive to your program? Define the environment in which you will work and in which your audience lives and works. How will that affect your program? How does that inform the needs of your audience?

Where is your community and how do they use their resources?

Who are the stakeholders?

## Understand the partnership

- Write a mission statement that succinctly captures goals and concerns, yet is broad enough to allow room for growth and change
- Identify program's policies and procedures and train all staff in these
- Establish/define roles of partners, honestly recognizing the strengths of each partner.
- Meet regularly to enhance effective communication.
- Develop a relationship with the partners and their staff members; recognize the “natural leaders”

## Understand the partnership

- Gain support from the top-level staff of partner organizations; give support by encouraging an exchange of ideas and information.
- Be responsible. The program should complement the partners' organization not add to the partners' workload.
- Understand key partners' organizational cultures
- Learn the rules and follow them. Find a member who can act as a "liaison" for each partner.
- Develop written guidelines to ensure that agreements and protocol become standardized.

**Notes:**
Top level support
Carry your share of the load
Understand and appreciate organizational cultures’
Set the rules and play by them
Do it in writing so everyone understands the same things

Keep in mind Dr. Jerome’s points and the definition of collaboration.
Also, consider this from Andrew Huff, AmeriCorps VISTA as posted to the effective practices collection

“sometimes each of the participating groups will inadvertently focus on its own interests and agendas “

## Describe your community

- Formal and informal methods
- Collect demographic data
- Conduct surveys, hold focus groups, interview key informants
- Attend community functions and/or meetings
- Observe

**Notes:**
Demographic – the makeup of your target community – ages, socioeconomic levels, religious – factors that affect your population and their receptivity to your program

Survey healht care providers, consumers, government and public health officials, community and religious groups that may have knowledge about you’re the problem you want to address and the community you want to work with.

All partners should participate in this work

## Understand the environment 

- Examine needs, desires and problems in context
- Validate assumptions about your contributions and services
- Provide a baseline for future evaluation

**Notes:**
Talk from slides

What will you do with this information?

 Figure out how the library helps—plus what is important to your audience 
  Get feedback and ideas from your target audience
  Create a shared vision 
  Become aware of factors to consider in your plannning
  Identify causes of barriers--  such as attitudes of administration 

## Identify stakeholders

- Funders
- Board Members – yours, your funders, your target audience
- Partners
- Community
- Others?

**Notes:**
Who is important to your success?
Who cares about your success?
How can they help you?
How can they hurt you or your efforts; erect barriers, affect community opinion, participation

## Assessment Resources

- _[Measuring the Difference: ](http://www.nnlm.gov/evaluation/guide/)__Guide to Planning and Evaluating Health Information Outreach_
- _[The New Planning for Results](http://www.alastore.ala.org/SiteSolution.taf?_sn=catalog2&_pn=product_detail&_op=834)__ _
- _[New Pathways to Planning](http://skyways.lib.ks.us/pathway/profile.html)_

## Measuring the Difference

- Stage 1: Conducting a Community Assessment
- Stage 2: Developing Goals and Objectives
- Stage 3: Planning Activities and Strategies
- Stage 4: Planning Evaluation
- Stage 5: Gathering Data and Assessing Results
- Stage 6: Utilizing and Reporting Results

## NEW Planning for Results 

**Part One**The Planning Process**Part Two**Public Library Service Responses**Part Three**Tool Kit**Part Four**Workforms

## New Pathways to Planning

**Created by **_[Martha Hale](mailto:halem@cua.edu)_**, **_[Patti Butcher](http://www.skyways.org/nekls/libdev.html)_** & **_[Cindi](http://www.sunflower.com/%7Echickey/index.html)__[ Hickey](http://www.sunflower.com/%7Echickey/index.html)_

|      
Overview |      
Introduction |      
Bibliography |      
Site Map |
| --- | --- | --- | --- |
|  |  |  |  |
| Collaboration Station |  |  |  |

***Web site design by Cindi Hickey.***
*This site is maintained by the ****the Northeast Kansas Library System**** and is hosted by   ** **                                                               ** *
*Last updated: October 13, 2003*

|                 | Profiling Your Community 
Internal Library Audit
 |              |
| --- | --- | --- |

## Plan your program

- Plan vs just “jump in”
- Good planning is the foundation for measuring impact
- Create a logic model

**Notes:**
The water may be fine but you need to know how deep and how cold it is

## Logic models

- Concise description of how the activities carried out within the program are related to the expected outcomes
- Framework for planning and evaluating programs
- A tool for organizing your thoughts
- Fluid

## Elements of a logic model

- Goals: The purpose of the program
- Outcomes: What benefits, changes accrue
- Outputs: How much of what must be produced
- Activities: What actions must be taken
- Resources: What will be needed

**Notes:**
Goals: Articulate why you are going to carryout this program. The goal is usually overarching – improving access to health information; increasing a health population’s knowledge about their disease.

The outcome is the change that happens to achieve the goal;

Activities:
Determine specifications
Find architect and/or contractor
Obtain permits
Etc., etc.
Outputs:
   New rooms
   Reconfigured space
Resources:
   Money!
   Manpower
   Building materials

## Goals

- Statement of Purpose – why we do what we do and for whom
- Goals also help define the scope of what you can accomplish within the proposed period of time of your project
- Example
- We will have increased the awareness of and access to biomedical information resources for health professionals and the public.
- There will be collaboration in the MCR between medical and public librarians in order to more effectively provide consumer health information to the public

**Notes:**
Goals are long-range statements describing a desired condition or future that outreach is working toward fulfilling.
Set goals with input from the audience/community—base on needs and concerns rather than a personal agenda

## Outcomes

- Outcomes should be
- Goal-related
- Specific
- Measurable
- Action oriented
- Realistic
- Timed

**Notes:**
While goals describe an ultimate ideal, smaller steps are needed to achieve them
Outcomes – this is the so what. Again, be specific and think about how you’ll know that you succeeded. What changed because you conducted this program or provided this service. Who will benefit? How? Who do you WANT to benefit? Your activities will be designed to accomplish these outcomes, how do the outcomes address the mission and goals of the organization

Desired outcome:

Health professionals will use published literature more often to answer questions about patient care when electronic journals are available.

The hospital will spend less on binding and replacing lost copies.

Does it meet the criteria?

## Outcomes are If:then relationships

- Often multiple desired outcomes for participants
- A series of outcomes, with one outcome contributing to another
- Hierarchy of logically related changes or benefits comprises a series of "if-then" relationships

**Notes:**
Logic models are if/then series of statements. If we teach consumers about medlineplus then consumers will be able to find information about their health concerns; if consumers have information about their health concerns then they will be more confident talking with their health professionals; if consumers are more confident when communicating with their health care professionals, then they will be more likely to understand what they need to do; if they understand what is needed they are more likely to comply with instructions, take medications, etc; if they comply they are more likely to have better health outcomes.

## Activities and Outputs

- Activities
- What will you do?
- Who will do it?
- Outputs
- How many did you do?
- How many attended?
- How many were distributed?
- How many times was it used?

**Notes:**
Activities – be very specific. While it seems tedious to actually write all the activities remember that this can be used to support your plans to readers who may not know the details that you do.

Outputs: Librarians are good at counting and outputs are just that – how many – questions answers, books purchased, shelved, loaned, ILLs filled.
Think outside the traditional statistics – what about orders submitted, checks written, ethernet cables run, accounts created

## Resources

- What you have
- Budget or expected income
- Equipment
- Collection
- Staff
- What you need
- Operating expenses (e.g., personnel, acquisitions, maintenance, etc.)
- Funds for new initiatives or services
- Space

**Notes:**
Resources – what you already have and what you will need. If you don’t have the resources you need how will you get them?

## Logic models are fluid

**Notes:**
logic models as fluid and evolving

Changing resources may influence appropriate activities which in turn will affect outputs and outcomes. As outcomes are realized new resources and or activities may be identified.

## Logic models may change over time

- Review progress
- Document program changes
- Don’t change horses mid-stream

**Notes:**
The logic model is not rewritten but it is used to examine progress throughout the project. Are you doing what you planned? Are you seeing the changes you expected? Are you spending time of unanticipated activities? If so, why? Document these examinations. This will be used when you write your quarterly and final reports which  most funding agencies require.

## Plan backwardImplement forward

- Goals
- Outcomes
- Activities and Outputs
- Resources

**Notes:**
You need to know where you want to go or what you want to do (hike? Sun? sail? Visit museums) before you can decide how to get there. 

Much like planning a vacation. You have to know the destination before you decide whether to drive or fly, when, where you’ll stay.

## Logic model template

| Resources | Activity | Outputs | Outcomes |
| --- | --- | --- | --- |
| Personnel, money, expertise needed | What you will do | What your activity will produce – data, classes, brochures, etc | The SO WHAT – the benefits that accrue as a result of your program |

- Goal: __________________________________

## Example

| Resources | Activity | Outputs | Outcomes |
| --- | --- | --- | --- |
| Personnel, money, expertise needed | What you will do | What your activity will produce – data, classes, brochures, etc | The SO WHAT – the benefits that accrue as a result of your program |
| Diabetes educators, Health sciences librarian, Budget for exhibit space, computer, internet connection  | Participate in citywide health fair | Brief presentations, brochures, | Attendees will understand what their numbers mean |

- Goal: Improve diet and medication compliance of diabetes patients in North Omaha population

| Outcomes
 | Indicators |
| --- | --- |
| The SO WHAT – the benefits that accrue as a result of your program
 | Measurable approximations of the desired outcome. |
| Attendees will understand what their numbers mean
 | 50% of teens who attended the health fair can 1 week later explain to a health educator the meaning of their glucose test numbers |

## Sources for more information

- W.K. Kellogg Foundation Logic Model Development Guide _[http://www.wkkf.org/Programming/ResourceOverview.aspx?CID=281&ID=3669](http://www.wkkf.org/Programming/ResourceOverview.aspx?CID=281&ID=3669)_
- Institute of Museum and Library Services
- 	_[http://e-services.imls.gov/project_planning](http://e-services.imls.gov/project_planning)_
- The United Way
- 	_[http://](http://national.unitedway.org/outcomes)__[national.unitedway.org](http://national.unitedway.org/outcomes)__[/outcomes](http://national.unitedway.org/outcomes)_

**Notes:**
If you are looking for resources for developing logic models these are a couple of good sites to check out

- Betsy Kelly
- betsy.kelly@wustl.edu
- 1-800-338-7657

**Notes:**
Finally – evaluation doesn’t have to be rigorously scientific.

Good program design and planning, measurable outcomes and good data can be as useful as solid bench work

Find the right partners, understand who you are working with and how your work will be of use and collect the right information and you will be able to say that the work you did had the impact you intended.