Growing together with African health libraries: partnerships in Health Information's impact and lessons for future partnerships.

Partnerships in Health Information (Phi) was a UK charity which worked with African health librarians, and other information professionals, to improve access to high-quality information for health professionals and the public in Africa from 1992 to 2016. This research was initiated by Shane Godbolt and aims to explore the experiences of African librarians and information professionals who visited the UK and who otherwise worked in partnership with Phi, following up on a previous Phi report that had shown significant mutual learning and development benefits for the UK hosts of such visitors. Also, to derive lessons on how visits and partnerships may be improved. In March 2020, a total of 21 people who had participated in partnership activities with Phi were invited to take part in an online survey. Thirteen people completed the survey. The results from the survey indicate it was hugely beneficial to visiting information professionals from Africa, for themselves and their services, through capacity building, networking, professional and personal development and learning tangible skills. Respondents provided several ideas on how partnerships could be improved in the future, including more opportunities for networking, longer-term evaluation, enlarged programmes and increased funding. We conclude that partnerships based on Phi's long-term, flexible approach can be of great benefit and provide insights and recommendations that could help any organisation seeking to emulate the Phi model of partnership working, based on co-development between UK health libraries and those in low- to middle-income countries.

Peer Connect for African American breast cancer survivors and caregivers: a train-the-trainer approach for peer support.

Racial disparities in breast cancer survivorship are a major concern nationally. How survivors cope with cancer and re-frame their lives is a critical part of survivorship. Community-academic research partnerships may facilitate access to much-needed psychosocial support for African American survivors and caregivers in rural areas, but drivers of successful intervention implementation are not well understood. The purpose of this study was to describe the training and evaluation of Community Coaches and Guides (i.e., peer supporters) using the Peer Connect program for African American breast cancer survivors and caregivers. Community engagement strategies were used to implement the training component of Peer Connect, an evidence-based program grounded in the Diffusion of Innovation Theory utilizing motivational interviewing techniques (MI) and a "train-the-trainer" model. Quantitative and qualitative methods examined implementation outcomes of feasibility, MI fidelity, and acceptability-precursor outcomes that must be achieved before examining intervention impact vis-à-vis changes in support care. Training was feasible to implement and replicable by the trained Community Coaches. Beyond feasibility and replicability, success was modest regarding MI fidelity. Benefits (e.g., serving as role models and having safe sources of support) and lessons learned (e.g., need for additional quality control) were identified as both facilitators and barriers to implementation and as factors that could impact the effectiveness of community-engaged programs to improve survivorship outcomes. Peer Connect, like other programs that employ community-engagement strategies, holds promise to meet the psychosocial support needs of diverse rural cancer survivor populations.

Healthcare librarians and learner support: a review of competences and methods.

OBJECTIVES: London Health Libraries (LHL) are undertaking a project in order to develop the role of their library and knowledge services staff in supporting learners within the NHS in the London area (LHL Learner Support Project). This paper reports on the first phase of the project. METHODOLOGY: A literature analysis was carried out to provide guidance on the skills and competences needed for library and knowledge staff to perform this function. RESULTS: A variety of competences are identified, and structured in a model incorporating both training skills and general professional competencies. Library and knowledge staff will themselves need to have a high-level of information literacy and to be active lifelong learners. CONCLUSIONS: A 'blended learning' approach, involving e-learning together with other methods, is identified as the most appropriate way for skills to be acquired.