CHW-NEC

Defining Promising Practices

Working with Promising Practices is a type of quality movement promoting the concept of “doing our best;” in fact it is modeling what we want those we serve to do as well. Based on a review of selected public health literature discussing Promising Practices, the following areas are proposed as key characteristics to guide our discussion of “Promising Practices” A brief discussion of the risks associated with a movement to promote “best practice” is also included:

    Promising Practice Characteristics include:
  1. Measurable objectives
  2. Participant-driven (empowering)
  3. Evolutionary-constant improvement
  4. Reflects theories and beliefs
  5. Processes and strategies utilized reflect relevant evidence *
  6. Environmental understanding of the “climate”; internal and external
    7. *Evidence sources may be:

Published and unpublished literature; staff experience; community/client/student feedback; other organizations’ experiences; expert opinions inside and outside the field, Internet sites; funder impressions; evaluation findings; subjective and objective data. “Promising practice” is suggested as an alternative term by some when clear empirical evidence does not validate something is a best practice.

Risks of Promising Practices: Some say that promoting Promising Practices is risky, as it may promote a movement toward developing guidelines, standards, and norms that can be utilized to control the content of education. Further, financial values vs. people-oriented values may be embraced and promoted. Critical on-going reflection regarding practice can serve as a remedy for these risks. Some promote the term “useful practice” suggesting that the context of the practice will determine what is best and that cost may inhibit best practice.

Sources

  1. Brownson, R., J. Gurney, G Land. Evidence –Based Decision Making in Public Health. J Public Health Management Practice, 1999 5(5), 86-97.
  2. Cameron, R et al. Linking Science and Practice Toward a System for Enabling Communities to Adopt Promising Practices for Chronic Disease Prevention Health Promotion Practice, January 2001, Vol. 2 No 1, 35-42.
  3. Kahan, B., M Goodstadt. The Interactive Domain Model of Best Practice in Health Promotion: Developing and Implementing a Promising Practices Approach to Health Promotion. Health Promotion Practice, January 2001, Vol. 2, No. 1, 43-67.
  4. Website: ayeconference.com: best practice (aye: Amplifying Your Effectiveness) 12/8/04. Prepared as a discussion tool for Core TA Partners in the CHW-NEC – December 2004.

SO, HOW DO WE KNOW WHAT THE PROMISING PRACTICES ARE IN CHW EDUCATION?

Some ideas about this are as follows:

  1. A program design that WORKS is constructed using Promising Practices!
  2. If students/CHWs ENROLL and SUCCESSFULLY COMPLETE the curriculum, it’s because the curriculum and the instruction are tailored to meet the competencies and learning style needs of the students/CHWs.
  3. If the instruction is brought to the student, rather than the student being brought to the campus, then the program is STUDENT CENTERED, not campus centered.
  4. If unrealistic academic prerequisites are not put up as barriers to ENROLLMENT, then the program is constructed on the basis of serving the needs of non-traditional adult students, who are likely not high school graduates or GED completers.
  5. STUDENT SUCCESS is based upon an interactive adult learner-based format…oral work is as highly regarded as written work.
  6. A curriculum that is RESPONSIVE to the needs of students to perform successfully is working to promote student success.
  7. A postsecondary program that SERVES EMPLOYERS EFFECTIVELY is based upon the needs of the field.
    8. A program that graduates successful students who serve as CHWs in the field utilizing their learned skills and knowledge is a Promising Practices program. Some Evidenced-based Educational Support for “Promising Practices:”
  8. Adult Learning Theory Applies (see pages 15-16 of the Arizona Core Curriculum Guidebook).
  9. Stimulus-Response Behaviorist Theory (B.F. Skinner and others), including “Reinforcement” applies. That is, student success begets an enhancement of learner self-confidence, which is reinforcing to further success for students new to postsecondary education.
  10. John Dewey’s Educational Philosophy applies: “Education as Experience!” That is, what the learner brings with them (their direct experience and prior training/education/learning) is as important as what they may newly experience in the postsecondary environment.
  11. Paulo Freire’s (Brazilian Educator) “Popular Education Pedagogy” applies to non-traditional adult learners, with limited literacy/language skills…learning to read and write through discussion…education of, by, and for the people. Problem-centered learning.
  12. Maslow’s Hierarchy of Needs Theory applies. Start with the simple and grow to the complex. Prepared as a discussion tool for Core TA Partners in the CHW-NEC – December 2004.