Description
Download and complete the Mapping Competencies Worksheet.
PUBH_8990_Module5_Assignment_Rubric
PUBH_8990_Module5_Assignment_Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeCompleted Professional Work Log, using the provided form, includes a description of progress, including hours worked for the time period and the Preceptor signature.
6 ptsCompetentPresent and complete 0 ptsNoviceMissing/Incomplete
6 pts
This criterion is linked to a Learning OutcomeCompleted Mapping Competencies Worksheet using the required template, includes adequate mapping of five selected competencies and a Preceptor signature.
6 ptsCompetentPresent and complete 0 ptsNoviceMissing/Incomplete
6 pts
Total Points: 12
Unformatted Attachment Preview
Doctor of Public Health Applied Practice
Learning Agreement
This agreement defines the expectations for students undertaking a field placement in public
health. This document outlines the details of the applied practice experience and should be
negotiated and filled out jointly by the student and the Agency Preceptor. Careful consideration
is necessary as the student will be held to completion of the tasks outlined on this document to
pass the applied practice course. This agreement will be approved by the Associate Dean, Public
Health Practice and Continuing Education, College of Health Sciences and Public Policy. It will
be included in the student’s e-portfolio.
Directions for Submission:
Students, please email this form to: Please do not obtain signatures until after this document has
been approved by the Associate Dean, Public Health Practice and Continuing Education, College
of Health Sciences and Public Policy.
Student Contact Information
Click on each of the gray boxes below and then enter the information.
Name: Wen Chieh, Chia
Street Address: 2530 Patton Drive
City, State, Zip: Melissa TX, 75454
Home Telephone: 6826671600
Work Telephone: 6826671600
Mobile Telephone: 6826671600
Fax:
Walden Emai
Walden Student ID: A01165559
November 2023
Agency Information
Name: Mission Arlington
Street Address: 210 W South St.
City, State, Zip: Arlington, TX 76010
Website: www.missionarlington.org
Agency Administrator/Director Contact Information
(From page one of your Meditrek application. The person authorized to sign a legal document –
the field site agreement – for the site.)
Name: Andrea Wilson
Title: FNP
Telephone:8172779597
Fax:
Email:
Agency Preceptor Contact Information
(The person who will supervise the student)
Name: Andrea Wilson
Title: FNP
Agency Name: Mission Arlington
Street Address: 210 W South St.
City, State, Zip: Arlington, TX 76010
Telephone: 8172779597
Email:
Agency Co-Preceptor Contact Information
(Enter only if co-preceptor has been approved by the Associate Dean, Director of Public Health
Practice)
Name:
Title:
Agency Name:
Street Address:
City, State, Zip:
November 2023
Telephone:
Email:
Walden University Associate Dean / Public Health Practice and Continuing Education
Jennifer S. Perkins, Ph.D., MPH, CHES®, CSE
Interim Associate Dean
Public Health Practice and Continuing Education
College of Health Sciences and Public Policy School
Walden University
100 Washington Ave S, Suite 1210
Minneapolis, MN 55401
Email:
Walden University Associate Dean/Academic Program Director
Holly H. Godwin, PhD, MSPH
Associate Dean/Academic Program Director for the Master of Public Health and Dr. Public
Health Programs
College of Health Sciences and Public Policy
Walden University
100 Washington Ave S, Suite 1210
Minneapolis, MN 55401
Applied Practice Instructor Contact Information
Walden University Course Instructor name: Katye Miller, PhD
Walden University Course Instructor email:
Applied Practice Duration
(Must be within the start and end dates of an academic quarter.)
Start Date: Nov 27, 2023
End Date: Once 80 hours have been completed – and before Feb. 4, 2024
Applied Practice Schedule (please indicate your hours and if they are remote or on site)
Mondays: 8-5 pm
Tuesdays: 8-5pm
Wednesdays: 8-5pm
November 2023
Thursdays: 8-5pm
Fridays: 8-5pm
Saturdays: 8-2pm
Sundays:
Supervision Plan Description
(Note- 2 hours of supervision must be completed and logged prior to the completion of the
required 80 hours.) Briefly describe when and how the student will be supervised (in-person,
telephone, Skype, Zoom, etc.):
In Person
Assignments
(Describe the nature of the assignments in general terms. See the approved preceptor signature
page from the student’s applied practice application.)
Talk to patients regarding their issues, get information regarding the clinic, and how to provide
care to patients who do not have any insurance. What types the health problems each patient has,
and to see what the highest number causes are of these patients. Education to patients is the big
point, and where other place patients can get help.
CEPH Competencies and Applied Practice Objectives
Each DrPH student must identify a total of five CEPH Competencies that will be addressed
during the applied practice experience (see the mapping matrix at the end of this document for
the listing of CEPH Competencies). One of these five competencies MUST be from the
Leadership, Management, and Governance subsection of competencies. The remaining four
competencies can be from any of the other subsections.
November 2023
For each identified CEPH Competency, add an objective that you will complete within your
applied practice. Describe the objectives for the applied practice experience using the SMART
strategy (Specific, Measurable, Attainable, Relevant, Time Bound).
To put an X in the boxes below, double click on the corresponding box and when the drop-down
box appears, click ‘checked’ and then ‘okay’.
EXAMPLE ONLY:
First selected CEPH Competency (from the Leadership, Management & Governance
Competencies):
#10: Propose strategies to promote inclusion and equity within public health programs,
policies, and systems.
Related objective(s)
By the end of the applied practice experience, the student will be able to: propose an
implementation strategy for a public health program that promotes inclusion of the prioritized
population.
CEPH Competencies and Applied Practice Objectives
First selected CEPH Competency (from the Data & Analysis Competencies)
#2: Design a qualitative, quantitative, mixed methods, policy analysis or evaluation
project to address a public health issue.
Related objective (s)
November 2023
After completing the applied practice experience, the student will be able to: create a
qualitative, quantitative, mixed methods, policy analysis, or evaluation project for the
public health program that seeks to address the public health problem to stakeholders and
policymakers.
Second selected CEPH Competency (from the Leadership, Management and Governance
Competencies)
#6: Integrate knowledge, approaches, methods, values, and potential contributions from
multiple professions, sectors, and systems in addressing public health problems.
Related objective (s)
By the end of the applied practice experience, the student will be expected to: understand
and incorporate knowledge, approaches, methods, values, and potential contributions
from several sectors, professions, and sectors to streamline public health initiatives in
addressing the problem.
Third selected CEPH Competency (from the Education & Workforce Development
Competencies)
#18: Assess an audience’s knowledge and learning needs.
Related objective (s)
Upon completing the applied practice experience, the student will be able to: assess and
comprehend the target audience’s knowledge and learning needs to tailor initiatives of
combating the public health problem.
Fourth selected CEPH Competency (from the Policy & Program Competencies)
November 2023
#17: Propose interprofessional and/or intersectoral team approaches to improving public
health.
Related objective (s)
By the end of the applied practice experience, the student is expected to: devise and
implement interprofessional and/or intersectoral team approaches to bolster public health
programs targeting problem mitigation.
Fifth selected CEPH Competency (from the Program-Specific Competencies)
#3: Analyze ethical issues and conduct in the design of public health research
Related objective (s)
By the end of the applied practice experience, the student will be able to: examine ethical
issues and conduct in the execution of public health research and ensure that stakeholders
demonstrate professional standards to streamline initiatives targeting the mitigation of the
public health problem.
Products
All DrPH students are responsible for the completion of at least one product that is meaningful
for an organization and to advance public health practice. The work product may be a single
project or a set of related projects that demonstrate the depth of the above-noted competencies.
Products are tangible items – not actions, tasks, or objectives – created singly by the student, or
jointly with the site. Students are encouraged to ask themselves what they can create to show
that the overall assignments and objectives have been met. The product(s) will be included in the
student’s e-portfolio due at the end of the applied practice course. All product(s) must be
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identified at the onset of the applied practice. Note they can be revised if needed as the applied
practice progresses. Revisions must be approved by the Associate Dean, Public Health Practice
and Continuing Education, College of Health Sciences and Public Policy.
The list below is provided for example purposes only and should be tailored to the student’s
specific applied practice experience.
Please note that each product included must contain a thorough explanation when submitted in
the final portfolio. Due at the end of the applied practice:
Product: Policy Brief – Lyme Disease Control and Mitigation
Executive Summary
This is a health policy brief that aims to engage stakeholders and promote an
understanding of Lyme disease, which is a significant public health problem. It commences with
a background information on the health problem. It offers key insights into the scope of the Lyme
disease problem, including notable symptoms. The advocacy pitch outlines the affected
individuals, mostly pet and livestock keepers, who are at risk of acquiring Lyme disease. In
addition, the data collection methods for this policy brief include qualitative and quantitative
techniques. The policy brief will rely on the health belief model to guide intervention programs.
Stakeholders from relevant health agencies will be involved in spearheading initiatives for the
prevention of Lyme disease. A questionnaire has been outlined to assist researchers in collecting
first-hand information from participants related to Lyme disease. The policy brief adjourns with a
conclusion section highlighting a summary of critical information. Evidence-based information
from relevant publications has also been used to provide comprehensive knowledge of Lyme
disease prevention.
November 2023
Introduction
This policy brief focuses on preventing vector-borne illnesses, specifically Lyme disease.
The bacterium Borrelia burgdorferi is responsible for causing Lyme disease, which is often
transmitted through bites of infected black-legged ticks. According to Hercogova (2023), more
than 300,000 cases of Lyme disease are reported annually across the United States. Often,
doctors provide necessary treatment upon patient admission to avoid fatalities. The notable
symptoms of Lyme disease include skin itchiness, red rashes, muscle and joint pains, stiff neck,
headache, and swollen glands. Lyme disease is worse when not given immediate medical
attention (Hercogova, 2023). Patients may suffer from neurological symptoms, heart problems,
and inflammation within the joints. The purpose of this project is to influence policy
development on Lyme disease mitigation within U.S. communities with the help of enhance
health education and clinical service delivery, thus, improving public health.
Overview of the Research
Research on Lyme disease will focus on a mixed methods approach involving qualitative
and quantitative data procedures. Raw data will be collected through interviews, questionnaires,
surveys, observations, and focus groups (Faria-Schützer et al., 2021). This will be necessary to
gather extensive and comprehensive data necessary to address the public health problem. In
addition, a literature review will be employed to gather crucial information on Lyme disease
(McGill et al., 2021). This will be based on previous health studies essential in monitoring trends
in Lyme disease prevention and treatment. Statistical data will be collected from health
institutions to explore the prevalence of Lyme disease. The collected data will be evaluated using
various methods such as thematic, content, and statistical analysis. The final report will outline
November 2023
themes and patterns from raw data (McGill et al., 2021). Statistical analysis will be essential in
determining correlations in data, thus enhancing in-depth research.
Lyme disease is a public health problem since many people keep pets like dogs, including
domestic livestock like cattle, goats, and horses (Hercogova, 2023). These animals may harbor
western black-legged and black-legged deer ticks, specifically attributed to Lyme disease among
human populations. With many cases going unreported, interventions to combat Lyme disease
should be strengthened to minimize the public health burden (Hercogova, 2023). Health
stakeholders should be engaged to influence policymaking to combat Lyme disease and related
risk factors.
Advocacy Pitch on Lyme Disease
Lyme disease is not a major problem, although it is a substantial threat to public health,
especially to individuals who keep pets. As Lyme disease is caused by tick bites, keeping pets
hygienic is necessary to minimize infections. The problem of Lyme disease is common in the
northeastern, North-Central, Mid-Atlantic, and Pacific coastal regions of the United States due to
high populations of the western black-legged and black-legged deer tick responsible for
spreading the illnesses. People most likely affected by Lyme disease keep pets within their
households. In addition, individuals who interact with cattle, horses, and goats are likely to get
Lyme disease from tick bites.
The policy brief asks House Representatives in the U.S. Congress to strengthen
engagements and discussions with public health officers and stakeholders within the Department
of Human and Health Services (HHS) to improve community health initiatives in mitigating
Lyme disease. Additionally, its formal ask is to strengthen awareness of Lyme disease by
November 2023
engaging pet owners and educating them on hygienic practices, preparedness, and treatment
plans to suppress the health problem.
A Detailed Mapping of An Existing Program’s Components to A Theoretical Model
The relevant theoretical model for this project is the health belief model. This theoretical
framework is essential in promoting health by guiding community members through disease
prevention programs. Below is an intervention map aligned to the health belief model.
Assessment of health
needs to gather
critical information
Analysis of demographic variables
like susceptibility to illness, cues
to action, and health motivation.
Initiative acceptable health
programs to influence
individual behavior
Examine individual
perceptions: threat of the
disease and perceived
control.
Monitor intervention programs
for successful decision-making
and problem solving
Questionnaire Based on A Theoretical Framework
The following is a questionnaire for collecting information on Lyme disease within the
community:
▪
Have ticks attacked any of your pets? How often?
▪
How many times do you clean your pets using water and shampoo?
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▪
How often do you spray your livestock to prevent tick attacks?
▪
What interventions do you think are necessary to limit Lyme disease?
▪
Have you contracted Lyme disease before? If yes, how did you receive treatment?
▪
What can be done to help the community with the tick problem?
Change Strategies for the Policy Brief
The first change strategy is public health awareness. This can be achieved by educating
the public on hygienic practices to keep ticks from causing Lyme disease. Social health workers
can be involved in health awareness to inform the public about mechanisms to prevent ticks and
Lyme disease. Second, health interventions through accurate diagnoses are essential for early
detection of Lyme disease. (Richardson et al., 2019) Health organizations should hold seminars
to examine symptoms of Lyme illness and provide necessary treatment plans. Third, analyze
environmental factors and foster changes within the surroundings to limit cases of Lyme disease.
Implementing hygienic practices to make the environment unfit for tick populations. Finally,
address alternative approaches to the possibility of Antibiotic resistance among ticks. Brainstorm
with the community to identify alternative treatment options for Lyme disease mitigation.
Practicum Experience Impact on Positive Social Change
The practicum experience highlighted the CEPH competencies later adopted by Mission
Arlington’s clinicians, thus leveraging holistic patient care and equitable service delivery in line
with evidence-based knowledge in nursing and the public health realm. In addition, the
practicum experience offered critical insights on Lyme disease, which were vital in streamlining
November 2023
treatment plans among Mission Arlington’s patients, thus enhancing efficient and equitable
service delivery.
Conclusion and Recommendation
The central focus of this public health policy brief is on preventing Lyme disease from
tick bites. Black-labeled ticks that often attack pets and livestock are the sole transmitter of Lyme
disease. Key symptoms include skin itchiness, headache, and inflammation. Data will be
gathered through a mixed methods approach to ensure comprehensive knowledge of the
problem. Statistical, thematic, and content analysis will be used to examine data in depth. The
health belief model is the relevant theoretical framework for the policy brief. Overall, the
program will ensure ethical practices to enhance data collection and initiate suitable solutions for
preventing Lyme disease.
As for the recommendations, policymakers in the Department of HHS, House
Representatives, and community leaders should collaborate to draft new policies in preventing
Lyme disease. Policymakers should work with social works to spread awareness on Lyme
disease and foster hygienic practices to control ticks.
November 2023
Student Electronic Signature
Name: WEN CHIEH, CHIA
By checking the box below and providing my email address as an authentication, I am providing
an electronic signature certifying that the below statement is true.
To the best of my knowledge the information provided in this Learning Agreement is correct
and true.
I agree to adhere to the contents provided in this Learning Agreement.
Student email address (provides authentication for electronic signature and thus must match the
email address on file with Walden University): [email protected]
Today’s Date: 12/1/2023
Preceptor Electronic Signature
Name: Andrea Wilson
By checking the box below and providing my email address as an authentication, I am providing
an electronic signature certifying that the below statement is true.
To the best of my knowledge the information provided in this Learning Agreement is correct
and true.
I agree to serve as the preceptor for the above-named student.
I agree to adhere to the contents provided in this Learning Agreement.
Preceptor email address (provides authentication for electronic signature and thus must match the
email address on file with Walden University): [email protected]
November 2023
Today’s Date: 12/1/2023
Walden University Associate Dean, Public Health Practice and Continuing Education,
College of Health Sciences and Public Policy
Electronic Signature
Name: Jennifer S. Perkins, Ph.D., MPH, CHES®, CSE
By checking the box below and providing my email address as an authentication, I am providing
an electronic signature certifying that the below statement is true.
I approve of the contents provided in this Learning Agreement.
Interim Associate Dean, Public Health Practice and Continuing Education, College of Health
Sciences and Public Policy. (Provides authentication for electronic signature and thus must
match the email address on file with Walden University.): [email protected]
Today’s Date: November 28, 2023
Walden University’s Policy on Electronic Signatures
Walden University manages the practicum application processes in a nearly paperless
environment, which requires reliance on verifiable electronic signatures, as regulated by the
Uniform Electronic Transactions Act. Legally, an electronic signature can be the person’s typed
name, email address, or any other identifying marker. An electronic signature is just as valid
as a written signature as long as both parties have agreed to conduct the transaction
electronically. The Field Experience Coordinator for the College of Health Sciences and Public
Policy will verify any electronic signatures that do not originate from a password-protected
source (i.e., an email address officially on file with Walden University).
November 2023
November 2023
References
Faria-Schützer, D. B. D., Surita, F. G., Alves, V. L. P., Bastos, R. A., Campos, C. J. G., & Turato,
E. R. (2021). Seven steps for qualitative treatment in health research: the ClinicalQualitative Content Analysis. Ciência & Saúde Coletiva, 26, 265-274.
Hercogova, J. (2023). Lyme borreliosis. European Handbook of Dermatological Treatments,
599-604.
McGill, E., Er, V., Penney, T., Egan, M., White, M., Meier, P., … & Petticrew, M. (2021).
Evaluation of public health interventions from a complex systems perspective: a research
method review. Social Science & Medicine, 272, 113697.
Richardson, M., Khouja, C., & Sutcliffe, K. (2019). Interventions to prevent Lyme disease in
humans: A systematic review. Preventive medicine reports, 13, 16-22.
November 2023
Mapping of DrPH CEPH Competencies & Program Specific Competencies
to DrPH Program Learning Outcomes (LOs)
DrPH Program Learning Outcomes (LOs)
LO Critically evaluate the interdisciplinary role of stakeholders in the application and evaluation of population-based public
1
health strategies.
LO
LO
LO
LO
LO
LO
Evaluate
approaches to inform and influence public health interventions and strategies.
2
Apply
research methods in the investigation of public health problems.
3
Critically
evaluate evidence-based research, theories, and models used in public health.
4
Apply
systems-thinking skills and strategies for the promotion of public health policy and advocacy
5
Apply
evidence-based research and practices to promote positive social change.
6
Examine
the application of economic theories in relation to public health systems across diverse community settings.
7
LO Apply community health assessment techniques to identify, prioritize, and formulate solutions to community public health
8
problems.
LO
Apply
ethical principles in public health practice.
9
Note regarding table below: “X” indicates the competency aligns to the identified learning outcome (LO), and “p” indicates that
the competency may align to the LO (depends on actual activity).
L
#
L
DrPH CEPH Competencies
L L
O O LO
O5 O LO6
1
2
3
L
7
LO
8
LO
4
Data & Analysis Competencies
1
Explain qualitative, quantitative, mixed methods and policy analysis research
and evaluation methods to address health issues at multiple
(individual, group, organization, community, and population) levels
X
X X
2
Design a qualitative, quantitative, mixed methods, policy analysis or evaluation
project to address a public health issue
X
X X
November 2023
X
X
X
p
X
3
Explain the use and limitations of surveillance systems and national surveys in
assessing, monitoring, and evaluating policies and programs and to
address a population’s health
p
X
4
Propose strategies for health improvement and elimination of health inequities
by organizing stakeholders, including researchers, practitioners,
community leaders and other partners
X
5
Communicate public health science to diverse stakeholders, including
individuals at all levels of health literacy, for purposes of influencing
behavior and policies
X
p
X
X
X
p
X
X
X
X
X
X
6
Integrate knowledge, approaches, methods, values, and potential contributions
from multiple professions, sectors, and systems in addressing public
health problems
X
X
X
X
7
Create a strategic plan
X
X
X
X
8
Facilitate shared decision decision-making through negotiation and consensusbuilding methods
X
X
X
X
9
Create organizational change strategies
X
p
X
p
p
p
10
Propose strategies to promote inclusion and equity within public health
programs, policies, and systems
X
X
X
p
X
11
Assess one’s own strengths and weaknesses in leadership capacities, including
cultural proficiency
12
Propose human, fiscal, and other resources to achieve a strategic goal
Leadership, Management & Governance Competencies
13
X X
p
p
X
X
X
X
X
X
X
p
Cultivate new resources and revenue streams to achieve a strategic goal
X
X
X
X
X
Policy & Program Competencies
14
Design a system-level intervention to address a public health issue
p
p
p p
15
Integrate knowledge of cultural values and practices in the design of public
health policies and programs
p
X
X
16
Integrate scientific information, legal and regulatory approaches, ethical
frameworks and varied stakeholder interests in policy development and
analysis
X
X
X
November 2023
X
X
p
X
p
X
X
p
p
X
X
17
Propose interprofessional and/or intersectoral team approaches to improving
public health
X
X
X
p
p
Education & Workforce Development Competencies
18
Assess an audience’s knowledge and learning needs
19
Deliver training or educational experiences that promote learning in academic,
organizational or community settings
20
Use best practice modalities in pedagogical practices
X
X
L
#
X
L
Program-Specific Competencies
2
3
1
Analyze strengths and limitations of applying theories or models to public
health issues
X
X
2
Propose a public health policy that influences positive social change within a
community
p
p p
X
3
Analyze ethical issues and conduct in the design of public health research.
X X
4
Propose public health policy recommendations based on the evaluation of
graphic information systems mapping data
Assess the applicability of a systems approach for different evaluation purposes
November 2023
X
X
X
X
X
L L
O O LO
O5 O LO6
1
5
X
X
X
L
7
LO
8
LO
4
p
X
p
p
p
X
p
X
X
X
X
X
X
p
Mapping Competencies Worksheet
Learning Agreement Review with Products
You will need to meet with your preceptor to complete this assignment. Be sure to have your approved Learning Agreement (LA) and this
document when you meet. The purpose of this assignment is to ensure that the products you are completing are consistent with the DrPH
Competencies.
First, review the Learning Outcomes from your Learning Agreement and copy and paste them here. Do the same for the Products from your LA.
Learning Outcomes Identified in Learning Agreement:
Products from Learning Agreement:
Now review Table A below (this is the same as the table in your LA). You will note that each Learning Outcome (LO) is already mapped to DrPH
and/or Concentration competencies.
Examine your LOs and products; view the competencies associated with your chosen LOs and choose at least one product through which you will
demonstrate the competencies. An example is provided in Table B on page 5.
Table A
Mapping of DrPH CEPH Competencies & Program Specific Competencies
to DrPH Program Learning Outcomes (LOs)
DrPH Program Learning Outcomes (LOs)
LO1
Critically evaluate the interdisciplinary role of stakeholders in the application and evaluation of population-based public health strategies.
LO2
Evaluate approaches to inform and influence public health interventions and strategies.
LO3
Apply research methods in the investigation of public health problems.
04/26/22
1
LO4
Critically evaluate evidence-based research, theories, and models used in public health.
LO5
Apply systems-thinking skills and strategies for the promotion of public health policy and advocacy
LO6
Apply evidence-based research and practices to promote positive social change.
LO7
Examine the application of economic theories in relation to public health systems across diverse community settings.
LO8
Apply community health assessment techniques to identify, prioritize, and formulate solutions to community public health problems.
LO9
Apply ethical principles in public health practice.
#
LO1
DrPH CEPH Competencies
LO2
LO3
LO4
LO5
LO6
LO7
LO8
LO9
Data & Analysis Competencies
1
2
3
Explain qualitative, quantitative, mixed methods and policy
analysis research and evaluation methods to address health
issues at multiple (individual, group, organization, community,
and population) levels
Design a qualitative, quantitative, mixed methods, policy
analysis or evaluation project to address a public health issue
Explain the use and limitations of surveillance systems and
national surveys in assessing, monitoring, and evaluating
policies and programs and to address a population’s health
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Leadership, Management & Governance Competencies
4
5
Propose strategies for health improvement and elimination of
health inequities by organizing stakeholders, including
researchers, practitioners, community leaders and other partners
Communicate public health science to diverse stakeholders,
including individuals at all levels of health literacy, for purposes
of influencing behavior and policies
04/26/22
X
X
X
2
6
7
8
9
Integrate knowledge, approaches, methods, values, and potential
contributions from multiple professions, sectors, and systems in
addressing public health problems
Create a strategic plan
Facilitate shared decision decision-making through negotiation
and consensus-building methods
Create organizational change strategies
10
Propose strategies to promote inclusion and equity within public
health programs, policies, and systems
11
Assess one’s own strengths and weaknesses in leadership
capacities, including cultural proficiency
12
Propose human, fiscal, and other resources to achieve a
strategic goal
13
Cultivate new resources and revenue streams to achieve a
strategic goal
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Policy & Program Competencies
14
Design a system-level intervention to address a public health
issue
15
Integrate knowledge of cultural values and practices in the
design of public health policies and programs
16
Integrate scientific information, legal and regulatory
approaches, ethical frameworks and varied stakeholder interests
in policy development and analysis
X
17
Propose interprofessional and/or intersectoral team approaches
to improving public health
X
04/26/22
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
3
Education & Workforce Development Competencies
18
19
Assess an audience’s knowledge and learning needs
X
X
Deliver training or educational experiences that promote
learning in academic, organizational or community settings
X
X
X
X
X
LO8
LO9
Use best practice modalities in pedagogical practices
20
#
X
Program-Specific Competencies
1
2
LO1
Analyze strengths and limitations of applying theories or models
to public health issues
LO2
X
Analyze ethical issues in the design of public health research.
3
Propose public health policy recommendations based on the
evaluation of graphic information systems mapping data
4
Assess the applicability of a systems approach for different
evaluation purposes
5
Propose a crisis and risk communication public health campaign
and justify its significance
04/26/22
LO3
X
X
LO5
LO6
X
X
X
LO4
X
X
X
X
X
X
X
LO7
X
X
X
X
X
X
X
4
Table B
Practice-based products that demonstrate DrPH competency achievement.
Each DrPH student must identify a total of five CEPH Competencies that will be addressed during the applied practice experience.
Example of Matrix Please keep in mind you must align ALL products as outlined in your approved LA. The one listed below is an example only.
Specific products in your portfolio that
DrPH Competencies Addressed
demonstrate application or practice
Product 1:
Competency #3 (from the Data and Analysis Competencies):
A change strategy for a new program:
Explain the use and limitations of surveillance systems and national surveys in assessing, monitoring,
This strategy will be related to the
and evaluating policies and programs and to address a population’s health.
implementation of a newly funded opioid
risk reduction program.
Competency #5 (from the Leadership, Management & Governance Competencies):
Communicate public health science to diverse stakeholders, including individuals at all levels of health
literacy, for purposes of influencing behavior and policies.
Competency #10 (from the Leadership, Management & Governance Competencies):
Propose strategies to promote inclusion and equity within public health programs, policies, and
systems.
Competency #15 (from the Policy and Program Competencies):
Integrate knowledge of cultural values and practices in the design of public health policies and
programs.
Competency #19 (from the Education and Workforce Development Competencies):
Deliver training or educati
