Learning from public health practice: the development of a library of community-centered practice examples.

BACKGROUND: Valuable learning derived from public health practice can be captured through practice-based case studies, also known as practice examples. Practice examples of participatory interventions supplement the evidence base by providing information on the complexities of implementation in communities. This paper reports on a Public Health England project to build a bank of community-centered practice examples based on robust processes of collection and curation. METHODS: The multidisciplinary project had three phases: (i) development and piloting a process to collect practice examples, (ii) refining review processes and gathering further examples via national and regional teams (iii) maintenance of an accessible collection on the library platform. RESULTS: The project resulted in a searchable collection of 55 practice examples illustrating participatory approaches in public health practice. The collection shows diversity in terms of settings, population, focus and type of approach used to work with communities. A secondary outcome was the development of generic guidance and templates for further collections on public health topics. CONCLUSIONS: This project illustrates how information on the implementation of community-centered approaches in real-life contexts can be gathered and disseminated through a transferable process. Having collections of practice examples supports knowledge exchange in public health as learning is shared.

Centre for Reviews and Dissemination databases: value, content, and developments.

BACKGROUND: The Centre for Reviews and Dissemination (CRD) funded through the United Kingdom National Institute for Health Research undertakes systematic reviews evaluating the research evidence on health and public health questions of national and international importance. CRD is involved in methods research and produces internationally accepted guidelines for undertaking systematic reviews. A core product of the Centre are the CRD databases; a key resource for health professionals, policy makers, and researchers around the world. Research evidence evaluating the effects and cost-effectiveness of healthcare interventions is growing year on year, and can be difficult and time consuming to identify and appraise. The databases assist decision makers by systematically identifying and critically describing systematic reviews and economic evaluations, appraising their quality and highlighting their relative strengths and weaknesses; and providing a comprehensive listing of ongoing and published health technology assessments. METHODS AND RESULTS: This article briefly outlines the processes behind each of the three databases, gives details of the records, the information they contain and the value added by CRD. An overview of the new public interface for the CRD databases to be launched later this year is given. Improvements and innovations to supplement existing functions are listed, including enhanced and new search options, the addition of quick links to relevant material from within individual records, an integrated PubMed search and the ability to select personal preferences. CONCLUSIONS: CRD's databases provide free access to an important knowledge base and are used widely to underpin evidence informed healthcare decisions in the United Kingdom and internationally.

Learning resource needs of UK NHS support staff.

BACKGROUND: A report on the findings of research into the learning resource needs of support staff conducted at York Hospital. METHODS: A qualitative method of focus groups was used to explore the views and experiences of support staff. This provided a rich source of data and allowed an often overlooked group to give their own experiences of learning and libraries. This was supplemented by one-to-one interviews using more in-depth questions. A literacy and numeracy test gave a general picture of essential skill levels within the sample group. RESULTS: An improvement in communication to support staff needs to take place to ensure that all support staff know about the library, how and where to access training and obtain a network computer password. The project confirmed the need to expand library resources for support staff. It was found that there were no obvious essential skills resources within the Trust and a lack of awareness of essential skill issues. CONCLUSION: The learning needs of support staff need to be addressed sensitively. Many have had unfavourable experiences. Lack of access to computers and information technology (IT) training contributed to the group favouring written communication. More work needs to be done on essential skills for all staff.