Progress in community health partnerships : research, education, and action · 2025
Building Community-Academic Partnerships in Grant-Funded Projects: Perspectives From the Field.
СтатьяНазвание и аннотация: Перевод пока не подготовлен
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Hardy Rose Y, Ali Miriam, Ciccone Dave, Grayson Deborah, Kramer Stacy, Chisolm Deena
Аннотация
BACKGROUND: Navigating project funder requirements while collaborating with partners can be challenging. The Ohio implementation of the Centers for Medicare and Medicaid Services-funded Integrated Care for Kids model offers an example of making this work while improving well-being and decreasing costs for Medicaid-enrolled children.
OBJECTIVES: To reflect on the implementation experience when building a community partnership council and offer recommendations to address challenges.
METHODS: Lead organization project staff and partnership council members completed online surveys to identify barriers/facilitators of collaboration. Thematic qualitative analysis was conducted.
RESULTS: We identified funding limitations, project ambiguities, and power and resource imbalances as project-specific challenges. Other challenges included implementation during the COVID-19 pandemic and management within a complex state health policy landscape.
CONCLUSIONS: Building and sustaining community-academic partnerships while navigating funder requirements is challenging and require patience, trust, and intentional effort. We provide several recommendations to help others navigate challenges to enhance trust and collaboration.
OBJECTIVES: To reflect on the implementation experience when building a community partnership council and offer recommendations to address challenges.
METHODS: Lead organization project staff and partnership council members completed online surveys to identify barriers/facilitators of collaboration. Thematic qualitative analysis was conducted.
RESULTS: We identified funding limitations, project ambiguities, and power and resource imbalances as project-specific challenges. Other challenges included implementation during the COVID-19 pandemic and management within a complex state health policy landscape.
CONCLUSIONS: Building and sustaining community-academic partnerships while navigating funder requirements is challenging and require patience, trust, and intentional effort. We provide several recommendations to help others navigate challenges to enhance trust and collaboration.