nedarc.org · 2018-10-11 · Using Your Performance Measure Data to Make Impactful Change . NEDARC workshop October 16 - 18, 2018; Philadelphia, PA; Hampton Inn - Philadelphia Convention

October 16-18, 2018 Philadelphia, PA

Using Your Performance Measure Data to Make

Impactful Change

Using Your Performance Measure Data to Make Impactful Change NEDARC workshop October 16 - 18, 2018; Philadelphia, PA; Hampton Inn - Philadelphia Convention Center L e a r n i n g O b j e c t i v e s : 1. Interpret the process of performance measurement in the context of public health2. Describe Performance Measure data with charts, graphs and other visual aids using aggregate data3. Develop data driven programmatic activities4. Describe how you integrate leadership styles and principles to improve your program

Day 1

8:00- 8:30 Leadership Assessment and Coffee Networking

8:30 – 9:15 Welcome and Introduction

9:15 – 10:00 Fundamentals of Public Health Program Planning

10:00 – 10:15 BREAK

10:15 – 12:00 Fundamentals of Public Health Program Planning

12:00 – 1:30 LUNCH ON YOUR OWN

1:30 – 2:45 Building Leadership Networks

2:45 – 3:00 BREAK

3:00 – 4:30 How Data Informs Your Work

4:30 – 5:00 Bringing it Together

Day 2

8:30 -9:30 Exploration of a National Database

9:30-9:45 BREAK

9:45-10:45 Engaging Stakeholders

10:45-11:30 Data (cont.)

11:30 – 1:00 LUNCH ON YOUR OWN

1:00 – 3:00 Data (cont.)

3:00 – 3:15 BREAK

3:15 – 4:30 Data (cont.)

4:30 – 5:00 Data Exploration and Planning, Next steps

Day 3

8:30 –10:00 Communicating to Make Change

10:00 – 10:15 BREAK

10:15 – 12:00 Communicating to Make Change

Using Your Performance Measure Data to Make Impactful Change

A N E D A R C W o r k s h o p

W E L C O M E T O

We will get started at 8

Leadership and Networking Coffee

Leadership and Networking Coffee

Assessmenthttp://www.yourleadershiplegacy.com/assessment.html

NetworkingIntroduce yourself, get to know your colleagues

created 10/11/18 Using Your Performance Measure Data to Make Impactful Change

© NEDARC * www.nedarc.org 1

The Leadership Legacy Assessment: Identifying Your Instinctive Leadership Style

30‐questions – 6 leadership styles

Reflect on your assessment results

Your Leadership Legacy

Leadership StylesAmbassador Advocate People Mover

Creative Builder Experienced Guide Truth seeker

WHO are you?

Please write your name on two sticky notes and place your name on the flip charts with your corresponding leadership style

Chat with a 1 or 2 colleagues using the networking questions

Have fun and enjoy a hot beverage of your choice

N etwo r k i n g

Come Back Together



Leadership & Networking Coffee



Adapted from http://www.yourleadershiplegacy.com/assessment.html

LEADERSHIP ASSESSMENT AND NETWORKING COFFEE

Your Leadership Assessment Results

Based on your assessment results write your characteristics of the leadership types:

1. _____________________________ (Highest Score)

2. _____________________________

3. _____________________________

4. _____________________________

5. _____________________________

6. _____________________________ (Lowest Score)

See the sections below for more detail on your natural roles and some suggestions for next steps.

Ambassador Ambassadors instinctively know how to handle a variety of situations with grace. They tend to be the people diffusing nasty situations. The ones getting involved in conflicts on behalf of broad constituencies, as opposed for their own benefit. They are apt to be persistent in a gentle way ‐‐ to be persuasive and at the same time respectful.

Advocate Advocates instinctively act as the spokesperson in a group. They tend to be articulate, rational, logical, and persuasive. They also tend to be relentless (in the positive sense of the word), championing ideas or strategic positions. Advocates tend to use both linear and non‐linear approaches when they argue a point.

Top managers who are natural Ambassadors may do very well at navigating through rough waters. But for Advocates, being in rough waters is part of the reason they revel in their work. (Many Advocates tend to see things in black and white only. Advocates very often need Ambassadors on their senior management teams ‐‐ to help them temper their messages and persuade employees to “buy into” their decisions.)




People Mover Think: Talent‐spotter, career‐builder, motivator, someone with parental, nurturing qualities. People Movers instinctively take the lead in building teams. They’re also instinctive mentors. They generally have large contact lists; they are always introducing new people to new ideas and new paths. They’re also generally mindful of their employees’ lives outside of work; they view performance through the larger lens of potential.

There is a certain “holiday card joy” that comes with being a People Mover; when people continue to update you on their progress because they know you’ll care, even if you have nothing in common with them and are effectively out of touch with them, you know you’re a People Mover.

Truth-Seeker Think: fairness, good judgment, equalizer, level‐headed, process‐oriented, scrupulous neutrality, objectivity is the high standard. This is the only role for which there is a “prerequisite;” Truth‐Seekers are unfailingly competent in their field; their competence is unquestioned.

Truth‐Seekers instinctively level the playing field for those in need. They also help people understand new rules and policies. They act to preserve the integrity of processes. They try to identify the root‐cause issues, or pivotal issues. They also step in to ensure the just and fair outcome if the process has failed to yield the same.

Creative Builder These individuals are visionaries and entrepreneurs – they are happiest and most driven at the start of things. They instinctively: see new opportunities to take ideas and make them real. They’re also often “serial entrepreneurs” over time, even if they remain in one leadership post.

Creative Builders instinctively understand that building is not necessarily about invention, but about process of making an invention real. Builders are constantly energized by new ideas, yet they have the staying power to see them through to fruition.

The issue is rarely simply the idea; builders aren’t “Hey Dave, what’s your latest scheme?” people. Builders are fascinated with implementation. They feel most rewarded when a project gets underway, or is newly completed.

Builders sometimes get into trouble if they remain in one place for too long. There are case studies, too numerous to mention, of entrepreneurs whose legacies are negative because they became enmeshed in the day‐to‐day operations of the companies they created, and didn’t know when it was time to leave. Builders can successfully remain in a single leadership position only if they figure out how to feed their own need for new projects.

Here’s an equation to try on yourself if you identify with the role of builder: Strength of belief in end result + Ability to tolerate the process = Creative Builder




Experienced Guide The term “Experienced Guide” conjures up an image of someone very old and wrinkled, with the experience that comes with age. That’s not incorrect, but Experienced Guides don’t have to be old, or necessarily experienced. What they do have to have is an ability to listen, and to put themselves in others’ shoes. They have a way of helping people think through their own problems; they are natural therapists. Often, they are seemingly bottomless wells of information on a diverse range of topics.

They are not necessarily mediators, yet the experienced guide is often the person who finds him or herself “in the middle,” with people on both sides of a conflict seeking advice.

They get their greatest satisfaction helping others get through the day and helping others see the bigger picture. They empathize.

Self-Reflection Now that you have completed the self‐assessment and read a little bit about your top leadership styles, please take a moment to reflect using some the following questions.

How does leadership impact your work and professional development? What did this assessment bring to mind about you and your leadership preferences? Have you ever thought about your leadership style or preferences? Do you have an example of how a leadership style positively or negatively impacted

your work/ workplace?

An enhanced understanding of your own natural orientation at work can help you calibrate your leadership, and the dynamics of your organization, more effectively.

Now, you have the opportunity to chat with your colleagues.




LEADERSHIP ASSESSMENT AND NETWORKING COFFEE

Networking Get some coffee and chat.

Now that you have had the opportunity to self‐reflect on your assessment results, you get to talk with your fellow EMSC colleagues about your results and how they may impact your work.

Tell us your top two styles…

Please write your name on two sticky notes and place your name on the top two

leadership styles on the flip charts around the room.

Tell a colleague about you…

Grab some coffee or tea and get to know your colleagues a bit. Below are a few questions to get

you talking about your leadership style.

Networking questions…

1. What was you highest leadership characteristic from the Your Legacy Assessment?

2. Did anything surprise you?

3. Think of a time you used that type of leadership, how was it successful?

Bonus question

What is the best piece of advice you ever received? OR What advice would you give

aspiring leaders?



Fundamentals of public Health

OutlineWhat is public health?Program StagesNeeds AssessmentIntervention StrategiesLogic ModelsProgram Evaluation

What is public health?

What do public health professionals do?

https://www.youtube.com/watch?v=jA8uYvJ_i8Y



https://www.youtube.com/watch?v=jA8uYvJ_i8Y https://www.youtube.com/watch?v=jA8uYvJ_i8Y



Program Stages1. Planning2. Implementation3. Evaluation

Generalized planning model

Developing interventions

Implementing interventions

Evaluating results

Setting goals and

objectives

Assessing Needs

Collecting and analyzing data to determine the health needs of a population; settings priorities; and selecting a priority

population

What will be accomplished?

How goals and objectives will be achieved?

Putting intervention into action

Evaluating results

Stage 1

Stage 2

Stage 3



1. Planning

DetailsForces planners to think about the details in advance. Avoid future problems

8Engaged StakeholdersPlanning keeps stakeholders engaged andvested in your program

f

EmpowermentOnce plan is approved by decision‐makers, you are empowered to implement

6AlignmentOnce plan approved by decision‐makers, improved understanding of “fit” within organization and the importance of the plan

n

Planning –Why is it important?

5 steps to a needs assessment

01Determine purpose and scope of needs

assessment

02Gather &

analyze data

03Identify risk factors linked

to the problem.

04Identify the program focus.

05Validate the prioritized needs

1. Planning

How extensive will my needs assessment be?

What do we hope to gain from the needs assessment?

Is a needs assessment even really needed?

How engaged will the “community” be in this needs assessment

Questions to ask yourself

What secondary data do I need?

What primary data do I need to collect?

What am I learning from the data analysis?

What genetic, behavioral, or environmental risk factors am I noticing?

What behavioral factors can I potentially change?

What environmental (economic, social, physical, psychological, political) factors can I potentially change?


Are there any other programs doing the same thing?

What are the predisposing factors that impact the risk factors?

What are the enabling factors that impact risk factors?

What are the reinforcing factors that impact risk factors?



What genetic, behavioral, or environmental risk factors am I noticing?

What behavioral factors can I potentially change?

What environmental (economic, social, physical, psychological, political) factors can I potentially change?


Are there any other programs doing the same thing?

What are the predisposing factors that impact the risk factors?

What are the enabling factors that impact risk factors?

What are the reinforcing factors that impact risk factors?

A person's attitude, values, beliefs, and perceptions that can affect how a person makes change

Skills or physical factors that affect someone’s success

Factors that reward the desired behavior change, including social support, economic rewards, and changing social norms.

How can I double check that the identified need is the actual need?


Needs Assessment Activity

• Read an example needs assessment on workbook

• Identify and underline how planners addressed each of the 5 steps

• Discuss as larger group

l

1. Planning





2. Implementation

DetailsTasks broken down into smaller parts and design of a timeline. 8

Management Decision point for how program will be managedf

Put plans into action Implement plan through development of logic model, pilot testing, and monitoring of program implementation

6

Implementation –Why is it important?

Intervention Strategy

A general plan of action for affecting a health problem. We aim for evidence‐based

2. Implementation

5 Intervention Strategies

2. Implementation

Health Communication

Health Education

Health Policy / Enforcement

Environmental Change

Community Mobilization



Intervention Strategy Activity

Logic Models

Basic components of a logic model

Why use a logic model?

How logic models can be used in program planning?

2. Implementation

LogicModels

LogicModels



Situation/ Priorities

Situation

The environment in which a problem or an issue exists from whence priorities are set to direct the programmatic response priorities lead to identification of desired outcomes.

Inputs

Inputs are the resources and contributions that you and others make to the effort

Activities

Outputs ‐ Activities

Outputs are the activities, services, and events that reach people who participate or who are targeted

Outputs

Outputs ‐ Products

In some logic models, outputs are designated as the accomplishment or productof the activity.



Outcomes/ Impact

OutcomesOutcomes are the direct results or benefits for individuals, families, groups, communities, organizations, or systems.

ImpactImpact in this model refers to the ultimate consequence or effects of the program

Outcomes

Initial/ Short 1‐2 years

Intermediate3‐4 years

Long‐Term/ Impact5+ years

Involves changes in participants knowledge, attitudes, or skills

Involves changes in participants behavior

Involves changes in participants conditions or status

Reduction of death & injury

External FactorsThe environment in which the program exists includes a variety of external factors that can influence the program's success.

What are some examples of external

factors?

External Factors

External factors may include:• cultural milieu• climate• economic structure • housing patterns• demographic patterns• political environment, background• experiences of program

participants• media influence• changing policies and priorities

They have major influence on the achievement of outcomes.

We can't ignore them!



Logic Model Activity

LogicModels





Evaluation

3. Evaluation

Process for determining value or worth of a program based on an agreed set of guidelines

Should be practical, feasible, and adapted to resources/context

Framework for Program Evaluation

3. Evaluation

ObjectivesAre you meeting your program objectives regarding your issue

8Program ImplementationImprovement of program implementation

f

Accountability Demonstrate value to stakeholders like funders and community

6PolicyCan impact policy within a community/state

n

Evaluation –Why is it important?

Types of Evaluation

FormativeEnsures program is feasible, appropriate and acceptable

Process Asks if the program is being implemented as intended

Outcome Measures the program’s effect on target population

ImpactMeasures program’s effectiveness in achieving goals

Types of Evaluation



Building Evaluation Capacity

Thank you



FUNDAMENTALS OF PUBLIC HEALTH

What is Public Health? 1. What is public health?

2. What do public health professionals do?

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What is Public Health? Now that we have watched the video…

What is public health? What do public health professionals do?

Public health is a discipline that addresses health at a population level.

Example: Sugar‐Sweetened Beverages in Children

Understand Public health seeks to define a problem with a population health focus

Why is sugar‐sweetened beverage consumption in children a public health issue?

Exposure Exposure determines how much, how long, and how often a population is affected

What influences (risk factors) the consumption of sugar‐sweetened beverages?

Outcome A result of identified exposure

What happens because of consumption of sugar‐sweetened beverages? (e.g. tooth decay)

Relationship between exposure and outcome

What is the connection between increased consumption of sugar‐sweetened beverages and a health problem (e.g. tooth decay)?

Planned interventions to improve public health

What is an intervention that can address this public health issue?




What is Public Health? Group Activity

Now we that we have learned more about how public health professionals UNDERSTAND issues we will work to complete a group activity.

EMSC Example: ________________________________________________________ Understand

Exposure

Outcome

Relationship between exposure and outcome

Planned interventions to improve public health




What is Public Health? What is public health? What do public health professionals do?

Example: Sugar‐Sweetened Beverage in Children

PREVENTION

Promote behavior change Encourage healthier alternatives such as water

Reduce exposure to risk Policy change such as a sugar tax

CARE &TREATMENT

Access to safe effective treatment

Quality dental and primary care access

Health systems to provide care

Reimbursement for services / Incentives for promoting behavior change




What is Public Health? Group Activity

Now we that we have learned more about how public health professionals ACT on issues we will work to complete a group activity.

EMSC Example: ________________________________________________________

PREVENTION

Promote behavior change

Reduce exposure to risk

CARE &TREATMENT

Access to safe effective treatment

Health systems to provide care




Needs Assessment Activity Reference Document

Step 1: Describe the goal of the needs assessment. For example, determine the resources ortools needed to conduct needs assessment.

Step 2: Identify relevant data, starting with secondary data and then moving on to primarydata. Analyze your data to prioritize the health problem.

Step 3: Determine the genetic, behavioral, or environmental risk factors associated with yourhealth problem.

Step 4: Identify predisposing, enabling, and reinforcing factors that have an impact on the riskfactors.

Step 5: Double check that the identified need is what is actual need.



FUNDAMENTALS OF PUBLIC HEALTH Needs Assessment Activity Read the following needs assessment. Pair up with another colleague. Using the “5 Steps to a

Needs Assessment” reference document underline where each step is discussed in the example

below.

Pediatric Pedestrian Safety

The program is designed to prevent pedestrian injuries to children

under the age of nine by implementing an educational curriculum in a school

setting in the West side of Salt Lake City. The school setting will also be used

to raise awareness for caregivers of children enrolled in the educational

curriculum.

The National Highway Traffic Safety Administration data from 2013,

there were 4,735 pedestrians killed in traffic crashes and an estimated 66,000

were injured.1 Approximately 15% (10,000) of pedestrian injury where from

children ages 0‐14 years. One‐fifth (21%) children ages 0‐14 years killed in

traffic crashes were pedestrian. Pedestrians are 1.5 times more likely than

passenger vehicle occupants to be killed in a car crash per trip.2 Healthy

People 2020 identifies national and state objectives aimed at reducing

pedestrian deaths on public roads involving a motor vehicle.3

Risk factors associated with the frequency and severity of pedestrian

fatal and non‐fatal injuries fatality and non‐fatal injury include vehicle

collisions, the density of a population, high speed limits, high traffic volume,

and the socioeconomic status of a neighborhood.4,5 Children living in low‐

income neighborhoods are particularly at risk for experiencing a pedestrian

injury due to multiple risk factors including many more major intersections,



which carry high volume of traffic at high speeds. In addition, there is often

fewer resources available for enforcement of safe traffic regulations in low‐

income neighborhoods.

This program is targeting elementary school‐aged children (ages 5‐9

years) who experience one of the highest pedestrian‐motor vehicle fatality

rate of all age groups. In 2013, 22% of all traffic fatalities for children aged 5‐

9 years were pedestrian‐related.1 Due to increased exposure, such as walking

to school, this age group faces additional challenges to crossing streets safely.

Parents have a lower perceived risk for this age group due to their children’s

increasing independence, which results in less supervision. In the 10

interviews conducted with caregivers as part of this needs assessment, more

than half expressed concerned over the safety of their child as pedestrians.

References

1. National Highway Safety Administration. Traffic Safety Facts 2013 Data. Accessed 2018Oct 8 https://crashstats.nhtsa.dot.gov/Api/Public/ViewPublication/812124

2. Beck LF, Dellinger AM, O’Neil ME. Motor vehicle crash injury rates by mode of travel,United States: Using exposure‐based methods to quantify differences. Am J Epidemiol2007;166:212–218.

3. U.S. Department of Health and Human Services. 2011. Healthy People 2020 Objectives.Accessed 2018 Oct 6 fromhttp://www.healthypeople.gov/2020/topicsobjectives2020/default.aspx

4. Lee C, Abdel‐Aty M. 2005 Jul. Comprehensive analysis of vehicle‐pedestrian crashes atintersections in Florida. Accid Anal Prev. 37 (4):775‐86.

5. Wier M, Weintraub J, Humphreys EH, Seto E, Bhatia R. 2009 Jan. An area‐level model ofvehicle‐pedestrian injury collisions with implications for land use and transportationplanning. Accid Anal Prev. 41 (1):137‐45.



FUNDAMENTALS OF PUBLIC HEALTH Needs Assessment Activity Group Activity Answer Sheet

Read the following needs assessment. Pair up with another colleague. Using the “5 Steps to a

Needs Assessment” reference document underline where each step is discussed in the example

below. Pediatric Pedestrian Safety

The program is designed to prevent pedestrian

injuries to children under the age of nine by

implementing an educational curriculum in two schools

in the West side of Salt Lake City. The school setting

will also be used to raise awareness for caregivers of

children enrolled in the educational curriculum.

The National Highway Traffic Safety Administration data from 2013,

there were 4,735 pedestrians killed in traffic crashes

and an estimated 66,000 were injured.1 Approximately

15% (10,000) of pedestrian injury where from children

ages 0‐14 years. One‐fifth (21%) children ages 0‐14

years killed in traffic crashes were pedestrian.

Pedestrians are 1.5 times more likely than passenger

vehicle occupants to be killed in a car crash per trip.2 Healthy People 2020

identifies national and state objectives aimed at reducing pedestrian deaths

on public roads involving a motor vehicle.3

Step 1: Determine the purpose and scope of needs assessment

Step 2: Gather and analyze data



Risk factors associated with the frequency and

severity of pedestrian fatal and non‐fatal injuries fatality

and non‐fatal injury include vehicle collisions, the

density of a population, high speed limits, high traffic

volume, and the socioeconomic status of a

neighborhood.4,5 Children living in low‐income

neighborhoods are particularly at risk for experiencing a pedestrian injury due

to multiple risk factors including many more major intersections, which carry

high volume of traffic at high speeds. In addition, there is often fewer

resources available for enforcement of safe traffic regulations in low‐income

neighborhoods.

This program is targeting elementary school‐aged

children (ages 5‐9 years) who experience one of the

highest pedestrian‐motor vehicle fatality rate of all age

groups. In 2013, 22% of all traffic fatalities for children

aged 5‐9 years were pedestrian‐related.1 Due to

increased exposure, such as walking to school, this age

group faces additional challenges to crossing streets

safely. Caregivers may have a lower perceived risk for

this age group due to their children’s increasing

independence, which results in less supervision. In the

10 interviews conducted with caregivers as part of this

needs assessment, more than half expressed concerned

over the safety of their child as pedestrians.

Step 3: Identify risk factors linked to the problem

Step 2: Gather and analyze data

Step 4: Identify the program focus

Step 5: Validate the prioritized needs



FUNDAMENTALS OF PUBLIC HEALTH Intervention Strategies1 Reference Document

Health Communication Strategy

DEFINITION EXPECTED OUTCOME EXAMPLE

Uses communication strategies to inform and influence individual and community decisions about health

Create awareness of an issue

Change attitudes Encourage and motivate

individuals to follow recommended health behaviors

Reinforce attitude and behavior change

Build social norms

A communications campaign to bring awareness to suicide in firefighter/ EMS responders

Health Education Strategy A planned learning experiences that are designed to predispose, enable, and reinforce behavior decisions related to health for individuals, groups, or communities

Create awareness of an issue

Change attitudes Encourage and motivate

individuals to follow recommended health behaviors

Reinforce attitude and behavior change

Build social norms

A cardiovascular and diabetes education program for residents with a high 911 call volume administered by community paramedic program (EMS providers)

Health Policy / Enforcement Includes executive orders, laws, ordinances, judicial decisions, policies, regulations, rules, and positions statements intended to direct or influence the actions or behaviors of others ‐ think mandated or regulated

Regulate behavior of individuals, organizations, or communities

Can be used to affect built environment

A policy change to require youth under the age of 16 required to wear a helmet on scooters, skateboards, inline skates, and bicycles



Environmental Change

DEFINITION EXPECTED OUTCOME EXAMPLE

This strategy shares a close relationship with health policy/ enforcement strategy. Environmental changes are characterized by changes "around" individuals and can be physical, economic, service, social, cultural, psychological, and political environment.

Regulate behavior ofindividuals, organizations, orcommunities

Can be used to affect builtenvironment

A redesign of a pediatric waiting room in a hospital to improve experience of families with the intent of reducing stress

Community Mobilization Involves helping communities identify and take action on shared concerns using participatory decision making and having that community monitor their own progress. Community advocacy and health advocacy are included. It can be combined with different strategies.

Community advocacycan create moresupport, informindividuals, influencingdecisions on a local andregional level, makingpeople, plans, andprogram moreresponsive

Health advocacy andbring about social,environmental, andorganizational changeon behalf on a healthgoal, program, interest,or population

An ad hoc coalition of parents of children with rare disease advocating for passing of Orphan Drug Act in 1983 (facilitated the development of orphan drugs for rare diseases)

References 1. McKenzie, J. F., Neiger, B. L, & Thackeray, R. (2017). Planning, implementing, and evaluating

health promotion programs: a primer. 7th ed. Boston: Pearson.



FUNDAMENTALS OF PUBLIC HEALTH Intervention Strategies Group Activity Answer Sheet

Please use your reference guide and the activity to complete the following table:

Example Strategy

1. Program to inform the community about the importance of bystander CPR / hands‐only CPR

2. Hold EMS town hall meetings educating EMS leaders as to the importance of pediatric coordination at all levels of EMS systems

3. Improving EMS staff workplace safety / occupant protection by enhancing ambulance safety design by installing seatbelt sensors

4. An EMS rule update that outlines healthcare providers continued education requirements to maintain a license

5. Family advocates work to promote family centered care in EMS

6. A YouTube about top 5 common errors with car seats by health department

7. Redesign of neighborhood transportation lanes to have protected bike lanes to reduce crashes between cars and cyclists

8. Enhancing American College of Surgeons (ACS) trauma verification requirements to include pediatric specific policies

9. A group of EMS providers and advocates talk with state lawmakers about the workforce shortages and current capacity of EMS agencies in the region

10. Allowing EMS providers to leave naloxone kits with overdose patients that refuse transport




Logic Models Examples



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Notes Feel free to use these extra pages for notes.

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Notes Feel free to use these extra pages for notes.

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Building

Leadership

Networks

Thinking of the last time you had leadership change in your organization

How did you have to change your leadership style approach?

Leaders

H

More focused on Vision & Motivation

8

Make sure to have right people in the right jobs

Leaders Ensure…

To establish SYSTEMS and that they work

The program has a VISION

for direction



Leadership Skills Necessary

To implement

that is sustainable

Public Health Leadership Model

Idea of the Civil Servant

putting collective well being ahead of personal gain

Public Health is

an inter‐disciplinary field based strongly on PARTNERSHIPS



Old Approach

Thing of the past that is no longer viable to success

Silo-ed

How to Build & UseNetworks

Networking

Creating a fabric of personal contacts who will provide SUPPORT, Feedback, INSIGHT, RESOURCES, & INFORMATION

Networkingwith a diverse array of current and POTENTIAL stakeholders is at the

of leadership



3 Interdependent Forms of Networking

01Operational

02Personal

03Strategic

Helps you manage current INTERNAL responsibilities

Boosts your PERSONAL DEVELOPMENT externally

Creates NEW DIRECTIONS and STAKEHOLDERS

* 3 Forms of Networking handout in your workshop booklet


01Operational

02Personal

03Strategic




01. Operational:Building good working relationships

Direct Supervisors

Internal Peers within Your

Program

Other Internal Players with Power to Support/ Block Your Efforts

Key External Stakeholders (Advisory Committee)

0 1 . Operational

To ensure coordination and cooperation among a team in order to accomplish tasks

P u r po s e

O f

N etwo r k



BewareofBlind SpotsExcessive internal focus

BlindSpotExample:New EMSC Program Manager and Advisory Committee Dynamics

Debbie

Chair

Director


01Operational

02Personal

03Strategic





02. Personal:Building and boosting your personal development EXTERNALLY

CProfessional Associations

5Alumni Groups

AClubs

rPersonal Interest

Communities



02. Personal:

Why widen my circle when I have so much work that is more important?

To widen your perspective

0 2 . Personal

To provide important referrals, information, and often developmental support such as coaching and mentoring

P u r po s e

O f

N etwo r k

“Peer Leadership Advice

If you are invited to anything,

”Morgan Scaggs, KY EMSC Program Manager

It’s your chance to share about

EMSC and create relationships.

GO!

02. Personal

Brainstorm list of EXTERNAL types of people who could boost your personal development as a LEADER

B r a i n s t o r m i n g : P e r s o n a l & S t r a t e g i c N e t w o r k s H a n d o u t



Building a Personal Network can provide a foundation for Strategic Networking


01Operational

02Personal

03Strategic





03. StrategicIs when you start to grow

from a manager into a LEADER

03. StrategicRelationships with managers OUTSIDEof your immediate control

Managers who are LATERAL but outside of your control

K

Can be internal to your organization

H

Managers who are VERTICAL

and outside of your control

B

Can be external to your organization

I



03. StrategicNetworkingwith “players”with diverseaffiliations,backgrounds,objectives,andincentives

03. Strategic

Movement from FUNCTIONALbroad STRATEGICissues and objectives

03. StrategicAn example is moving from thinking about an issue on a local level to a broader national level

03. Strategic

3Key to a good strategic network is leverage



03. Strategic

Concentrate on strategic needs, not INTERPERSONAL CHEMISTRY, to determine the relationships you cultivate

03. StrategicAn Example of How to ID Candidates

03. Strategic

1st Think about your Department of Health and all the divisions and

projects

03. Strategic

2nd Now I want you to think aboutall of those and concentrate on ones that don’t have a working

relationship with EMSC



03. Strategic

3rdAlright, which of those have a powerful or influential leader?

03. StrategicYou have just

identified possible members for your strategic network

4th

03. Strategic

The next step is to think of a way to get to know this person and create a contact link

5th

03. StrategicBrainstorm list of possible types of managers outside of your immediate control who could help with leverage

B r a i n s t o r m i n g : P e r s o n a l & S t r a t e g i c N e t w o r k s H a n d o u t



Building Leadership Networks: Being Successful At It

netWORK ing

Put in the Time

“That’s all well and good, but I already have a day job.”

Put in the Time

Increased success(delayed)

Putting in the work now to

develop networks

hSaves you time and energy later when you need to get something accomplished

d



Stick to It

Takes awhile to reap the benefits

Give and Take

Don’t wait until you need something ba d ly.

Give and receive from networks continually

Networking is a Skill

It takes practice

“Build Networks From OutsideIn

Savvy managers reach out to kindred spirits outside their organizations to

contribute & multiply their knowledge; the information they glean, in more cases than not, becomes the

‘hook’ for making internal connections.

”Harvard Business Review



Share Brainstorming Ideas

Leadership Networking Resources

Get your treat!

Coffeebreak



BUILDING LEADERSHIP NETWORKS

3 Forms of Networking*

Purpose

Getting work done efficiently; maintaining the capacities & functions required of the group

Enhancing personal & professional development; providing referrals to useful information & contacts

Figuring out future priorities & challenges: getting stakeholder support for them

Location and Temporal Orientation

Contacts are mostly internal & oriented toward current demands

Contacts are mostly external & oriented toward current interests & future potential interests

Contacts are internal & external & oriented toward the future

Players & Recruitment

Key contacts are relatively nondiscretionary; they are prescribed mostly by the task & organizational structure, so it is very clear who is relevant

Key contacts are mostly discretionary; it is not always clear who is relevant

Key contacts follow from the strategic context & the organizational environment, but specific membership is discretionary; it is not always clear who is relevant

Network Attributes & Key Behaviors

Depth: building strong working relationships

Breadth: reaching out to contacts who can make referrals

Leverage: creating inside‐outside links

* Herminia Ibarra and Mark Lee Hunter, How Leaders Create and Use Networks, HarvardBusiness Review. January 2007.



BUILDING LEADERSHIP NETWORKS

Ground Rules for Brainstorming

1.Every contribution is worthwhilea. Even weird, way‐out ideas

b. Even confusing ideas

c. Especially silly ideas

2.Suspend Judgementa. We won’t evaluate each other’s ideas

b.We won’t censor our own ideas

c. We’ll save these ideas for later discussion



BUILDING LEADERSHIP NETWORKS Brainstorming: Personal & Strategic Networks

Brainstorm list of EXTERNAL types of people who could boost your personal development as a LEADER

Brainstorm list of possible types of managers outside of your immediate control who could help with leverage

Hint: 3 Forms of Networking handout will help identify types of people for each network



How Data Informs Your Work

Session Overview

• Importance of data

• Types and sources

•Uses of data

•Making change

•Group activities

•Demonstration

Why is Data Important?

How Does it help you in your work?

Need for Data




01System Effectiveness

02Identify Gaps

03Measure Change

How EFFECTIVE is your system?

Where are the PROBLEMareas or GAPS?

Did your intervention makeany DIFFERENCE?


Promotes decision‐making and resource allocation based on evidence rather than…

• Isolated occurrence• Assumption• Emotion• Politics…

“Information is

power.”

Definitions

What is the difference between…

a

Data

)

Information



Leaders

“Facts and statistics collected together for reference or analysis”

“The communication or reception of knowledge or intelligence”

DATA INFORMATION

“Our state average skills

checking score is 3.1.”

Types of Data

Quantitative

Qualitative

Quantitative

• Temperature onJuly 8 = 102◦

• Patient BP = 110/46

• EMS pediatric patientcall volume = 7.2%



Qualitative“Man, it is hot today!! But at least it’s a dry heat!”

“I’m not sure why, but I get so light‐headed every time I stand up…it’s such a strange sensation!”

“We have so few pediatriccalls and pediatric events are scary - we are looking for more education.”

- 2017 EMS agency survey respondent

Is One Preferable to the Other?

Both are Important!

Quantitative helps you to

know…

Qualitative helps you to

know…

…what!

…what does it mean!



Types of Data

01Primary

02Secondary

Data obtained through your direct efforts for a specific purpose

Data sources already existing that could be used to augment your study or analysis

Example: Teen Seat Belt Use

Primary

Secondary

Work Time and Discussion

Primary and Secondary Data

•What primary or secondary data sources have you used for your EMSC program activities?

•How easy or difficult were they to obtain/access?

•How did you use them?

•How did they help (or not) your program?



Access to Data!

Importance ofRelationship Building

Using Data for Evaluation and Testing Assumptions

Graduated Drivers Licensing

Restricted Driving for Older Citizens!



Percent of Licensed Driversin Crashes

Time of Crash for Older Drivers

Percent

Key Take Away Points

•Main driving time:10am ‐ 5pm

• Only 4% of crashes occurat night

• Older drivers werebasically regulatingthemselves!

Odds of Hospitalization after Crash at Night

• 30‐39:1 ½ ‐ 2 times morelikely

• 70 +:No more likely thanduring day



Workshop Evaluations

Practice datasets

Size of working groups

Work time

Activity!

Testing/Evaluating Assumptions

•What data would you need to test it?

•Where would you gather/find the data?

•What is the time required and feasibility oftesting your assumption?

•What is the potential impact on yourprogram either way of your findings?

Think of an untested project or activity in your EMSC program…



Using Data to Make Change

Performance Measures

On‐line Medical Direction

Off‐line Medical Direction

Pediatric Equipment

NEMSIS Data

Ped Care Coordination

Equipment SkillChecking

Peds ReadyGap Reports



“I see we need to work onour pediatric preparedness/ policies/education (which is

a good thing).”

“When we answered the questions pertaining to pediatric policies we

realized that many are buried within the general policies of the Combined ED.

Perhaps there should be separate policies for pediatric patients to make these

policies more meaningful.”

Other Examples of Using Data to Make Change?

DataisNEVERperfect!!

A Final Word of Caution…



Data isvaluableand informsyour work!!

In Spite of any Limitations…

QuestionsThoughtsComments?



HOW DATA INFORMS YOUR WORK

Primary and Secondary Data 1. What primary or secondary data sources have you used for your EMSC program activities?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. How easy/difficult were they to obtain/access?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

3. How did you use them?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

4. How did they help (or not) your program?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________



HOW DATA INFORMS YOUR WORK

Evaluation/Testing Assumptions Think of an untested project or activity in your EMSC program…

1. What data would you need to test it?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

2. Where would you gather/find the data?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

3. What is the time required and feasibility of testing your assumption?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

4. What is the potential impact on your program either way of your findings?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________



exploration of a national daTabase

Interactive online database from variety of sources includes the following data: • Fatal injury• nonfatal injury• violent death• cost of injury



Demonstration

https://www.cdc.gov/injury/wisqars/index.html





W E L C O M E T O

exploration of a national daTabase

Activity

https://www.cdc.gov/injury/wisqars/index.html



N at i o n a l R epo rts

&

Fact S h eets

Leading Causes of Death & Injury

https://www.cdc.gov/injury/wisqars/LeadingCauses.html

National Vital Statistics Reports Deaths: Leading causes of Death H ow Co u ld

t h i s data

b e u s ed?



As you are exploring your data

Thank you



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Engaging

Stakeholders

Engaging Stakeholders

Take your one person team

QA Strategic Force

B

Stakeholder

Stakeholder

t

Any organization, group or individual who could impact or be impacted by the activities, decisions, or outcomes of your

effort

s

Any organization, group or individual or who holds financial, professional, or personal interest in the

progress and outcome of your effort



ThreeTypes

Key Belong to either group,

and can have a positive or negative effect on your

effort or who are important to your

organization

3

SecondaryPeople or groups

positively or negatively affected

2

PrimaryPeople or groups directly affected by

your effort

1

One way to think about Stakeholders

How are potential people, groups or organizations affected by your effort?

STAKEHOLDERANALYSISIdentify and analyze the stakeholders that are likely to affect or be affected by your effort in order to MANAGEthem effectively

Oh no! Not another committee to lead!

Why not just do it yourself?



StakeholdersMore ideasCooperation

SupportKeeps you from being blindsidedHelps with oppositionCredibility of you and your organization



QA Strategic Force

B

Three‐foldProcess

5

Identify

4

Analyze

r

Communicate



One Size Does Not Fit All

Identify Stakeholders

PRIMARY(usually easiest to identify)

SECONDARY(often harder to identify)

Analyze

INTEREST

POWER

Communicate

DEVEOP A PLAN

BASED ON INTERESTANDPOWER



HIGH POWER LOW INTEREST HIGH POWER HIGH INTEREST

LOW POWER LOW INTEREST LOW POWER HIGH INTEREST

ROLE NAME TITLE EXPERIENCE/EXPERTISE PROVIDED POWER INTEREST COMMUNICATION

Stakeholder Matrix

What this does

•Helps you to understand the influence each stakeholder has in your effort• This in turn helps you decide how to manage them•Marshall the help of those who support• How to involve those who could be helpful

• Convert or neutralize those who may start out being negative

Three‐foldProcess

5

Identify

4

Analyze

r

Communicate

Identify

• Brainstorm with people in your organization•Discuss each selection and analyze based on interest and power for the current effort.•Collect names from others• Talk with others who have been involved in similar efforts•Gather ideas from your stakeholders



Identify

Norms for Brainstorming

1. Every contribution is worthwhilea. Even weird way out ideasb. Even confusing ideasc. Especially silly ideas

2. Suspend judgementa. We will not evaluate each other’s ideasb. We will not censor our own ideasc. We will save these ideas for later discussion

Jot down stakeholders (role or name of person) that are affected by your state‐specific effort

Norms for Brainstorming

1. Every contribution is worthwhilea. Even weird way out ideasb. Even confusing ideasc. Especially silly ideas

2. Suspend judgementa. We will not evaluate each other’s ideasb. We will not censor our own ideasc. We will save these ideas for later discussion



Identify

Three‐foldProcess

5

Identify

4

Analyze

r

Communicate

Analysis

High PowerLow Interest

High PowerHigh Interest

Low PowerLow Interest

Low PowerHigh Interest

Analysis: Relate to the effort





Key Players



Analysis: Managing & Communication

High InfluenceLow Interest

High InfluenceHigh Interest

Low InfluenceLow Interest

Low InfluenceHigh Interest

Engage and manage actively. Pay attention to them






Latents






Understand and satisfy their needs. Offer

opportunities to weigh in






Defenders




High InfluenceLow Interest

High InfluenceHigh Interest

Low InfluenceLow Interest

Low InfluenceHigh Interest

Consider and keep informed






Marginal






Monitor and inform

occasionally

Three‐foldProcess

5

Identify

4

Analyze

r

Communicate




PTA president

Knows the school in West Valley

L H Satisfy

Parent of child injured

Advocate L H Keep informed

School Principal

Permission to use curriculum

H L Occasionally

Teacher Will employ curriculum

H H Often

Stakeholder Communication Plan

Analyze and Communicate



Stakeholder Matrix

PTA President

Principal

Worksheet• Individual work time

• Pages X‐X; fill out the Stakeholder Communication Plan and Matrix in workshop booklet based on your state‐specific project



QA Strategic Force

B



Increase your success by involving and managing as many as possible who are affected by or have an interest in your project

stakeholders



ENGAGING STAKEHOLDERS Ground Rules for Brainstorming 1.Every contribution is worthwhile

a. Even weird, way‐out ideas b. Even confusing ideas c. Especially silly ideas

2.Suspend Judgement

a. We won’t evaluate each other’s ideas

b. We won’t censor our own ideas

c. We’ll save these ideas for later discussion





Stakeholder MatrixENGAGING STAKEHOLDERS




Stakeholder Communication Plan



State DaTA& daSHBOARDS

Workshop Survey

Goal of the rest of the day

Have you think about your work is more layered, more strategic as you move forward.

Data‐DrivenPrograms

Activities

Exploration

Evaluate

Adjustment



What data Do youuse to Plan

your program?

PM Dashboard Data

PM Excel Data

Other Source data

Activities

Activity Exercise

Tableau

Access to Dashboardshttps://tableau.utahdcc.org

Password Resethttps://reset.utahdcc.org




Activities

Exploration

Evaluate

Adjustment

Tableau

Access to Dashboardshttps://tableau.utahdcc.org

Password Resethttps://reset.utahdcc.org

Dashboards

State performance measure dataDashboards and Excel

7

Intent of the dashboards7

Dashboard Use7



Excel & Tableau Data Dashboard

Questions to ask the data

a

Hospital

)

Pre‐hospital/EMS

Hospital Focused Ideas

Additional DataFlow of patientsDischarge dataInjury data

(state, national, region/ hospital) State EffortsCMS RuleCoalition data?Recognition SystemsRegion/ County Maps

DashboardsTransfer agreementsGuidelinesDisaster PlansUrbanicity or regional differences Peds Ready scorePECCs

EMS and ED PECC‐ by region

EMS Focused Ideas

Additional DataFlow of patients‐ transfers or 911Discharge dataInjury data (state, national, region/ system) State EffortsLicensing dataTraining Rule/ Requirements?Recognition SystemsRegion/ county MapsEMS Data‐ Procedures?‐ Type of calls?

DashboardsDistribution of PECC‐Where? ‐What are they doing?Model for state?Urbanicity or regional differences Skills‐What? Frequency?PECCEMS and ED PECC‐ by region



A Word about Excel

Time to Explore… Scavenger hunt

Things to think about when exploring the data

Are there any interesting clusters? 8

Do you need more data to answer your question?

f

Anything Surprising?

6System Context?Influencing factors?Policies/ /procedures/ factors that influence your work?

n

Consider state activities and priorities?

fAre there any interesting gaps?8

Check‐in

Challenges

Insights

What are you still curious about?

Other questions



Time to Explore…

Check‐in

Challenges

Insights

What are you still curious about?

Other questions


Activities

Exploration

Evaluate

Adjustment

Evaluate your plan

Now that you have spent some time exploring your dashboards

Consider your planned activities



Does your data support your planned activities?

Adjusting your program

Measuring the success of a program



Report Out

InsightsWhat insights were you able to gather while looking at the data?

7AlignmentDid the data support your planned activities? Did you identify some places to modify your activities?

BNext stepsWhat are a few next steps you will do when you get back to the office?

M

Data and Dashboards



STATE DATA AND DASHBOARDS Tableau Log‐in Tableau Login Information and Password Reset Information

Tableau log‐in information

The website is: https://tableau.utahdcc.org

Your username will typically be your first initial, or your first two initials, and your last name. ie. Sherlock Holmes’s username would be sholmes or shholmes

Password reset website If you’ve forgotten your password, you can go here to reset it: https://reset.utahdcc.org



STATE DATA AND DASHBOARDS Program Activities In this section you will be identifying and recording your EMSC programmatic activities for 2018/2019.

What focus area are you working on in 2018/2019?

EMS/Prehospital or Hospital Activities Participants/

people involved Intended outputs/ or outcomes



STATE DATA AND DASHBOARDS Program Activities Alternative Worksheet

In this section you will be identifying and recording your EMSC programmatic activities for 2018/2019.

What focus area are you working on in 2018/2019?

EMS/Prehospital or Hospital Activities

Participants/ people involved

Intended outputs/ or outcomes



STATE DATA AND DASHBOARDS Dashboard 1 Exercise Scavenger Hunt

In an effort to help you get familiar with your Tableau data dashboards, we will be working through several questions. Try working on the below questions independently, looking through your data dashboards to find your states information. We will then be sharing, as a group, our answers.

1. Hospital: Looking at your interfacility transfer guideline data, describe the top two missing guideline components?

Answer_________________________________________________________

_______________________________________________________________

Dashboard(s) title __________________________________________________

Follow‐up _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

2. Hospital: Looking at the 2013‐2014 Pediatrics Readiness Data, how many hospitals have

disaster plans? What “in‐patient services” are the most common, in those hospitals?

Answer_________________________________________________________

_______________________________________________________________




Follow‐up _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

3. EMS: What are the two least common reported PECC duties? Do these duties vary related

to based annual 911 pediatric call volume?

Answer_________________________________________________________

_______________________________________________________________


Follow‐up _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

4. EMS: Looking at your skill checking data, how many EMS agencies do all 3 types of skills

checking (demonstration of skills, simulation, and field observation), if any? List 1 or 2

agency names and contact person.

Answer_________________________________________________________

_______________________________________________________________




Follow‐up _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

BONUS

Create your own question.

Question: _____________________________________________________

___________________________________________________________________

Answer_________________________________________________________

_______________________________________________________________


Follow‐up _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

After you have completed the questions, and noted which dashboard you found the information, please write your answers on the provided sticky notes and post them on the appropriate Flip chart.

After you have put your answers on the Flip Charts, we will be looking more into the context of the program and answers you found.



STATE DATA AND DASHBOARDS Gathering insight from your data‐‐ EMS Integrating Program Activities and Data

Thinking about the planned activities you listed in the previous worksheets, now we are going to further explore related data.

What insights can you gather from your data?

We have developed several questions listed below to help stimulate your creativity. Feel free to work with your colleagues and NEDARC staff. Consider noting where you find the information to make it easier for follow‐ up?

Thinking about your activities you identified in the previous activity…

1. EMS: Are there regions with a high amount of PECCs or areas of excellence? Describe your distribution of PECCs across your state/territory? Consider how your state's EMS system is organized, i.e. EMS regions, county, regional council.

Answer_________________________________________________________

_______________________________________________________________


Follow‐up _______________________________________________________________

_______________________________________________________________

_______________________________________________________________



This page is internally left blank for notes.



2. EMS: Are there regions with a low amounts of PECCs (i.e. gaps)?

Describe your distribution of PECCs across your state/territory?

Answer_________________________________________________________

_______________________________________________________________


Follow‐up _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

3. EMS: Are there regions with a high score of skills verification or areas of excellence? Describe your distribution of skills checking across your state/territory? Consider how your state's EMS system is organized, i.e. EMS regions, county, regional council.

Answer_________________________________________________________

_______________________________________________________________


Follow‐up _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Other questions to consider: Is there anything that surprises you? Utilizing your knowledge of the system and how EMS is organized or regulated, are there

any areas you want to explore?



This page is internally left blank for notes.



STATE DATA AND DASHBOARDS Data Insights & Follow‐up As you explore your state data, you will l ikely identify some additional data to help bolster the story.

Additional Data #1

1. What issue is this referring to? __________________________________________________

2. What data do you need? __________________________________________________________________________________

__________________________________________________________________________________

3. Network Needs:

What organization/ person has access to that data? Where can I get that data?

__________________________________________________________________________________

__________________________________________________________________________________

4. Why do I need this data?

To help develop a use case for gaining access to the data you are seeing, jot down your reasoning for using that data to tell your data story.

__________________________________________________________________________________

__________________________________________________________________________________

5. Next Steps

Please list out one or two next steps for follow up.

__________________________________________________________________________________

__________________________________________________________________________________



Additional Data #2

1. What issue is this referring to? __________________________________________________

2. What data do you need? __________________________________________________________________________________

__________________________________________________________________________________

3. Network Needs:

What organization/ person has access to that data? Where can I get that data?

__________________________________________________________________________________

__________________________________________________________________________________

4. Why do I need this data?

To help develop a use case for gaining access to the data you are seeing, jot down your reasoning for using that data to tell your data story.

__________________________________________________________________________________

__________________________________________________________________________________

5. Next Steps

Please list out one or two next steps for follow up.

__________________________________________________________________________________

__________________________________________________________________________________



STATE DATA AND DASHBOARDS

Notes Feel free to use this extra pages for notes.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________



2017 EMS for Children Performance Measure Assessment

1 9/24/18

2017 EMS for Children Survey for Performance Measures EMSC 02 and EMSC 03

Questions and Variable Names Hidden Variables: portalID - Unique ID assigned by the NEDARC web portal in order to track EMS Agency

progress over time; each agency has a unique portalID. responseID - Unique ID assigned by the survey software; each respondent has a unique

responseID. IHSMilitary - Flag to indicate if an agency is IHS/Tribal or Military; these agencies are not to be

included in the performance measure calculation so they are flagged. • I = IHS/Tribal • M = Military • N = Neither • S = Not part of random sample

Started - Date the respondent began the survey. Ended - Date the respondent completed the survey. EMSC03Score - EMSC 03 - Use of Pediatric-Specific Equipment performance measure

calculation; score of 6 or higher indicates an agency is meeting the goal of the measure (scoring listed below). See p. 35 in the EMSC Performance Measure Implementation Manual.

State – Your State County – County the agency is located in. agencyNamePortal - The way the agency name was listed in the NEDARC web portal; this is

kept in case an agency completes a survey for another agency OR the agency's name has changed (for your records).

agencyNameChanged - Comparison between agencyNamePortal and agency. • Y = Yes, Name Different • N = No Difference

Welcome! NOTE: This paper copy of the EMS for Children (EMSC) Program survey, for 911 EMS responding agencies, was developed to assist you in collecting the data necessary to officially submit your response online at emscsurveys.org.



http://www.emscsurveys.org/


2 9/24/18

Some things you might want to know:

• You are being asked to participate in a nationwide assessment to help us better understand how pediatric emergency care is integrated in your EMS agency.

• Your answers will be kept confidential. Only the project team and your state or territory EMS for Children program will have access to the data.

Before you get started, please tell us about your EMS agency…. 1. Name of your EMS Agency: _____________________________________ agency

2. Address: _____________________________________ address

3. City: _________________________ city

4. Zip Code: _____________ zip

5. Does your EMS agency respond to 911 emergency medical calls (or emergency medical calls placed through other emergency access numbers if used in your region)? respond911

Yes Y

No N

If your EMS agency DOES NOT respond to 911 calls, you are finished with the assessment. Thank you for your time.

6. (Optional) Approximately how many 911 calls (both adult and pediatric) did your EMS agency respond to in the last year? total911Calls (Numeric data only, e.g., 5000, not “five thousand”) _______________________________

Go to 6




3 9/24/18

7. (Optional) Which one of the categories below approximates the number of 911 calls your EMS agency responded to for PEDIATRIC PATIENTS (as defined by your agency) in the last year? 911PedsVolume (Choose one)

a. Twelve (12) or fewer pediatric calls in the last year (1 or fewer pediatric calls per month) low

b. Between 13-100 pediatric calls in the last year (1 - 8 pediatric calls per month) medium

c. Between 101-600 pediatric calls in the last year (8 - 50 pediatric calls per month) mediumHigh

d. More than 600 pediatric calls in the last year (more than 50 pediatric calls per month) high

e. None none

Note: the following two questions (8 and 9) may be customized in the online survey to

better reflect individual state/territory terminology.

8. What is the HIGHEST level of certification or licensure for your EMS AGENCY? (Choose one) While we realize that your agency may have other levels of certification, we ask that you only provide a response for the choices listed below. highestEMSLevel

a. Basic Life Support (BLS) BLS

b. Intermediate Life Support (AEMT) ILS

c. Advanced Life Support (EMT-CC & EMT-P) ALS




4 9/24/18

9. (Optional) Approximately, how many EMS PROVIDERS currently work at your agency for each of the following level(s) of licensure? EMSproviders_ (If no providers for a licensure level, enter 0) Your agency may employ other types of providers than those listed here. For purposes of this assessment, we only need you to provide responses for these four types.

Provider Level Number of Providers Full & part-time, volunteer & paid

Certified First Responder (CFR) EMR_Num

Emergency Medical Technician (EMT-B) EMT_Num

Advanced EMT (AEMT) AEMT_Num

Paramedic or EMT-CC Paramedic_Num

Evaluating EMS Providers’ Skills Using Pediatric-Specific Equipment

In the next set of questions, we are asking about the process that your agency uses to evaluate your EMS providers’ skills using pediatric-specific equipment (i.e. airway adjunct use/ventilation, child safety restraint vehicle installation for pediatric patient restraint, IV/IO insertion and administration of fluids, etc.).

While individual providers in your agency may take PEPP or PALS or other national training courses in pediatric emergency care, we are interested in learning more about the process that your agency uses to evaluate provider skills on pediatric equipment.

We realize that there are multiple processes that might be used to assess the correct use of pediatric equipment; we are interested in the following three processes:

• At a skill station • Within a simulated event • During an actual pediatric patient encounter




5 9/24/18

10. At a SKILL STATION (not part of a simulated event), does your agency have a process which REQUIRES your EMS providers to PHYSICALLY DEMONSTRATE the correct use of PEDIATRIC- SPECIFIC equipment? skillStationDemo_YN (This is an isolated skill check rather than part of a simulated event.)

Yes Y

No N

11. How often is this process required for your EMS providers? skillStationDemoFreq (Choose one)

a. Two or more times a year twoOrMorePerYr (4pts)

b. At least once a year oncePerYr (2pts)

c. At least once every two years oncePerTwoYrs (1pt)

d. Less frequently than once every two years lessThanOncePerTwoYrs

12. Within a SIMULATED EVENT (such as a case scenario or a mock incident), does your agency have a process which REQUIRES your EMS providers to PHYSICALLY DEMONSTRATE the correct use of PEDIATRIC-SPECIFIC equipment? skillSimulationDemo_YN

Yes Y

No N

13. How often is this process required for your EMS providers? (Choose one) skillSimulationDemoFreq

a. Two or more times a year twoOrMorePerYr (4pts)

b. At least once a year oncePerYr (2pts)

c. At least once every two years oncePerTwoYrs (1pt)

d. Less frequently than once every two years lessThanOncePerTwoYrs

Skip to 12

Skip to 14




6 9/24/18

14. During an actual PEDIATRIC PATIENT ENCOUNTER , does your agency have a process which REQUIRES your EMS providers to be observed by a FIELD TRAINING OFFICER, MEDICAL DIRECTOR, or SUPERVISOR to ensure the correct use of PEDIATRIC-SPECIFIC equipment? skillObserveField_YN

Yes Y

No N

15. How often is this process required for your EMS providers? (Choose one) skillObserveFieldFreq

Two or more times a year twoOrMorePerYr (4pts)

At least once a year oncePerYr (2pts)

At least once every two years oncePerTwoYrs (1pt)

Less frequently than once every two years lessThanOncePerTwoYrs

16. (Optional) If you have any additional thoughts about skill checking, please share them here: skillCheckingComments

______________________________________________________________________________________________________________________________________________________________________________________________________

Coordination of Pediatric Emergency Care

Now we are interested in hearing about how pediatric emergency care is coordinated at your EMS agency. This is an emerging issue within emergency care and we want to gather information on what is happening across the country within EMS agencies.

One way that an agency can coordinate pediatric emergency care is by DESIGNATING AN INDIVIDUAL who is responsible for coordinating pediatric-specific activities that could include:

• Ensuring that the pediatric perspective is included in the development of EMS protocols.

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7 9/24/18

• Ensuring that fellow providers follow pediatric clinical-practice guidelines and protocols.

• Promoting pediatric continuing-education opportunities. • Overseeing pediatric-process improvement. • Ensuring the availability of pediatric medications, equipment, and supplies. • Promoting agency participation in pediatric-prevention programs. • Promoting agency participation in pediatric-research efforts. • Interacting with the ED pediatric emergency care coordinator. • Promoting family-centered care at the agency.

A DESIGNATED INDIVIDUAL who coordinates pediatric emergency care need not be dedicated solely to this role; it can be an individual already in place who assumes this role as part of their existing duties. The individual may be a member of your agency, or work at a county or region level and serve more than one agency.

17. Which one of the following statements best describes your EMS agency? (Choose one) PECC

a. Our EMS agency HAS a designated INDIVIDUAL who coordinates pediatric emergency care hasPECC

b. Our EMS agency does NOT HAVE a designated INDIVIDUAL who coordinates pediatric emergency care at this time noPecc

c. Our EMS agency does NOT CURRENTLY have a designated INDIVIDUAL who coordinates pediatric emergency care but we HAVE A PLAN TO ADD this role within the next year planToAddPECC

d. Our EMS agency does NOT CURRENTLY have a designated INDIVIDUAL who coordinates pediatric emergency care but we would be INTERESTED IN ADDING this role interestedInAPECC

Go to 18

Go to 31

Go to 31

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8 9/24/18

18. You indicated that you have a designated individual who coordinates pediatric emergency care at your EMS agency. Is this individual: (Choose one) PECCRep

a. A person who coordinates care only for your agency onlyOurAgency

b. A person who coordinates care for your agency as well as other agencies multipleAgencies

We are interested in understanding a little bit more about what this individual does for your agency in the coordination of pediatric emergency care.

Does this individual… (Check Yes or No for each of the following questions)

19. Ensure that the pediatric perspective is included in the development of EMS protocols? inputDevProtocols_YN

Yes Y

No N

20. Ensure that fellow providers follow pediatric clinical practice guidelines and/or protocols? providerFollowsProtocols_YN

Yes Y

No N

21. Promote pediatric continuing education opportunities? promoteConED_YN

Yes Y

No N

22. Oversee pediatric process improvement initiatives? overseeQI_YN

Yes Y

No N




9 9/24/18

23. Ensure the availability of pediatric medications, equipment, and supplies? ensureSupplies_YN

Yes Y

No N

24. Promote agency participation in pediatric prevention programs? promotePrevention_YN

Yes Y

No N

25. Coordinate with the emergency department pediatric emergency care coordinator? coordWithED_YN

Yes Y

No N

26. Promote family-centered care? promoteFamilyCare_YN

Yes Y

No N

27. Promote agency participation in pediatric research efforts? promoteResearch_YN

Yes Y

No N

28. Other activities? PECCOtherActivities_YN

Yes Y

No N

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10 9/24/18

29. You marked ‘other’ to the previous question. Please describe the ‘other’ activity/activities performed by the designated individual who coordinates pediatric emergency care at your agency. otherPECCActivities _________________________________________________________________________________________________________________________________________________________________________________________________________

30. (Optional) If you have any additional thoughts about pediatric emergency care coordination, please share them here: PECCComments _________________________________________________________________________________________________________________________________________________________________________________________________________

In case we have follow-up questions, please tell us…

31. (Optional) First and last name of the person completing this assessment: _________________________ name

32. (Optional) Job title of the person completing this assessment: ___________________________ jobtitle

33. (Optional) Email address of the person completing this assessment: _____________________ emailAddress

34. (Optional) Phone number for your EMS agency: _______________________ phone

35. (Optional) If you have any other additional thoughts about this assessment, please share them here: finalComments ____________________________________________________________________________________________________________________________________________________________________________________________________________

You are now finished with the survey. You can officially submit your survey by going to emscsurveys.org.




2018 National EMS for Children Performance Measure Survey for Hospitals

Page 1 of 4

2018 EMS for Children Survey for Performance Measures EMSC 06 and EMSC 07 Questions and Variable Names Hidden Variables: portalID - Unique ID assigned by the NEDARC web portal in order to track hospital progress over time;

each hospital has a unique portalID. responseID - Unique ID assigned by the survey software; each respondent has a unique responseID. Exclusions - Flag to indicate if a hospital/ED is an exclusion to the PM calculation; these records are

not to be included in the performance measure calculation so they are flagged. • F = Free-Standing Hospital/ED • I = IHS • M = Military • N = No Exclusion • S = Micro-Hospital • T = Tribal

Ended - Date the respondent completed the survey. State – Your State County – County the hospital is located in. origHospitalName - The way the hospital name was listed in the NEDARC web portal; this is kept in

case an hospital completes a survey for another hospital OR the hospital's name has changed (for your records).

hospitalNameChanged - Comparison between hospitalNamePortal and hospital. • Y = Yes, Name Different • N = No Difference

The remaining pages of this document give all of the survey questions with their variable names and the coding for each multiple choice response Welcome! NOTE: This paper copy of the EMS for Children (EMSC) Program survey, for hospitals with an emergency department, was developed to assist you in collecting the data necessary to officially submit your response online at emscsurveys.org. Some things you might want to know:





Page 2 of 4 • You are being asked to participate in a nationwide assessment to help us better understand

how pediatric emergency care is integrated in your hospital.

• Your answers will be kept confidential. Only the project team and your state or territory EMS for Children program will have access to the data.

These first few questions will tell us about the infrastructure of your hospital and emergency department.

1. What is the name of your hospital? _____________________________________________ hospital

2. Does your hospital have an emergency department (ED) that is open 24/7? ED Yes Y No N Thank you for your participation. At this time, we are only able to analyze

responses from hospitals that have an ED that is open 24/7, so you do not need to answer any more questions. Thank you for your willingness to help.

Next, please tell us about your hospital's interfacility transfer guidelines…

3. Does your hospital or medical facility have written interfacility guideline(s) that outline procedural and administrative policies with other hospitals for the transfer of patients of all ages including children in need of care not available at your hospital? (Select one) guidelines

NOTE: Compliance with EMTALA does not constitute having interfacility transfer guidelines. Guidelines may be a separate document or part of an interfacility transfer agreement document.

Yes, we have written guideline(s) Y Skip to 5

No, we do not have written guideline(s) N Skip to 6

We currently do not have written guideline(s), but are in the process of developing them inDev

4. If you are in the process of developing guidelines, when do you anticipate the guidelines to be

ready: Month/Year (mm/yyyy): ____________ guidelinesDT Skip to 6




Page 3 of 4

5. You answered that your facility has written interfacility transfer guidelines. Please indicate

whether the guidelines include information specifically for the transfer of patients for each

item below:

a. Defined process for initiation of transfer, including the roles and responsibilities of the referring facility and referral center (including responsibilities for requesting transfer and communication) component _roles_y_n

Yes Y No N

b. Process for selecting the appropriate care facility component _facility_y_n Yes Y No N

c. Process for selecting the appropriately staffed transport service to match the patient’s acuity level (level of care required by patient, equipment needed in transport, etc.) component _staff_y_n

Yes Y No N

d. Process for patient transfer (including obtaining informed consent) component _transfer_y_n

Yes Y No N

e. Plan for transfer of patient medical record component _record_y_n Yes Y No N

f. Plan for transfer of copy of signed transport consent component _consent_y_n Yes Y No N

g. Plan for transfer of personal belongings of the patient component _belongings_y_n Yes Y No N

h. Plan for provision of directions and referral institution information to family component _directions_y_n Yes Y No N

Lastly, please tell us now about your hospital's interfacility transfer agreements…

6. Does your hospital or medical facility have written interfacility agreement(s) with other hospitals for the transfer of patients of all ages including children in need of care not available at your hospital? (Select one) agreements

NOTE: Compliance with EMTALA does not constitute having interfacility transfer agreements. Agreements may be a separate document or part of an interfacility transfer guidelines document.

Yes, we have a written agreement(s) Y Skip to 8




Page 4 of 4 No, we do not have written agreement(s) N Skip to 8

We currently do not have written agreement(s), but are in the process of developing them inDev

7. If you are in the process of developing agreements, when do you anticipate the agreement(s) to

be ready: Month/Year (mm/yyyy): __________________________ agreementsDT

Additional Information: 8. (Optional) If you have any additional thoughts related to interfacility transfer guidelines or

agreements or about the assessment, please share them here: comments

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Please provide us with the following information, in case we need to contact you to clarify any of your responses:

Hospital Information:

9. Hospital address: ____________________________________________ address

10. City: ____________________________________________ city

11. Zip code: ______________________________________________________ zip

If you'd like to share your contact information, that would be helpful:

12. (Optional) Your name: __________________________________________________________________________ name

13. (Optional) Your Title/Position: ______________________________________________________________ jobTitle

14. (Optional) Your telephone number: ____________________________________________________________ phone

15. (Optional) Your email: _________________________________________________________________ emailAddress

You are now finished with the survey. You can officially submit your survey by going to emscsurveys.org.




2013‐14 NPRP

Welcome! You are being asked to participate in a nationwide quality improvement project to research hospital Emergency Department (ED) readiness to care for children based on recently updated guidelines by the American Academy of Pediatrics.

The overall goal of this project is for hospitals to work with their state Emergency Medical Services for Children (EMSC) program to identify areas that will lead to improvements in the emergency care of children.

Thank you for taking the time to make a difference to improve care for children. Before we begin, a couple of points to keep in mind:

We anticipate that the electronic assessment will take 20-30 minutes to complete. Participation in this project is voluntary. All questions marked with a red asterisk in the electronic assessment are required for successful completion. You may, however, exit the assessment at any point you wish. If you cannot finish the assessment in one sitting, you will be able to resume

your progress from any page by clicking on the “Save and Exit” button. This will take you to a page where you must supply your email address to receive an email with a link to YOUR assessment. When you are ready to resume the assessment, click on the web address from the email message and you will be directed to the page where you exited.

At the completion of the electronic assessment, you will receive a score for your hospital ED regarding pediatric readiness and an analysis of areas for potential improvement. You will also be able to compare your hospital’s score against national assessment results. Your answers will be kept confidential. Only the project team and your state EMSC program will have access to the data. Your assessment results will be combined with those from other emergency departments for reporting purposes. If you have questions, complaints or concerns, or if you think you may have been harmed from participating in this project, you can contact Lenora Olson at (801) 585-9160. Dr. Olson can be reached Monday –Friday, 8am – 5pm MST. Contact the Institutional Review Board (IRB) if you have questions regarding your rights as a participant. Also, contact the IRB if you have questions, complaints or concerns which you do not feel you can discuss with the investigator. The University of Utah IRB may be reached by phone at (801) 581-3655 or by e-mail at [email protected].



By continuing with the assessment you are giving your consent to participate in the project. We greatly appreciate your time in completing this assessment. Please provide us with the following information, in case we need to contact you to clarify any of your responses: Name: __________________________________________________________________________________ Name Title/Position: _________________________________________________________________________ Title Phone number: _________________________________________________________________________ Phone Email: ____________________________________________________________________________________ Email These first few questions will tell us about the infrastructure of your hospital and emergency department. 1. What is the name of your hospital? _____________________________________________ Hospital 2. In what city is your hospital located? _____________________________________________ City 3. Zip code of your hospital: __________________________________________________________ Zip 4. Does your hospital have an emergency department (ED) that is open 24/7? ED Yes Y No (You do not need to complete the assessment…thanks for your time.)

N 5. Is each of the following organizations used for accreditation of your hospital? (Check Yes or No for each) a. The Joint Commission (TJC) Yes No Accred_TJC_YN b. Centers for Medicare and Medicaid Services (CMS) Yes No Accred_CMS_YN c. DNV (Det Norske Veritas) Yes No Accred_DNV_YN d. Other Yes No Accred_Other_YN You marked “Other” to the previous question. Please indicate the organizations used for accreditation of your hospital:___________________________________________________ Accred_Other_Comments



6. Which one of the following is the best description of your ED configuration for the care of children (children as defined by your hospital)? EDConfig (Choose one) a. Pediatric ED in a Children’s hospital (hospital cares ONLY for children)

PedED b. Separate pediatric ED in a general hospital (adult and children within one hospital) SepPedEd c. General ED (pediatric and adult patients seen in same area) GenEd d. Stand-by ED (physician on call) StandbyED e. Free-standing ED (ED unattached to a hospital with inpatient services) FreestandED f. Other Other You marked “Other” to the previous question. Please describe your ED configuration for the care of children:________________________________________ EDConfig_Other_Comments 7. Are any children admitted to your inpatient services (NICU, PICU, adult ICU, nursery, pediatric inpatient unit, and/or adult inpatient unit)? InptPedSvc Yes Y No Go to 9 N 8. If yes, which of the following inpatient services may admit children? (Check Yes or No for each) a. Neonatal intensive care unit Yes No

InptPedCap_NICU_YN b. Pediatric intensive care unit Yes No InptPedCap_PICU_YN c. Adult intensive care unit Yes No InptPedCap_AdultICU_YN d. Newborn nursery Yes No InptPedCap_Nursery_YN e. Pediatric inpatient unit Yes No InptPedCap_PedWard_YN f. Adult inpatient unit Yes No InptPedCap_AdultWard_YN



9. What is the upper age that your ED uses to define a pediatric medical patient? (Choose one) AgeMed a. 12 years 12 b. 13 years 13 c. 14 years 14 d. 15 years 15 e. 16 years 16 f. 17 years 17 g. 18 years 18 h. 19 years 19 i. 20 years 20 j. 21 years 21 k. Other Other You marked “Other” to the previous question. Please indicate the age your ED uses to define pediatric medical patients:__________________________

AgeMed_Other_Comments 10. What is the upper age that your ED uses to define a pediatric trauma patient? (Choose one) AgeTrauma a. 12 years 12 b. 13 years 13 c. 14 years 14 d. 15 years 15 e. 16 years 16 f. 17 years 17 g. 18 years 18 h. 19 years 19 i. 20 years 20 j. 21 years 21



k. Other Other You marked “Other” to the previous question. Please indicate the age your ED uses to define pediatric trauma patients:__________________________

AgeTrauma_Other_Comments Answers to the following questions will help us to better understand the resources available for the care of children in your ED. Physician Administration/Coordination 11. Does your hospital have a physician coordinator who is assigned the role of overseeing various administrative aspects of pediatric emergency care (e.g., oversees quality improvement, collaborates with nursing, ensures pediatric skills of staff, develops and periodically reviews policies)?

Note: The physician coordinator for pediatric emergency care may have additional administrative roles in the ED. PhysCoord Yes Y 9.5 points No Go to 13 N 12. If yes, is there a job description or written list of responsibilities for this physician coordinator? PhysCoordDescrip Yes Y No N

Nurse Administration/Coordination 13. Does your hospital have a nurse coordinator who is assigned the role of overseeing various administrative aspects of pediatric emergency care (e.g., facilitates continuing education, facilitates quality improvement activities, ensures pediatric-specific elements are included in orientation of staff)? Note: The nurse coordinator for pediatric emergency care may have additional administrative roles in the ED. NurseCoord Yes Y 9.5 points No Go to 15 N 14. If yes, is there a job description or written list of responsibilities for this nurse coordinator? NurseCoordDescrip Yes Y No N



The following assessment questions refer to personnel, quality improvement, and patient safety in the ED. If you have a separate pediatric ED, then answer based on resources for that area; if you do not have a separate pediatric ED, then answer based on the overall ED resources.

Personnel – Physicians 15. Thinking of the physicians who currently staff your ED and care for children, what types of training are represented? (Check Yes or No for each) a. Emergency medicine board eligible/certified Yes No

PhysTraining_EM_YN b. Family medicine board eligible/certified Yes No PhysTraining_Fam_YN c. Pediatrics board eligible/certified Yes No PhysTraining_Ped_YN d. Pediatric emergency medicine board eligible/certified Yes No PhysTraining_PedEM_YN e. Physician with other training Yes No PhysTraining_Other_YN You marked “Other” to the previous question. Please describe the other levels of training the physicians who currently staff your ED and care for children have:________________________________ _________________________________ PhysTraining_Other_Comments 15b. Are all of your physicians in the ED who care for children board certified in Pediatric Emergency Medicine or by the American Board of Emergency Medicine/American Osteopathic Board of Emergency Medicine? Yes Go to 17 No allBoardCert 16. Thinking of the physicians who care for children in your ED, but are not board certified in Pediatric Emergency Medicine or by the American Board of Emergency



Medicine/American Osteopathic Board of Emergency Medicine, which of the following life support courses are required by your hospital as part of credentialing? (Check Yes or No for each) a. Basic Life Support (BLS) Yes No

PhysCourses_BLS_YN b. Advanced Cardiac Life Support (ACLS) Yes No PhysCourses_ACLS_YN c. Pediatric Basic Life Support (PBLS) (e.g., Healthcare Yes No Provider CPR certification or basic life support) PhysCourses_PBLS_YN d. Pediatric Advanced Life Support (PALS) Yes No PhysCourses_PALS_YN e. APLS: The Pediatric Emergency Medicine Resource (APLS) Yes No PhysCourses_APLS_YN f. Neonatal Resuscitation Program (NRP) Yes No PhysCourses_NRP_YN g. International Trauma Life Support (ITLS; formerly Basic Trauma Life Support) Yes No PhysCourses_ITLS_YN h. Advanced Trauma Life Support (ATLS) Yes No PhysCourses_ATLS_YN i. Other Yes No PhysCourses_Other_YN You marked “Other” to the previous question. Please describe other life support courses your hospital requires of physicians caring for children in the ED:________________________________ _________________________________ PhysCourses_Other_Comments 17. Does your hospital require specific pediatric competency evaluations of physicians staffing the ED (e.g., sedation and analgesia)? PhysCompEval Yes Y 5 points No N



Personnel – Nurses 18. Does your institution’s staff policy for nurses include requirements for each of the following? (Check Yes or No for each) a. Continuing education requirements in pediatric emergency care Yes No

NursePolicy_ConEd_YN b. Maintenance of specialty certification for nurses (e.g., CEN, CPEN) Yes No NursePolicy_SpecCert_YN 19. Does your hospital require nurses caring for children in the ED to complete any of the following life support courses as a part of employment? (Check Yes or No for each) a. Basic Life Support (BLS) Yes No NurseCourses_BLS_YN b. Advanced Cardiac Life Support (ACLS) Yes No NurseCourses_ACLS_YN c. Pediatric Basic Life Support (PBLS) (e.g., Healthcare Yes No Provider CPR certification or basic life support) NurseCourses_PBLS_YN d. Emergency Nursing Pediatric Course (ENPC) Yes No NurseCourses_ENPC_YN e. Pediatric Advanced Life Support (PALS) Yes No NurseCourses_PALS_YN f. APLS: The Pediatric Emergency Medicine Resource (APLS) Yes No NurseCourses_APLS_YN g. Neonatal Resuscitation Program (NRP) Yes No NurseCourses_NRP_YN h. International Trauma Life Support (ITLS; formerly Basic Trauma Life Support) Yes No NurseCourses_ITLS_YN i. Trauma Nursing Core Course (TNCC) Yes No NurseCourses_TNCC_YN



j. Other Yes No

NurseCourses_Other_YN You marked “Other” to the previous question. Please describe other life support courses your hospital requires of nurses caring for children in the ED:____________________________________________________________________ NurseCourses_Other_Comments 20. Does your hospital require specific pediatric competency evaluations of nurses staffing the ED (e.g., triage, pain assessment)? NurseCompEval Yes Y 5 points No N

Personnel – Mid-level Practitioners (Nurse Practitioners, Physician Assistants) 21. Does your hospital have mid-level practitioners (nurse practitioners and/or physician assistants) that provide care for children in the ED? MidPrac Yes Y No Go to 25 N 22. If yes, does your institution’s staff privileges policy for mid-level practitioners include requirements for each of the following? (Check Yes or No for each) a. Continuing education requirements in pediatric emergency care Yes No MidPolicy_ConEd_YN b. Maintenance of specialty certifications Yes No MidPolicy_SpecCert_YN 23. Does your hospital require mid-level practitioners caring for children in the ED to complete any of the following life support courses as a part of employment? (Check Yes or No for each) a. Basic Life Support (BLS) Yes No MidCourses_BLS_YN b. Advanced Cardiac Life Support (ACLS) Yes No MidCourses_ACLS_YN



c. Pediatric Basic Life Support (PBLS) (e.g., Healthcare Yes No Provider CPR certification or basic life support)

MidCourses_PBLS_YN d. Emergency Nursing Pediatric Course (ENPC) Yes No MidCourses_ENPC_YN e. Pediatric Advanced Life Support (PALS) Yes No MidCourses_PALS_YN f. APLS: The Pediatric Emergency Medicine Resource (APLS) Yes No MidCourses_APLS_YN g. Neonatal Resuscitation Program (NRP) Yes No MidCourses_NRP_YN h. International Trauma Life Support (ITLS; formerly Basic Trauma Life Support) Yes No MidCourses_ITLS_YN i. Trauma Nursing Core Course (TNCC) Yes No MidCourses_TNCC_YN j. Other Yes No MidCourses_Other_YN You marked “Other” to the previous question. Please describe other life support courses your hospital requires of mid-level practitioners caring for children in the ED:_________________________________________________________________ MidCourses_Other_Comments 24. Does your hospital require specific pediatric competency evaluations of mid-level practitioners staffing the ED (e.g., triage, pain assessment)? MidComp Yes Y No N



Quality Improvement 25. Does your ED have a pediatric patient care-review process? (This may be a separate Quality Improvement/Performance Improvement Plan for pediatric patients or integrated into the overall ED Quality Improvement/Performance Improvement Plan.) QIProcess Yes Y 5 points No Go to 27 N 26. If yes, is each of the following components included in the Quality Improvement/ Performance Improvement Plan? (Check Yes or No for each) a. Identification of quality indicators for children (e.g., performing lumbar puncture on febrile neonates) Yes No

QI_Indicators_YN .5 points b. Collection and analysis of pediatric emergency care data (e.g., admissions, transfers, death in the ED, or return visits) Yes No QI_Data_YN .5 points c. Development of a plan for improvement in pediatric emergency care (e.g., process to ensure that variances in care are addressed through education or training and reassessed for evidence of improvement) Yes No QI_Plan_YN .5 points d. Re-evaluation of performance using outcomes-based measures (e.g., how often was pain rapidly controlled Or fever properly treated) Yes No QI_Outcomes_YN .5 points

Pediatric Patient Safety in the ED 27. Are all* children seen in the ED weighed in kilograms (without conversion from pounds)?

*Note: This includes critical situations when a child might bypass triage and have his/her weight estimated in kilograms. SafetyKiloWeigh Yes Y No Go to 29 N



28. Is the weight recorded in the ED medical record in kilograms only?

SafetyKiloRecord Yes Go to 30 Y 3.5 points No N 29. If no, how are children in the ED weighed, and how is the weight recorded in the medical record? SafetyOtherWeigh (Choose one) a. Weighed in pounds and converted to kilograms for recording in the medical record Pounds b. Weighed in either pounds or kilograms with an option to record in either pounds or kilograms in the medical record Either 30. Are temperature, heart rate, and respiratory rate recorded on all children? Yes No SafetyTemp 1.4 points 31. Is blood pressure monitoring available for children of all ages based on severity of illness? Yes No SafetyBPMon 1.4 points 32. Is pulse oximetry monitoring available for children of all ages based on severity of illness? Yes No SafetyPulseOx 1.4 points 33. Is a written procedure in place for notification of physicians when abnormal vital signs are found in all children? Yes No SafetyVitals 1.4 points 34. Is a process in place for the use of pre-calculated drug dosing in all children ? Yes No SafetyDosing 3.5 points 35. Is a process in place that allows for 24/7 access to interpreter services in the ED? Yes No SafetyInterpret 1.4 points

Next we wish to know about policies and/or procedures that your ED has to address the needs of children. These pediatric policies may be integrated into the overall ED policy manual or may be listed separately. They should also be written and available to staff in the ED.

Policies and Procedures



36. Does your ED have a triage policy that specifically addresses ill and injured children? Triage Yes Y 2.12 points No Go to 38 N 37. If yes, do you use a validated pediatric triage tool? Yes No Unsure

PedTriage Y N U 38. Does your ED have each of the following listed policies and procedures? (Check Yes or No for each) a. Pediatric patient assessment and reassessment Yes No Policies_Assess_YN 1.7 points b. Immunization assessment and management of the under-immunized child Yes No Policies_Immune_YN 1.7 points c. Child maltreatment Yes No Policies_Maltreat_YN 1.7 points d. Death of the child in the ED Yes No Policies_ChildDeath_YN 1.7 points e. Reduced-dose radiation for CT and x-ray imaging based on pediatric age or weight Yes No Policies_Imaging_YN 1.7 points 39. Does your ED have a policy for promoting family-centered care? (e.g., family presence, family involvement in clinical decision making, etc.) FamCare Yes Y 2.12 points No N 40. Does your hospital disaster plan address issues specific to the care of children?

DisasPlan Yes Y 2.12 points No N 41. Does your hospital care for children with social and mental health issues? MentalHealth Yes Y No N



42. Does your hospital have a written guideline for the transfer of children with social and mental health issues out of your facility to an appropriate facility?

MentalHealthGuideline Yes Y No N Next we would like to know about your hospital’s inter-facility transfer guidelines. 43. Does your hospital or medical facility have written inter-facility guidelines that outline procedural and administrative policies with other hospitals for the transfer of patients of all ages including children in need of care not available at your hospital?

Note: Compliance with EMTALA does not constitute having inter-facility transfer guidelines. The guidelines may be a separate document or part of an inter-facility transfer agreement document. guidelines Yes Go to 44 Y 2.12 points No Go to 45 N We currently do not have written guidelines, but are in the process of developing them. inDev If you are in the process of developing guidelines, when do you anticipate the guidelines to be ready? Month/Year (mm/yyyy):_____________ Go to 45

guidelinesDT 44. You answered that your facility has written inter-facility transfer guidelines. Please indicate whether the guidelines include the information specifically for the transfer of patients for each item below. (Check Yes or No for each) a. Defined process for initiation of transfer, including the Yes No roles and responsibilities of the referring facility and referral center (including responsibilities for requesting transfer and communication) component_roles_YN b. Process for selecting the appropriate care facility Yes No component_facility_YN c. Process for selecting the appropriately staffed transport Yes No service to match the patient’s acuity level (level of care required by patient, equipment needed in transport, etc.) component_staff_YN



d. Process for patient transfer (including obtaining informed Yes No consent) component_transfer_YN e. Plan for transfer of copy of patient medical record Yes No component_record_YN f. Plan for transfer of copy of signed transport consent Yes No component_consent_YN g. Plan for transfer of personal belongings of the patient Yes No component_belongings_YN h. Plan for provision of directions and referral institution Yes No information to family component_directions_YN

Next we would like to know about your hospital’s inter-facility transfer agreements. 45. Does your hospital or medical facility have written inter-facility agreement(s) with other hospitals for the transfer of patients of all ages including children in need of care not available at your hospital? agreements Yes Y No N We currently do not have written agreements, but are in the process of developing them. inDev If you are in the process of developing agreements, when do you anticipate the agreements to be ready? Month/Year (mm/yyyy):_________________________ agreementsDT

We would like to know about the equipment and supplies for children in your ED and how they are stored and resupplied. If you have not already printed the entire assessment, we recommend printing this portion of the assessment and taking it to your equipment and supply areas to complete to ensure accurate reporting.

Equipment and Supplies 46. Is the ED staff trained on the location of all pediatric equipment and medications? Location Yes Y 1 Point No N



47. Is there a daily method used to verify the proper location and function of pediatric equipment and supplies? Daily Yes Y 1 Point No N 48. Is a medication chart, length-based tape, medical software, or other system readily available to ensure proper sizing of resuscitation equipment and proper dosing of medications? ChartTape Yes Y 1 Point No N 49. Is each of the following monitoring equipment items available for immediate use in the ED? (Check Yes or No for each) a. Neonatal blood pressure cuff Yes No

MonEquip_BPCuffNeo_YN .55 points b. Infant blood pressure cuff Yes No MonEquip_BPCuffnf_YN .55 points c. Child blood pressure cuff Yes No MonEquip_BPCuffCh_YN .55 points d. Defibrillator with pediatric and adult capabilities including pads/paddles Yes No MonEquip_Defib_YN .55 points e. Pulse oximeter with pediatric and adult probes Yes No MonEquip_PulseOx_YN .55 points f. Continuous end-tidal CO2 monitoring device Yes No MonEquip_EndTidalCO2_YN .55 points 50. Is each of the following fluid resuscitation equipment items available for immediate use in the ED? (Check Yes or No for each) a. 22 gauge catheter-over-the-needle Yes No ResEquip_Cath22_YN .55 points b. 24 gauge catheter-over-the-needle Yes No ResEquip_Cath24_YN .55 points



c. Pediatric intra-osseus needles Yes No

ResEquip_IOPed_YN .55 points d. IV administration sets with calibrated chambers and extension tubing and/or infusion devices with ability to regulate rate and volume of infusate Yes No ResEquip_IVset_YN .55 points e. Umbilical vein catheters (3.5F or 5.0F) Yes No ResEquip_UVCath_YN .55 points f. Central venous catheters (any two sizes in range, 4F-7F) Yes No ResEquip_CVCath_YN .55 points 51. Is each of the following respiratory/airway management equipment items available for immediate use in the ED? Each Yes in a-qq worth .557 points (Check Yes or No for each) a. Endotracheal tubes: cuffed or uncuffed 2.5 mm Yes No AirEquip_ETT25_YN b. Endotracheal tubes: cuffed or uncuffed 3.0 mm Yes No AirEquip_ETT30_YN c. Endotracheal tubes: cuffed or uncuffed 3.5 mm Yes No AirEquip_ETT35_YN d. Endotracheal tubes: cuffed or uncuffed 4.0 mm Yes No AirEquip_ETT40_YN e. Endotracheal tubes: cuffed or uncuffed 4.5 mm Yes No AirEquip_ETT45_YN f. Endotracheal tubes: cuffed or uncuffed 5.0 mm Yes No AirEquip_ETT50_YN g. Endotracheal tubes: cuffed or uncuffed 5.5 mm Yes No AirEquip_ETT55_YN h. Endotracheal tubes: cuffed 6.0 mm Yes No AirEquip_ETT60_YN i. Laryngoscope blades: straight, size 00 Yes No AirEquip_LStraight00_YN



j. Laryngoscope blades: straight, size 0 Yes No

AirEquip_LStraight0_YN k. Laryngoscope blades: straight, size 1 Yes No AirEquip_LStraight1_YN l. Laryngoscope blades: straight, size 2 Yes No AirEquip_LStraight2_YN m. Laryngoscope blades: curved, size 2 Yes No AirEquip_LCurved2_YN n. Pediatric-sized Magill forceps Yes No AirEquip_ForcepsPed_YN o. Nasopharyngeal airways: infant-sized Yes No AirEquip_NasAirInf_YN p. Nasopharyngeal airways: child-sized Yes No AirEquip_NasAirCh_YN q. Oropharyngeal airways: size 0 (50mm) Yes No AirEquip_OralAir0_YN r. Oropharyngeal airways: size 1 (60mm) Yes No AirEquip_OralAir1_YN s. Oropharyngeal airways: size 2 (70mm) Yes No AirEquip_OralAir2_YN t. Oropharyngeal airways: size 3 (80mm) Yes No AirEquip_OralAir3_YN u. Stylets for pediatric/infant-sized endotracheal tubes Yes No AirEquip_StyletPed_YN v. Tracheostomy tubes: size 3.0 mm Yes No AirEquip_TrachTube30_YN w. Tracheostomy tubes: size 3.5 mm Yes No AirEquip_TrachTube35_YN x. Tracheostomy tubes: size 4.0 mm Yes No AirEquip_TrachTube40_YN y. Bag-mask device, self inflating: infant, 450 ml Yes No AirEquip_Bag450_YN



z. Masks to fit bag-mask device adaptor: neonatal Yes No

AirEquip_BVMNeo_YN aa. Masks to fit bag-mask device adaptor: infant Yes No AirEquip_BVMInf_YN bb. Masks to fit bag-mask device adaptor: child Yes No AirEquip_BVMCh_YN cc. Clear oxygen masks: standard infant Yes No AirEquip_OxMaskInf_YN dd. Clear oxygen masks: standard child Yes No AirEquip_OxMaskCh_YN ee. Non-rebreather masks: infant-sized Yes No AirEquip_PNRBInf_YN ff. Non-rebreather masks: child-sized Yes No AirEquip_NRBCh_YN gg. Nasal cannulas: infant Yes No AirEquip_NasCanInf_YN hh. Nasal cannulas: child Yes No AirEquip_NasCanCh_YN ii. Laryngeal mask airways: size 1 Yes No AirEquip_LMA10_YN jj. Laryngeal mask airways: size: 1.5 Yes No AirEquip_LMA15_YN kk. Laryngeal mask airways: size: 2 Yes No AirEquip_LMA20_YN ll. Laryngeal mask airways: size: 2.5 Yes No AirEquip_LMA25_YN mm. Laryngeal mask airways: size: 3 Yes No AirEquip_LMA30_YN nn. Suction catheters: at least one in range 6-8F Yes No AirEquip_SucCath68_YN oo. Suction catheters: at least one in range 10-12F Yes No AirEquip_SucCath1012_YN



pp. Supplies/kit for pediatric patients with difficult airways (supraglottic airways of all sizes, needle cricothyrotomy supplies, surgical cricothyrotomy kit) Yes No

AirEquip_AirKitPed_YN

Answers to the following question will help us to better understand barriers to the care of children in your ED.

Barriers 52. Do you perceive each of the following as a barrier or not a barrier in implementing national guidelines for pediatric readiness in your ED? (Check Yes or No for each) a. Cost of personnel Yes No Barrier_Personnel_YN b. Cost of training personnel Yes No Barrier_Training_YN c. Lack of educational resources Yes No Barrier_EdRes_YN d. Lack of appropriately trained physicians Yes No Barrier_Physicians_YN e. Lack of appropriately trained nurses Yes No Barrier_Nurses_YN f. Lack of administrative support Yes No Barrier_Admin_YN g. Lack of policies for pediatric emergency care Yes No Barrier_Policies_YN h. Lack of a Quality Improvement/Performance Improvement Plan for children Yes No Barrier_QIPlan_YN



i. Lack of a disaster plan for children Yes No

Barrier_DisasPlan_YN j. Lack of interest in meeting the guidelines Yes No Barrier_Interest_YN k. Unaware that national guidelines existed and/or unfamiliar with national guidelines Yes No Barrier_Unaware_YN l. Other Yes No Barrier_Other_YN You marked “Other” to the previous question. Please describe other barriers in meeting national guidelines for pediatric readiness in your ED:_________________________________ Barrier_Other_Comments

Finally, please provide actual data or estimations of ED patient volume for the following: 53. List the total number of patients (adult and pediatric) seen in your ED in the last year. (Numeric data only, e.g., 5000, not “five thousand”) Number of Total Patients ____________________________ TotalEDPatients 54. Estimate the number of pediatric patients (as defined by your hospital) seen in your ED in the last year. (Choose one) PedEDPatientCat a. Low: <1,800 pediatric patients (average of 5 or fewer a day)

low b. Medium: 1,800 – 4,999 pediatric patients (average of 6-13 a day) medium c. Medium to High: 5,000 – 9,999 pediatric patients (average of 14-26 a day) mediumHigh d. High: >=10,000 pediatric patients (average of 27 or more a day) high 55. If you know the actual number or a more precise estimate of pediatric patients seen in your ED in the last year, please record below. (Numeric data only, e.g., 500, not “five hundred”) Number of Pediatric Patients _____________________ PedEDPatients



If you have any comments, please note them here: Comments ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ A Gift to you from PEMSoft (www.pemsoft.com)

If you wish to receive the individual PEMSoft subscription, please indicate here and we will email you the activation code and password. Yes, I would like a free one-year subscription to PEMSoft PEMSoft_Y Disclaimer: While we are providing a one-year subscription to PEMSoft for your efforts in completing this assessment, we are by no means endorsing PEMSoft or recommending its use in place of other pediatric emergency medicine resources.

Please return to www.pedsready.org to enter your assessment responses electronically and to see your pediatric readiness score. Also, you can return to the website at any time and click “View National Results” to view updated national averages.





W E L C O M E T O

AcknowledgementsOn your jumpdrive

Communicating to Make Change

Effecting Changes

by communicating information through SOCIAL MARKETING principles



Social Marketing =Social Media

Social Media has co‐opted this term

Social Marketing is

an application of commercial marketing principles to a PUBLIC HEALTH context

Social Marketing

Of TARGET POPULATION

by following a systematic process for communication

C h a n g e

K n ow led g e,

att i t u d es, o r

B eh av i o r



Target Population vs Target Audience

Target population is the group you want

to change knowledge, attitudes, or

behavior

Target audience is the group you target with program, message, or materials

What public health issues have been addressed with social marketing?

ASTHMA

IMMUNIZATIONSMOKING

BICYCLE HELMETS

RECYCLING

PHYSICAL ACTIVITY

Why do you think the marketing for these issues was successful in changing people’s knowledge, attitudes, or behavior?

ASTHMA

IMMUNIZATIONSMOKING

BICYCLE HELMETS

RECYCLING

PHYSICAL ACTIVITY

Effective Social Marketing

aBottom‐up program

development guided by target audience

Not what WE think they need

VResearch forms the

cornerstone



Social Marketing Techniques Can Be Used To

rCreate new programs

r

Design environment to make it easier for people to adopt behavior change

rDevelop

communication campaign

rImprove

services your organization provides

r

Create targeted promotional or

educational materials

The Social Marketing Process

6 -StepProcess

6‐Step Process

1. Analysis

2. Strategy Development

3. Program & Communication

Design

4. Pretesting

5. Implementation

6. Evaluation

adapted from Weinreich, Nedra Kline. Hands-on social marketing: a step-by-step guide to designing change for good. Sage Publications, 2010

Step 1. Analysis

Understand the problem, the target population and audience, and environment the program operates in



Step 1. Analysis3 Types of Research

02

01

03

Formative

Summative EvaluationProcess Evaluation


02

01

03

FormativeIncludes: • Problem & environmental analyses• Target population & audience research• Pretesting messages/materials

Summative EvaluationProcess Evaluation


02

01

03

Formative

Summative EvaluationProcess EvaluationMonitoring systems to

track program and target population & audience responses before and during implementation


02

01

03

Formative

Summative EvaluationHelps determine effects of program reaching goals and objectives change in target population’s knowledge, attitudes, and behavior

Process Evaluation



6‐Step Process

1. Analysis

2. Strategy Development

3. Program & Communication

Design

4. Pretesting

5. Implementation

6. Evaluation

Process Evaluation

Formative

Summative Evaluation

Step 1. Analysis

Used to guide the initial development of the program or activities

Formative Research

Step 1. AnalysisFormative research during the Data Exploring & Planning workshop session


• Pages X‐X; questions 1‐16 in workshop booklet

• Thinking of the Engaging Stakeholders and Data Exploring & Planning workshop sessions and your state‐specific data



Step 2. Strategy Development

Formative research used to develop strategy for effecting knowledge, attitude, or behavior change


GoalsC

ObjectivesT

Use the problem and target population/audience identified in Step 1 to set your


How will the world look different if we achieve our goal?

When developing goals ask yourself

Make sure objectives are



Step 2. Objectives

Avoid using activities as your objectives

S h o u ld

Stat e

D es i r ed

O u tc o m es



• Thinking of your answers to Step 1

Step 3. Program & Communication DesignProgram’s design and messages based on the strategy

Step 3. The focus for this step is on

Designing Program

Approach

DevelopingCommunications

for Your Messages



Influencing Behavior by Design

People’s choices aren’t always based on rational decisions

Making Healthy Choices

Influencing Behavior by DesignWhy people make irrational choices

1. Immediate gratification and don’t have to pay the price until later


2. The decision is one they make infrequently


3. Delayed feedback of consequences




4. Hard time imaging possible outcomes for a decision

Influencing Behavior by DesignOvercoming People’s Impulses

Altering physical or social environment can make it easier to perform a desired behavior

or harder to perform an undesirable behavior

Influencing Behavior by Design

When we design for behavior

change, we may be much more

successful than if we rely on persuasion .

“

”Nedra Kline Weinrich

Design ProcessHuman‐Centered Design

DesirabilityW

Feasibilityd

Viability7



Interview Target Population/Audience

Human‐Centered Design Interviews

R

L 6V

Show MeInterviewees show you their environment

R

Draw ItParticipants draw or diagram their experiences

L

5 WhysAsk 5 “why” questions in a row in response to their answers

6

Think AloudHave participants describe out loud what they are thinking as they perform a task related to the behavior change

V

Developing Effective Messages

Behavior change involves a complex thought process


To achieve behavior change, target audience must possess

Belief that it is at risk for the problem and the consequences are severe

7





Belief that the proposed behavior will lower its risk or prevent the problem

F



Belief that the advantages of performing the behavior outweigh the disadvantages

c



The skills to perform the behavior

0



Belief that can perform the behavior

1





Belief that the performance of the behavior is consistent with self‐image

#



Perception of greater social pressure to perform the behavior than not to perform it (social norms)

l



6 Message Elements



6 Message ElementsIMPLE

NEXPECTED

ONCRETE

REDIBLE

MOTIONS

TORIES

Simple

Explain your message clearly & simply to someone who knows nothing about the topic

Simple

Simple

Try to distill to 8 words or less



Simple

Unexpected

Demonstrate something counterintuitive or surprising

Unexpected

If you say same thing over and over, audience will tune you out

Unexpected

“Are you pouring on the pounds?”



Concrete

Try to frame intangible concepts in a meaningful and relevant way for your target audience

Concrete

Give them a discrete ACTION like “Switching off a light”

7

Instead of saying “Reduce Energy Use”

Credible

Establish yourself as a

reliable source

Credible

As authority figure



Credible

As anti‐authority figure

Emotions

Strong emotions

help to burn memories

Emotions

Tie messages to things your audience feels strongly about

Emotions



Stories

People remember stories

Stories

Best stories for messaging contain many of the 6

elements



Creative BriefMoving from Messages to Communications

Summary of results of your research and strategic decisions (Steps 1‐3)



Creative Brief

Guides your development of communications no matter which medium:

• Advertisements (TV, radio, etc.)

• Websites

• Workshops

• Social Media

• Trainings

Creative Brief: Target Audience

Be as specific as possible about who the communications will be designed for

Personal Development Form

Helps you be very specific

Creative Brief: Communication Objectives

Clearly define what outcomes you expect from the target audience being exposed to your communications



Creative Brief: Barriers

Identify barriers that may create target audience resistance to adopting or changing to desired knowledge, attitudes, or behavior

Creative Brief: Key Promise

Show the audience the good things that will happen if they adopt the desired knowledge, attitudes, or behavior

Creative Brief: Support Statements

Support your key promise with evidence

Creative Brief: Tone/Image

Tone is how the message is presented

(humorous, stern, etc.)

Image is the visuals used to deliver the

message



Creative Brief: Media

Outlines the types of media you will use to communicate your message

Creative Brief: Openings

Identifying when and where your audience will be most receptive to hearing your message



Step 4. Pretesting

Testing messages and materials with target audience members



Step 4. Pretesting

Even if you have limited resources

D o n’t

s k i p t h i s

st ep

Why Pretest

Ensure the target audience comprehends message

Why Pretest

Detect other interpretations of message

Why Pretest

Catch mistakes before launch



Why Pretest

Assess appropriateness for audience

Why Pretest

Make materials more appealing

Why Pretest

Identify details that subvert the message ‐‐distracting

SQUIRREL

Why Pretest

Select from among several potential approaches



Step 4. Pretesting

Qualitative & quantitative

R es ea rc h

m et h o d s

Focus GroupsEffective format for soliciting reactions and feedback

Focus Group

Intercept Interviews

Trained interviewers stationed at location frequented by target audience



SurveysSending target audience surveys (paper or electronic)

Theater or Natural Exposure

Target audience experience materials in a theater or THEIRnatural setting

Readability Testing

Critical for printed materials

Tests the level of education needed to understand your message

http://www.hemingwayapp.com/



Usability Testing

Required for materials intended to be used (e.g., website)

Expert & Gatekeeper Review

Include SMEs in material review to ensure information is technically accurate and appropriate


• Pages X‐X; questions 81‐112 (dependent on which Pretesting Methods you choose in question 81)

Step 5. Implementation

Messages, materials, program deployed to target audience




02

03

04

01

Deployment PlanHelps think through steps to produce and deploy materials

01

Public Relations PlanIdentify strategies to attract coverage by “free” media

02

Social Media Engagement Planhow your program will engage with audience via social media

03

Internal Readiness PlanBrief of your social marketing strategy for others in your organization

04


Cross‐cutting principles to utilizing social media professionally

B u i ld i n g a

S o c i a l

M ed i a

St r at egy

Review Your Objectives from Step 2

Who do you want to reach?Research target audience’s social media habits

If rarely online or on social media, don’t want to use this medium for communication



What is your capacity?Using social media effectively requires time and care

Be careful who you have posting because they are the face of your organization

Which tools will you use?Choose 1‐2 social media platforms –best for the target audience

How will the platforms integrate with your other communication materials

How will you measure success?

4 metrics for measuring success on social media

1. Web activity2. Social actions3. Mentions and shares4. Return on engagement

Monitoring Implementation

Remember to monitor throughout implementation by periodically measuring success




• Pages X‐X; questions 113‐140

• Answer what questions you can, many you might not have the answers to yet

Step 6. Evaluation

Assess effects of messages, materials, and program

Why evaluate?

Did you change knowledge, attitude, or behavior?

Don’t know if you don’t evaluate



2 Pervasive Mistakes

Waiting until program/ activity is over to start evaluating

Not using the evaluation results

Evaluation DesignUse data from existing records (e.g., EMSC performance measure data)

Evaluation DesignPost‐test your pre‐test group can compare results (e.g., focus group)

Evaluation DesignComparison to a standard (e.g., national percentages)



Evaluation DesignUsing control groups, comparing those exposed to those not exposed to your campaign

Evaluation DesignChanges in key outcomes to be measured:• Knowledge• Attitude• Behavior

2 Primary Evaluation Methods

Surveys• Mailed• Online• In‐person interviews

Systemized Observation

Evaluation Cycle

t n

y

.

8N

;

K

To evaluate your program and continually make improvements, you need to evaluate often throughout the life of the program




• Pages X‐X; questions 141‐144

• Answer what questions you can, many you might not have the answers to yet

The Eagle Has landed




COMMUNICATING TO MAKE CHANGE Social Marketing 6‐Step Process Step 1. Analysis: The Problem

Use the information and insights you discovered during the workshop data workgroup from day 2 to answer the following questions.

1. What is the PROBLEM or issue your social marketing will address?

__________________________________________________________________________________

__________________________________________________________________________________

2. What are the possible angles you could take in addressing the PROBLEM or issue?

__________________________________________________________________________________

__________________________________________________________________________________

3. Who is your TARGET POPULATION (the group you want to change knowledge, attitudes, or

behavior)? _______________________________________________________________________

4. Who will be your TARGET AUDIENCE (group you target with program, message, or materials)? __________________________________________________________________________________

5. How does your TARGET POPULATION think and behave as related to the PROBLEM?

__________________________________________________________________________________

__________________________________________________________________________________

6. If different, how does your TARGET AUDIENCE think and behave as related to the

PROBLEM?

__________________________________________________________________________________

__________________________________________________________________________________




7. What are the main barriers keeping your TARGET POPULATION from taking action?

__________________________________________________________________________________

__________________________________________________________________________________

8. What knowledge, attitudes, and behaviors are related to the problem? How widespread are they among your target population?

a. Knowledge Approximate % of

Population

b. Attitudes

c. Behaviors

9. What approaches have been used to address the problem by other organizations?

__________________________________________________________________________________

__________________________________________________________________________________

10. Who are potential experts within your target population/audience for you to interview about the problem?

Name Organization Phone/Email




Step 1. Analysis: The Environment

Use the information and insights you discovered during the workshop stakeholder analysis and data workgroup sessions from day 2 to answer the following questions.

11. What are the geographical boundaries in which your program/activities will take place (region, city, statewide)?

__________________________________________________________________________________

__________________________________________________________________________________

12. Which groups, community leaders, or other individual do you foresee OPPOSING your

program/activities?

__________________________________________________________________________________

__________________________________________________________________________________

13. Which groups, community leaders, or other individuals should you actively seek SUPPORT

from as allies?

__________________________________________________________________________________

__________________________________________________________________________________

14. What policies, regulations, laws, or pending legislation might affect how your target

population/audience responds to the social marketing? Policy Change Necessary? Policy/Legislation Yes No

15. What are the main messages that will be competing with your program/activities for attention? a. General advertising related to topic (if applicable)

______________________________________________________________________________

______________________________________________________________________________

b. Messages by OPPONENTS to your cause

______________________________________________________________________________

______________________________________________________________________________




c. Messages by ALLIES to your cause ______________________________________________________________________________

______________________________________________________________________________

16. What channels are available in the community to promote your message? ☐ Television ☐ Sports events ☐ Radio ☐ Movie theaters ☐ Daily newspapers ☐ Local businesses ☐ Weekly newspapers ☐ Health or social service agencies ☐ Community/Issue websites/blogs ☐ Professional groups ☐ Billboards ☐ Other: ☐ Transit advertising ☐ Other: ☐ Community events ☐ Other:

Step 2. Strategy Development: Goals and Objectives

Use the problem and target population/audience identified in Step 1 to answer the following questions.

17. What is the overall goal of your program/activity?

__________________________________________________________________________________

__________________________________________________________________________________

18. What are the key objectives of your program/activity?

Who? What? When? How much?

will by by

will by by

will by by




Step 2. Strategy Development: Social Marketing Mix

Product 19. What is the product or behavior you are asking the target population/audience to adopt?

__________________________________________________________________________________

__________________________________________________________________________________

20. What are the key benefits the target population/audience would receive from adopting the

product or behavior?

__________________________________________________________________________________

__________________________________________________________________________________

Price 21. What are the costs or other barriers that the target population/audience associates with the

product or behavior?

__________________________________________________________________________________

__________________________________________________________________________________

22. How can you minimize the costs or remove the barriers?

__________________________________________________________________________________

__________________________________________________________________________________

Place 23. What are the places in which the target population/audience makes decisions about

engaging in the desired behavior?

__________________________________________________________________________________

__________________________________________________________________________________

24. Where do target population/audience members spend much of their time (physically,

socially, and professionally)?

__________________________________________________________________________________

__________________________________________________________________________________




25. What distribution systems will be most efficient for reaching target population/audience

members?

__________________________________________________________________________________

__________________________________________________________________________________

26. Are there structural/environmental changes that could help enable the behavior?

__________________________________________________________________________________

__________________________________________________________________________________

Promotion 27. Which communication channels do target population/audience members pay the most

attention to and trust the most?

__________________________________________________________________________________

__________________________________________________________________________________

28. What promotional techniques are the best for conveying your message?

__________________________________________________________________________________

__________________________________________________________________________________

29. Who are the most credible spokespeople to address your target population/audience?

__________________________________________________________________________________

__________________________________________________________________________________

Publics 30. Who are the people or groups (in addition to your target population/audience) OUTSIDE

your organization that you need to address for your program/activities to be successful?

__________________________________________________________________________________

__________________________________________________________________________________

31. Who are the people or groups INSIDE your organization whose support you need for your program/activities to be successful?

__________________________________________________________________________________

__________________________________________________________________________________




Partnerships 32. Which are the most promising organizations to join forces with for the social marketing

program (Hint: refer to brainstorming results for day 1 session: Building Leadership Networks)?

__________________________________________________________________________________

__________________________________________________________________________________

Policy 33. What types of policies (organizational or governmental) should you address in your social

marketing program?

__________________________________________________________________________________

__________________________________________________________________________________

Purse Strings 34. From which organizations will you seek further funding if applicable?

__________________________________________________________________________________

__________________________________________________________________________________

Now go back through each element of this section and put an asterisk by the most promising ideas to use for developing your program/activities.

Step 3. Program and Communication Design: Applying Design Approach


35. What is the specific behavior you would like to influence/change?

__________________________________________________________________________________

__________________________________________________________________________________

36. Who exactly should be doing the behavior (be as specific as possible)?

__________________________________________________________________________________

__________________________________________________________________________________




37. How can you make it more comfortable for people to do the behavior?

__________________________________________________________________________________

__________________________________________________________________________________

38. How can you make the desired behavior be the default?

__________________________________________________________________________________

__________________________________________________________________________________

39. How can you force the behavior as a necessary step in another desirable process?

__________________________________________________________________________________

__________________________________________________________________________________

40. How can you show the actual effect of the behavior on the overall system for self‐

monitoring?

__________________________________________________________________________________

__________________________________________________________________________________

41. How can you make the “right choice” more visible?

__________________________________________________________________________________

__________________________________________________________________________________

42. How can you use a metaphor of something your target population/audience are already

familiar with to help them understand how or when to perform the desired behavior?

__________________________________________________________________________________

__________________________________________________________________________________

43. How can you frame the behavior or the benefits of the behavior in a way that helps people

see it in a more positive light?

__________________________________________________________________________________

__________________________________________________________________________________




44. How can you encourage people to do the desired behavior because they think people are

watching?

__________________________________________________________________________________

__________________________________________________________________________________

45. How can you use sensory effects (sound, smell, light, or taste) to encourage the desired

behavior?

__________________________________________________________________________________

__________________________________________________________________________________

Step 3. Program and Communication Design: Designing Message Elements


Simple 46. How can you distill your message down to its essence? Try to convey the main idea in no

more than 8 words.

__________________________________________________________________________________

__________________________________________________________________________________

47. Is there anything you can use as a metaphor the audience already understands to explain

the concept?

__________________________________________________________________________________

__________________________________________________________________________________

Unexpected 48. What does your audience likely already expect to see in messages related to your issue?

__________________________________________________________________________________

__________________________________________________________________________________




49. How can you turn that expected scenario around to make it counterintuitive or surprising?

__________________________________________________________________________________

__________________________________________________________________________________

Concrete 50. How can you use sensory information to help people imagine what your issue looks like,

feels like, sounds like, etc.?

__________________________________________________________________________________

__________________________________________________________________________________

51. What is the concrete action you want people to take?

__________________________________________________________________________________

__________________________________________________________________________________

Credible 52. Who would be a credible authority or anti‐authority figure to convey the message to your

audience?

__________________________________________________________________________________

__________________________________________________________________________________

53. How can you help the audience verify the credibility of the message in their own lives?

__________________________________________________________________________________

__________________________________________________________________________________

54. How can you use one person in your message to evoke an emotional response?

__________________________________________________________________________________

__________________________________________________________________________________

55. What images are likely to bring out an emotional reaction?

__________________________________________________________________________________

__________________________________________________________________________________




56. What values does your audience hold to which you can ties your message?

__________________________________________________________________________________

__________________________________________________________________________________

Stories 57. How can you use a story to help people vicariously experience a relevant situation?

__________________________________________________________________________________

__________________________________________________________________________________

58. Who has an inspiring story that might get people to take action?

__________________________________________________________________________________

__________________________________________________________________________________

Step 3. Program and Communication Design: Creative Brief


Target Audience – Persona Development Form In order to develop a persona to help you effectively communicate your message, you need to place yourself in this person’s shoes and understand his or her values. Below is a series of questions and sub‐questions that will guide you in this process covering the target audience, objectives, barriers, key promise, support statements, tone, media, and openings.

59. Target Audience Selected: _______________________________________________

What is Your Persona Like? 60. Name:

_____________________________________________________ 61. Workplace:

________________________________________________ 62. Title/position:

______________________________________________ 63. Age: ___________ 64. Gender: ____________________________ 65. Education/Training: _______________________________________________________________ 66. Work History: ____________________________________________________________________ 67. Technical Skills: ___________________________________________________________________




68. Family Status: _____________________________________________________________________

What is Your Persona’s Interest in the Issue? 69. How familiar is your persona with EMS and EMSC issues? Do they have any

misunderstandings? __________________________________________________________________________________

__________________________________________________________________________________

70. Why does (or should) your persona care about the information you are communicating? __________________________________________________________________________________

__________________________________________________________________________________

71. Will your persona have specific expectations or desired items to see in the information communicated? __________________________________________________________________________________

__________________________________________________________________________________

What Keeps Your Persona up at Night? 72. What specific fears or concerns does your persona have that might pertain to your

message? __________________________________________________________________________________

__________________________________________________________________________________

73. How might you craft your message in order to address and hopefully alleviate these concerns? __________________________________________________________________________________

__________________________________________________________________________________

What do you want Your Persona to Do? 74. Thinking of your persona, ask the question “So what?” How will your message affect your

persona’s knowledge, attitude, or behavior? What actions do you want your persona to take as a result of seeing/hearing your message? __________________________________________________________________________________

__________________________________________________________________________________




How Might Your Persona Resist? 75. What might keep your persona from embracing your message or carrying out your call to

action? __________________________________________________________________________________

__________________________________________________________________________________

76. How might you overcome this barrier? __________________________________________________________________________________

__________________________________________________________________________________

How Can You Best Reach Your Persona? 77. What media is best to use to communicate your message?

__________________________________________________________________________________

__________________________________________________________________________________

78. What venue/setting is best for your persona to receive your information? __________________________________________________________________________________

__________________________________________________________________________________

79. What type of environment or context do you want to avoid when delivering your message to your persona? __________________________________________________________________________________

__________________________________________________________________________________

80. What specific terms or language should you avoid using? __________________________________________________________________________________

__________________________________________________________________________________




Step 4. Pretesting: Planning

Use the table below and information and insights you discovered during the previous steps to answer the following questions.

Pretesting Method Pros Cons

Focus Group Group interaction might encourage more discussion and responses

Excel lent technique for obtaining qualitat ive information from many respondents at once

Can gather information relat ively quickly

Should not be used when you need quantitative data

Participants might feel inhibited about expressing opinions if different from others

Participants might not be representative of target audience as a whole

Can be expensive

Intercept Interviews

Quick and relatively inexpensive method

If location is chosen well , can interview many target audience members

Interviewer can clarify responses i f necessary

Not true random sample

Can be diff icult to tel l who is target audience member

Interviews must be short

Might need permission to do interviews on private property

Surveys Inexpensive and easy to gather many responses i f done online

No need for interviewers Can distribute by mail or

in person for hard‐to‐reach audiences

Respondents can remain anonymous

May be diff icult for low‐ l iteracy populations to read and f i l l out

Low response rate probable

Cannot clarify meaning of responses

Cannot control how participants are exposed to materials

Theater or Natural Exposure Testing

Exposure to materials similar to actual campaign

Can be expensive May require special

screening faci l ity or service




Pretesting Method Pros Cons

Readabil ity Testing Cost free and easy to use Does not require

involvement of target audience

Only checks text Cannot be used by

i tself

Usabil ity Testing Best way to assess effectiveness of noncommunications elements

Observes how people would use a website/product in the real world

May be more diff icult to code the interactions for analysis

Expert and Gatekeeper Review

Helps ensure factual accuracy and effectiveness

Might increase chances of public service announcements being run by and outlet or of participation by partners

Professionals might be too busy to assist

Does not substitute for target audience feedback

81. Based on your needs and the pros and cons of each method, which of the following methods will you use to pretest your messages and materials ☐ Focus groups ☐ Readability testing ☐ Intercept interviews ☐ Usability testing ☐ Surveys ☐ Expert and gatekeeper review ☐ Theater or natural exposure testing ☐ Other: _____________________________

Answer the appropriate methods sections based on how you answered question 81. Focus Group Planning 82. Who will facilitate the focus group?

__________________________________________________________________________________

__________________________________________________________________________________

83. Who will serve as co‐facilitator? __________________________________ 84. Where will the focus groups take place? _____________________________ 85. When will each focus group take place?

__________________________________________________________________________________

__________________________________________________________________________________




86. How will you recruit participants for the focus groups?__________________________________________________________________________________

__________________________________________________________________________________

87. What will you offer people as incentives to participate?__________________________________________________________________________________

__________________________________________________________________________________

88. Work Plan:Activity Who Deadline Develop topic guideCreate mockups for pretestingLocate facilitySet dates/times of groupsSelect/train facilitatorsRecruit participantsConfirm attendance with participantsConduct focus groupTranscribe audio/write up notesAnalyze resultsWrite report

Intercept Interview Planning 89. Who will serve as interviewers?

__________________________________________________________________________________

__________________________________________________________________________________

90. What location(s) will you use to find participants and conduct the interviews?__________________________________________________________________________________

__________________________________________________________________________________

91. Between what dates or which days will you conduct the interviews?__________________________________________________________________________________

__________________________________________________________________________________

92. What will you offer people as an incentive to participate?__________________________________________________________________________________

__________________________________________________________________________________




93. Number of responses needed: _______________________94. Work plan

Activity Who Deadline Develop questionnaireDevelop “screener”Test questionnaireSelect/train interviewersSelect site/get permissionConduct interviewsInput dataAnalyze dataWrite report

Survey Planning 95. How will you select potential respondents?

__________________________________________________________________________________

__________________________________________________________________________________

96. How will you distribute the questionnaire to potential respondents?__________________________________________________________________________________

__________________________________________________________________________________


__________________________________________________________________________________

98. Number of responses needed: ________________________99. Work plan

Activity Who Deadline Develop questionnaireTest questionnaireWrite invitation letter/e‐mailSend out/distribute questionnairesCompile questionnairesInput dataAnalyze dataWrite report

Theater or Natural Exposure Testing Planning 100. Which type of testing will you use?

☐ Theater ☐ Natural exposure




101. How will you recruit participants for the tests?__________________________________________________________________________________

__________________________________________________________________________________


__________________________________________________________________________________

103. Number of responses needed: _________________________104. Work plan

Activity Who Deadline Develop test materialsDevelop questionnaireTest questionnaireRecruit participantsSet date(s)Locate theater facilitySelect theater test facilitatorContract with testing service (if usingnatural exposure)Input dataAnalyze dataWrite report

Readability Testing Planning 105. What is the approximate reading level of your target audience? _______________grade106. Using http://www.hemingwayapp.com/ what is the approximate reading level of each

of your print materials?Material Grade Level

Usability Testing Planning 107. What exactly will you be testing?

__________________________________________________________________________________

__________________________________________________________________________________

108. How will you conduct observations of people using your project/design?__________________________________________________________________________________

__________________________________________________________________________________




Expert and Gatekeeper Review Planning 109. Which experts will you ask to review your materials?

__________________________________________________________________________________

__________________________________________________________________________________

110. Which gatekeepers will you ask to review your materials?__________________________________________________________________________________

__________________________________________________________________________________

111. How will you collect the feedback from the reviewers?☐ E‐mail ☐ Individual interviews☐ Online survey ☐ Group meetings☐ Mail ☐ Other:____________________________☐ Telephone

112. Work planActivity Who Deadline Develop questionnaireIdentify potential reviewersContact potential reviewersCompile questionnaires/feedbackAnalyze dataWrite report

Step 5. Implementation: Planning

Use the answers to these questions as part of your implementation planning. Deployment Plan 113. Deployment Checklist

Activity Deadline Partners chosen to participate in dissemination of materialsCorrect quantities of materials orderedMaterials ready to be distributedMaterials distributed to partner organizationsPartners received instructions on how to distribute materialsMaterials available to target audienceMedia materials distributed to media outletsInventory tracking system in placeMaterials reordering system in placeEnvironmental changes in place




Public Relations Plan 114. What is the purpose in seeking media attention?

__________________________________________________________________________________

__________________________________________________________________________________

115. What types of media coverage will you seek?☐ News ☐ Entertainment☐ Feature ☐ Public service☐ Editorial ☐ Other:____________________________

116. How will you seek media coverage to kick off or promote your campaign?__________________________________________________________________________________

__________________________________________________________________________________

117. What items will you include in your media kit?__________________________________________________________________________________

__________________________________________________________________________________

Social Media Engagement Plan 118. Who will coordinate the social media activities? _________________________119. Who else will be authorized to engage in social media interactions on behalf of the

program/organization? _________________________120. Which social media platforms do you need to set up?

__________________________________________________________________________________

__________________________________________________________________________________

121. Will you create an editorial calendar to guide content creation?☐ Yes ☐ No

122. Do you have a social media policy in place?☐ Yes ☐ No, but will create one ☐ No, don’t need one

123. What key words will you follow in your social media monitoring system?__________________________________________________________________________________

__________________________________________________________________________________

Internal Readiness Plan 124. Program spokesperson: _________________________




125. Backup spokesperson: _________________________126. Key talking points about social marketing program

__________________________________________________________________________________

__________________________________________________________________________________

127. Procedure for dealing with comments or complaints about the social marketingcampaign__________________________________________________________________________________

__________________________________________________________________________________

Step 5. Implementation: Building a Social Media Strategy

Answer these questions only if social media is an option. If your target audience is not online or using social media you should not use social media. Another consideration is if you are allowed to use social media for your program. Many Departments of Healths restrict or don’t allow programs to set up social media accounts.

Objectives Review your objectives from step 2 of this form. 128. What do you want to accomplish with social media?

☐ Listening & learning ☐ Increasing relevant visitor traffic☐ Building relationships ☐ Increasing perceptions of social norms☐ Building awareness of issue ☐ Social support☐ Improving reputation of organization ☐ Taking action (behavior change)☐ Motivating content generation by

supporters☐ Other:____________________________

129. State your objectives so they are SMART__________________________________________________________________________________

__________________________________________________________________________________

130. Describe how your social media objectives support or link to objectives in your overallsocial marketing strategy__________________________________________________________________________________

__________________________________________________________________________________




Target Audience 131. Who must you reach with your social media efforts to meet your objectives? Why this

target group?__________________________________________________________________________________

__________________________________________________________________________________

132. What social media tools are they currently using?__________________________________________________________________________________

__________________________________________________________________________________

133. What is your audience currently talking about online related to your issue or program?__________________________________________________________________________________

__________________________________________________________________________________

Capacity 134. Who will implement your organization’s social media strategy? ______________________135. How many hours per week can you collectively devote to your strategy?

______________136. Do you need any outside expertise to help implement your strategy?

☐ Yes ☐ No

137. What sources of content do you have that can be repurposed to post in differentformats online?__________________________________________________________________________________

__________________________________________________________________________________

Measurement 138. What metrics will you use to track your objectives?

__________________________________________________________________________________

__________________________________________________________________________________

139. How often will you track? ______________140. What systems and tools will you set up to track those metrics?

__________________________________________________________________________________

__________________________________________________________________________________




Step 6. Evaluation: Planning

Don’t start thinking about evaluation after you have implemented your communications. Start planning now by completing the questions in this section.

141. At what points in the program will you collect evaluation data?☐ Pre and post communication ☐ Periodic monitoring at specified

intervals☐ Post communication only ☐ Other:____________________________

142. From where will you collect your evaluation data?☐ Existing records ☐ Comparison to a standard☐ One group exposed to the communication ☐ Comparison to a control

group

143. Which evaluation methods will you use?☐ Knowledge, attitude, behaviors

survey☐ Focus groups

☐ Systemic observation ☐ Other:____________________________☐ In‐depth interviews ☐ Other:____________________________

144. How will you use the results of your evaluation?__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________



Documents

nedarc.org · 2018-10-11 · Using Your Performance Measure Data to Make Impactful Change . NEDARC workshop October 16 - 18, 2018; Philadelphia, PA; Hampton Inn - Philadelphia Convention