Virtual Trainings Effectively Prepared the Public Health Workforce to Support Schools During the COVID-19 Pandemic in California in 2021.

Autor:	Kiernan B; Pandemic Initiative for Equity and Action University of California, San Francisco, San Francisco, California (Mss Kiernan, Diala, Welty, White, and Dunn and Dr Brickley), Center for Excellence in Primary Care University of California, San Francisco, San Francisco, California (Ms Willard-Grace), and Curry International Turberculosis Center University of California, San Francisco, San Francisco, California (Ms Alonis); and University of California, Los Angeles, Los Angeles, California (Drs Dorian and Westfall and Mss Peare and Shodahl)., Alonis A, Diala JA, Willard-Grace R, Welty S, White K, Dorian A, Dunn C, Peare A, Westfall M, Shodahl S, Brickley DB
Jazyk:	angličtina
Zdroj:	Journal of public health management and practice : JPHMP [J Public Health Manag Pract] 2022 Nov-Dec 01; Vol. 28 (6), pp. 720-727. Date of Electronic Publication: 2022 Jun 01.
DOI:	10.1097/PHH.0000000000001535
Abstrakt:	Context: School closures in California due to COVID-19 have had a negative impact on the learning advancement and social development of K-12 students. Since March 2020, the achievement gap has grown between high-income and low-income students and between White students and students of color. Program: In November 2020, a team from the California Department of Public Health, University of California, San Francisco, and University of California, Los Angeles, developed the School Specialist training for local health department and state employee redirected staff to the COVID-19 response to equip them to support schools as they reopen. Implementation: A pilot of the virtual School Specialist training was carried out in December 2020, which informed subsequent biweekly half-day virtual trainings. The training consisted of lectures from experts and skill development activities led by trained facilitators. Evaluation: The objectives of the evaluation of the training were to understand whether (1) knowledge of key concepts improved from pre- to posttraining; (2) confidence in skills central to the role of a School Specialist improved from pre- to posttraining; and (3) course learners who were activated to work as School Specialists felt the training adequately prepared them for the role. The School Specialist training team sent pre- and posttraining surveys to learners between February 8 and May 18, 2021. Of the 262 learners who responded, a significant improvement was seen in knowledge, with a mean score increase of 15.6%. Significant improvement was also observed for confidence, with a 20.1% score improvement seen posttraining. Discussion: Overall, the School Specialist training was shown to be effective in increasing knowledge and confidence in preparation for School Specialist deployment. Adequate training and partnerships for local health department and school staff are critical to keep K-12 students safe and to reduce the learning achievement gap during the ongoing COVID-19 pandemic. Competing Interests: The authors declare that they have no conflicts of interest. (Copyright © 2022 Wolters Kluwer Health, Inc. All rights reserved.)
Databáze:	MEDLINE
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