MOUNTAIN WEST PREPAREDNESS AND EMERGENCY RESPONSE LEARNING CENTER

描述(由申请人提供)：背景：我们建议建立西部山区准备和紧急反应学习中心(MWPERLC)，扩大我们现有的亚利桑那州公共卫生准备中心，以提供西部山区的培训。我们针对州、县和部落合作伙伴的现有课程是基于网络的，内容和评估问题映射到州和地方公共卫生专业人员所需的特定核心能力，并分为不同的模块，以便根据每个合作伙伴的需求进行培训。我们还直接向部落提供培训，并建立了部落社区大学协作，以适应和向部落公共卫生专业人员提供应急准备培训。 目标和方法：我们将扩大我们现有的活动，以包括以下内容： 1)基于核心能力的培训：a)采用我们的需求评估调查，该调查已由亚利桑那州各县完成，并正在亚利桑那州部落中进行，以确定我们合作伙伴州(科罗拉多州、内华达州、新墨西哥州和犹他州)的县卫生部门和部落公共卫生实体基于公共卫生核心能力的培训需求。这将有助于确定培训的最优先能力，并允许我们的合作伙伴选择最适合他们需求的特定培训模块；b)修订我们现有的基于能力的电子培训，以遵循体验式终身学习理论，并涵盖公共卫生学校协会(ASPH)为疾病控制和预防中心(CDC)确定的额外能力，并应合作PERLC的要求向我们的地区合作伙伴(包括州、县和部落卫生部门)以及全国范围内的PERLC提供培训。所有培训材料都将与具体的能力相对应，并将根据CDC/ASPH能力和受训人员的绩效测试的变化定期审查以更新内容。我们将利用培训前和培训后基于案例的情景来确定电子学习课程的有效性，并将评估为我们的合作伙伴开展的培训活动的结果，并提供补充培训，以克服所指出的弱点；(C)与区域和国家部落合作，利用部落具体案例研究和使用对话圈等教育方式调整我们的培训材料。在该计划的第一年，我们将为亚利桑那州的部落提供面对面的培训，帮助我们的伙伴州进行部落培训，并通过Din？College向纳瓦霍民族提供培训。与蒙大拿州立大学(MSU)合作，我们将与小大角学院合作，为当地部落公共卫生工作者调整我们的培训材料。在第二年到第五年，我们将与密歇根州立大学合作，通过他们的部落社区学院和我们地区以外的部落与其他PERLC合作，扩大服务于更多的蒙大拿州部落。 2)合作伙伴请求的教育和培训：合作伙伴请求的活动将以基于核心能力的培训为基础。这些将包括协助规划和评估准备工作、配药点(POD)培训、即时培训以及协助进行战略规划。将特别优先考虑那些根据需求评估确定的缺陷并与我们对部落培训的关注相一致的请求。我们还将继续进行多学科培训，将公共卫生专业人员与其他应急伙伴聚集在一起。只要有可能，这些培训将遵循教育模式，并采用与基于核心能力的培训相同的评估工具。 3)计划核心和网络活动：我们将与疾控中心、我们的合作伙伴和其他PERLC密切合作，分享我们在基于能力的培训、部落公共卫生准备、计划规划和评估以及疾控中心要求的其他重点领域的专业知识。 预期结果：MWPERLC将提供以区域核心能力为基础的培训，以规划和测试CDC/ASPH准备能力。它将开发和分享其他PERLC的部落培训模式，包括直接和通过部落社区学院。

DESCRIPTION (provided by applicant): Background: We propose to develop the Mountain West Preparedness and Emergency Response Learning Center (MWPERLC), expanding our current Arizona Center for Public Health Preparedness to provide training in the intermountain west region. Our existing curriculum for state, county and tribal partners is web-based, with content and evaluation questions mapped to specific core competencies required by state and local public health professionals, and divided into discrete modules to allow for training tailored to each partner's needs. We have also provided training directly to tribes and developed a tribal community college collaboration to adapt and provide emergency preparedness training to tribal public health professionals. Objectives and Methods: We will expand our existing activities to include the following: 1) Core Competency-based Training: a) Adapt our needs assessment survey, already completed by Arizona counties and underway among Arizona tribes, to determine public health core competency-based training needs for the county health departments and tribal public health entities in our partner states (Colorado, Nevada, New Mexico and Utah). This will help determine the highest priority competencies for training, and allow our partners to choose specific training modules to best suit their needs; b) Revise our existing competency-based e-training to follow experiential life-long learning theory and cover additional competencies identified by the Association of Schools of Public Health (ASPH) for the Centers for Disease Control and Prevention (CDC), and deliver this training to our regional partners, including state, county and tribal health departments, and nationally as requested by collaborating PERLCs. All training materials will be mapped to specific competencies and will be reviewed regularly to update the content based on changes in the CDC/ASPH competencies and performance testing of our trainees. We will use pre- and post-training case-based scenarios to determine the effectiveness of the e-learning courses, and will evaluate results of training exercises for our partners as well as provide supplementary training to address noted weaknesses; c) Work with tribes regionally and nationally to adapt our training materials using tribe-specific case studies and educational modalities such as use of the talking circle. During the first year of the program we will provide face-to-face training to tribes in Arizona, assistance to our partner states to conduct tribal training, and training to the Navajo Nation through Din¿ College. In collaboration with Montana State University (MSU), we will work with Little Big Horn College to adapt our training materials for local tribal public health workers. In years 2-5, working collaboratively with MSU, we will expand to serve additional Montana tribes through their tribal community colleges and tribes outside our region working collaboratively with other PERLCs. 2) Partner-Requested Education and Training: Partner-requested activities will build on the core competency-based training. These will include assistance with planning and evaluation of preparedness exercises, point of dispensing (POD) training, just-in-time training and assistance with strategic planning. Special priority will be given to those requests that address deficiencies identified by needs assessments and that align with our focus on tribal training. We will also continue multidisciplinary training, bringing public health professionals together with other emergency response partners. Whenever possible, these trainings will follow the educational model and employ the same evaluation tools used in the core competency-based training. 3) Program Core and Network Activities: We will work closely with the CDC, our partners and other PERLCs to share our expertise in competency-based training, tribal public health preparedness, program planning and evaluation and other focus areas requested by the CDC. Expected outcome: The MWPERLC will provide regional core competency-based training mapped to and testing CDC/ASPH preparedness competencies. It will develop and share with other PERLCs models for tribal training, both direct and through tribal community colleges.