Realizing Interventions

1
Realizing Interventions

• Developing a training solution for Delawares HIV
  Planning Council

2
Background

• The Centers for Disease Control and Prevention
  (CDC) provides funding to States and
  jurisdictions for HIV prevention services.
• In order to receive this funding, State Health
  Departments are tasked with developing a
  comprehensive HIV prevention plan.
• The recommendations in the comprehensive
  prevention plan inform how federal funding will
  be spent to implement statewide HIV prevention
  strategies.

3
Community Planning

• Since 1994, the CDC, in an effort to improve
  local HIV prevention programs, shifted the focus
  of planning for HIV prevention strategies to
  allow the inclusion of community members in the
  development of the comprehensive HIV prevention
  plan.

4
Community Planning

• Goal improve the effectiveness of HIV prevention
  and treatment programs
• Participation by individuals infected with and
  affected by HIV
• Use sound methods to halt the spread of HIV
  disease
• The HIV Planning Council is responsible for the
  development, evaluation, and revision of the
  Comprehensive HIV Plan in Delaware.

5
Council Structure
6
Comprehensive HIV Plan Components
Community Services Assessment
Set of Interventions
Epidemiologic Profile
Prioritized Populations
Letter of...
Comprehensive Plan
Evaluation Activities
7
Training need

• Discussions with the Delaware HIV Consortiums
  Community Planning Coordinator (who facilitates
  the work of the HIV Planning Council and is the
  SME for this project), felt that the Data Work
  Group the sub-committee responsible for setting
  interventions for the Comprehensive Plan - needs
  additional support to identify and select
  appropriate HIV prevention interventions.

8
Set of Interventions

• Data Work Group must
• Figure out what are the best programs to reach
  prioritized populations in Delaware
• Figure out what are the best ways to deliver
  services to the different populations

9
Feedback from SME

• I THINK FIRST THING IS THEY NEED TO HAVE A GOOD
  BACKGROUND KNOWLEDGE ABOUT WHAT INTERVENTIONS
  ARE.  SOME EDUCATION ON HOW THESE INTERVENTIONS
  APPROVED BY THE CDC ARE PROVEN EFFECTIVE.  HOW TO
  REVIEW AN INTERVENTION AND DETERMINE IF IT WOULD
  BE EFFECTIVE/DOABLE HERE IN OUR STATE WITH OUR
  POPULATION.  HOW TO LOOK AT ARTICLES ON PROGRAMS
  (NOT IN THE CDC COMPENDIUM) AND DETERMINE IF THEY
  WERE EFFECTIVE AND WOULD WORK HERE.    

10
Sidebar Using a wiki to gather feedback

• Initially, I was in contact with the SME via
  phone and email, however email can be very
  tedious when trying to respond to a list of
  questions, or provide feedback on the project. I
  decided to create a wiki to share information,
  provide feedback, and to create a repository of
  information on all things intervention. Feel
  free to review the wiki I just ask that you do
  not post any comments to the wiki so it will not
  disrupt the flow of the conversation
• Dhcinterventions.pbwiki.com
• Password thecure

11
Drivers

• Data Work Group represents a very cohesive group
  focused on delivering a strong product to meet
  the Councils needs.
• Invested in their work and take their
  responsibilities to the planning process
  seriously.
• While this is the first time the Data Work Group
  will engage in plan development with the current
  planning structure, work group members bring an
  average of 4-5 years of community planning
  experience to the work group.

12
Barriers

• The Data Work Group takes on the bulk of the
  planning process for the Council. They have
  pushed back their planning timeline to
  accommodate all of their planning
  responsibilities.
• Despite the 4-5 years of community planning
  experience for the average work group member,
  only one member out of 19 has participated in the
  identification and selection of HIV prevention
  interventions in the past.

13
Task Analysis/Training goal

• Results of Task Analysis identified the following
  overall training goal
• The Data Work Group members of the HIV Planning
  Council will be able to identify a list of
  appropriate HIV prevention interventions based on
  evidence of effectiveness and potential
  effectiveness for each target population
  identified during the comprehensive planning
  process.

14
(No Transcript)
15
Learner Analysis

• I decided to collect information on the learner
  through a melding of Heinich et al. and Dick,
  Carey, and Carey methods. Information was to be
  collected in two ways
• Feedback from the SME on learner characteristics,
  which includes demographic information. See
  Learner Profile Chart in My ID Studio.
• Feedback from a representative group of the
  target audience to validate needs, and to address
  learner knowledge of specific tasks identified in
  the task analysis. See Learner Questionnaire in
  My ID Studio

16
Results of Learner Analysis

• SME verified the range of learners
  backgrounds/education/experience with HIV
  community planning (see learner profile chart).
• Only three learners out of nine responded to the
  learner questionnaire. Despite only receiving a
  few responses to the learner questionnaire, the
  results did highlight specific characteristics of
  the target audience by demonstrating the
  differences in learner interpretation of the same
  concept, and showing a learner gap when bridging
  concepts and applying them to practice.

17
Instructional Goal

• Based on the task analysis and learner analysis,
  the following overarching instructional goal has
  been identified
• The Data Work Group members of the HIV Planning
  Council will be able to identify a list of HIV
  prevention interventions based on evidence of
  effectiveness and level of appropriateness for
  each target population selected by the HIV
  Planning Council during the planning process for
  the 2010-2014 Comprehensive HIV Plan.

18
Instructional Objectives

• Using the ABCD format, objectives were identified
  for the instructional goal. Blooms taxonomy was
  used to identify the levels of learning within
  the cognitive domain for each objective.

19
(No Transcript)
20
(No Transcript)
21
Instructional Sequence

• Responses to the learner questionnaire showed the
  differences in learner interpretation of the same
  concept, and learners demonstrated a gap when
  bridging the connections between certain concepts
  and applying them to practice.
• I believe in this case it is important to allow
  learners to select and control their own
  instructional strategies as outlined in Component
  Display Theory.

22
Identify HIV prevention interventions based on
effectiveness and appropriateness for each target
population
What are intervention types?
What makes an intervention effective?
What makes an intervention appropriate?
What is an intervention?
Ask learners explain what they believe are the
characteristics that define effective HIV
prevention interventions
Present group of like concepts, learners identify
interventions in group
Present descriptions of different HIV prevention
interventions. Ask learners to identify
intervention types presented
Ask learners to create a list of what they
believe are a characteristics of appropriate
interventions for local implementation
Present definition of intervention, break down
characteristics of intervention
Present characteristics of effective
interventions as defined by CDC
Present list of characteristics recommended by
CDC to determine appropriateness of interventions
Present list and characteristics of all possible
intervention types
Provide an example of a study conducted on an
intervention. Using a job aid (chart/worksheet)
have learners identify characteristics of
effectiveness found in example
Using examples provided above, have learners
identify characteristics of interventions
Using a job aid (guide/web site list), ask
learners to research the characteristics that
other jurisdictions have identified as
appropriate and the reasons why
Using examples provided above, have learners
identify again intervention types presented
Have learners find examples of interventions and
explain why they are examples of interventions
Using a job aid (guide on how and where to search
for examples of interventions), have learners
research additional intervention studies for an
assigned population.
Have group work together to create a tool to help
them identify intervention types (worksheet/guide)
Have learners review CDC list of characteristics
and determine the characteristics that will be
used to determine appropriate interventions for DE
Have learners provide definition of intervention
related to HIV prevention (identify an
intervention specific to a certain population)
Provide list of interventions currently
implemented in DE. Have learners identify
intervention types
Have learners present their effective
interventions and why those interventions are
considered effective
Learners will create a chart that identifies
characteristics of appropriateness and reasons
why they were chosen
23
Learning Activities

• When organizing instruction, Component Display
  Theory was identified as the appropriate method
  to guide instructional activities.
• However, when analyzing the instructional problem
  to be addressed, the learners must comprehend and
  apply specific concepts before engaging in group
  decision-making. Instructional activities from
  the theoretical basis of Generative Learning,
  which supports Component Display Theory, will
  provide the framework for instructional
  activities, but the activities themselves will
  reflect a range of strategies.

24
Learning Activities

• I will break down one arm of instruction
  outlined in the instructional sequence flowchart
• What is an intervention?
• Instructor presents group of like concepts and
  learners are asked to identify interventions
  represented in the group
• Generative learning recalling information from
  long-term memory
• Concept attainment compare and contrast
  examples that contain the attributes of the
  concept with examples that do not/develop
  positive and negative examples.
• Instructor presents the definition of an
  intervention and breaks down the characteristics
  of an intervention
• Generative learning integrating new knowledge
• Concept attainment define concept and
  attributes, introduce process to learners

25

• Using the group of like concepts presented
  previously, learners are asked to identify
  interventions represented in the group (if they
  missed any), and then identify the
  characteristics that make these examples
  interventions
• Generative learning integrating new knowledge
  with prior knowledge
• Concept attainment present examples and list
  attributes
• Learners are asked to individually identify their
  own examples of interventions that are not HIV
  prevention interventions. Learners will present
  their examples to the group and identify the
  characteristics that make their example an
  intervention
• Generative learning relating prior knowledge to
  new concepts and ideas in a meaningful way
• Concept attainment learners provide additional
  examples, learners discuss process
• Articulation
• In small groups, learners will be given an HIV
  prevention intervention specific to a target
  population, discuss why it is an intervention,
  and then present it to the full group
• Generative learning connecting new materials to
  information already in the learners mind
• Concept attainment learners provide additional
  examples, learners discuss process, evaluate
  results as a group
• Collaboration/Social negotiation

26
Learning Environment

• Providing instructional activities for members in
  an online environment on basic concepts prior to
  meeting face-to-face may help establish a
  foundation for meaningful and extended discussion
  in the group setting.
• For the arm of instruction described above,
  this would entail creating interactive lessons
  with Articulate or Softchalk on the first three
  components of instruction for the learners to
  complete prior to a face-to-face meeting.
• At the F2F meeting, concepts can be reviewed by
  having the group create a mind map of the
  concept, using one of the examples provided in
  the online lesson. Then the final two components
  of instruction can be conducted in the group
  face-to-face setting.

27
Learning Environment

• These same instructional strategies can be used
  in the other arms of instruction, but modified
  accordingly.
• For example, in the third arm What makes an
  intervention effective?, the learners are
  required to research additional studies of
  interventions for a target population. This will
  entail gathering and organizing information and
  sharing knowledge.
• Conducting WebQuests to gather information and
  contributing to a Computer-Supported Intentional
  Learning Environment would be an appropriate
  strategy here.
• Learners can post the results of their research
  on a wiki for discussion and feedback,
  eliminating the need for frequent meetings.