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«Charlene Connolly B alance!—A critical factor for success for an individual perched precariously high above a hushed circus crowd taking ...»

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The concept of shared power and resources is frequently accompanied by challenges based on issues of partner territory, turf, and competition for what is viewed as limited and easily depleted opportunities for resources. This is a challenging area of a partnership and requires immediate attention; it usually surfaces early in the process and needs to be discussed openly. Responses tend to be based more on the emotional rather than factual circumstances.

For example, during the start-up phase of the Network, some of the project partners voiced concern about the Network’s supplanting services provided by other “free” or “sliding scale” clinics in the area. This concern existed even though the number of disadvantaged individuals without access to health care was greater than could be served by existing projects and a lottery system was in place to obtain health care services. This challenge was met, however, through discussion and planning during the partnering process—the dynamics became focus-driven on how best to meet the needs of those individuals not currently being served, rather than competing for those already receiving care. For example, referral agreements were established among the other clinics as part of the Network partnership; those individuals who were not successful in the lottery and required immediate medical attention were sent to Network clinics.

Measuring Your Success How can you tell if you have successfully achieved this principle of partnership?

When can you know if the balance that exists among project partners is working? Having the partners respond to the following checklist will help to identify whether you all have successfully crossed that high wire, or whether you have become tangled in the net below and need to find a better balance.

• The partnership process has been initiated incorporating ground rules based on open discussion.

• A clear vision exists regarding what the partnership will do and how it will support local needs.

• The value and resources of each of the partners has been acknowledged.

• The structure of the partnership’s power has been defined as equal for all partners.

• Partners were given the opportunity to clarify their own aims and objectives in forming the partnerships.

38 • The Advisory Board members represent a broad range of stakeholders including persons served.

• A business plan or partnership agreement has been developed identifying partner commitment of shared resources.

• Required resources have been identified to accomplish each objective and outcome of the project.

• Human resources are the most valued component of the partnership.

An assessment tool that can be used to determine success is the case study.

Create a case study that envisions where the partnership will be in five years based on a healthy balance of power and shared resources. The following framework may be helpful in accomplishing this exercise, although you may wish to add other concepts to the case study to make it more meaningful to your partnership. (Remember that you are to visualize where the partnership ideally should be in five years.)

• Title

• Mission or Purpose

• Management structure-how do things get done

• Geographic area served by the partnership

• Persons served by the partnership

• Goals and objectives of the partnership

• Outcome measures

• Identification of partners

• Partner categories

• Value/resources of each partner

• Demonstrate that there is a willingness to listen and involve all partners

• Who are the “champions” for this project

• Source of funds

• Relationship with other organizations

• Evidence of capacity building through shared resources

• What has been accomplished to date?

• Other projects started within or as a result of the partnership

• Compare and contrast the balance of power in the partnership from the inception to where it is today

• What are major differences or improvements made within the partnership?

• What would you do differently to be successful for the next five years?

• How will your objectives change for the next phase of the partnership?

Conclusion Have you found the balance that has enabled you to successfully cross that high wire? Understanding the components of the fourth principle of partnerships as a process greatly improves the potential for successful, sustained outcomes as energies become focused and resources are shared.

Expect the balance to shift occasionally because of the dynamic nature of partnerships. Anticipating that this will happen could serve as a safety net and a sign to “re-center” your thinking to assist in creating a more balanced partnership. Remember to keep the balance of power as a priority within the partnership. The crowd becomes hushed once again, watching the balance within an academic-community partnership perfectly executed, successfully enabling resources to be shared and outcomes to be enhanced for the benefit of all involved.

Charlene Connolly serves in the capacity of Division Chair, Health Technologies at Northern Virginia Community College (NVCC), Annandale, Virginia. The division is seen as a critical partner of the region-each year’s graduating class provides service to over 500,000 individuals annually. She provides leadership for forty full-time faculty, over 100 adjunct faculty and clinical instructors and clerical and instructional program staff. Charlene is engaged in the planning process for the new Medical Education Campus of NVCC. Charlene serves as director for two major service-learning initiatives funded by the Corporation for National Service, the Mobile Nurse-Managed Health Center and a college-wide health promotion and a service-learning project sponsored by the American Association of Community Colleges (AACC) which has designated NVCC as one of ten “Bridges to Healthy Communities Colleges” in the nation focusing on comprehensive health and HIV prevention for community college students. Charlene will join as a faculty mentor for the Partners in Caring and Community: Service-Learning in Nursing Education Program along with a NVCC nursing student and a community partner involved in the service-learning program at NVCC (student and community partner will be confirmed in late January).





About Community-CampusPartnerships for Health

C ommunity-Campus Partnerships for Health (CCPH) is a non-profit organization based at the Center for the Health Professions at the University of California-San Francisco. Founded in 1996, our mission is to Foster partnerships between communities and educational institutions that build on each other’s strengths and develop their role as change agents for improving health professions education, civic responsibility, and the overall health of communities

CCPH has a focus and characteristics that are unique in that:

• We work collaboratively across sectors of higher education, communities and disciplines to achieve successful community-campus partnerships nationwide.

• We identify community members, students, administrators, faculty and staff as equal constituencies, and our board of directors reflects those diverse constituencies.

• We serve as a welcoming bridge between the many government and foundation-sponsored initiatives in community-oriented health professions education and community health improvement.

• We define health broadly to encompass emotional, physical and spiritual well-being within the context of self, family and community.

In order to achieve our mission, CCPH works collaboratively to:

• Create and expand opportunities for individuals and organizations to collaborate and exchange resources and information relevant to community-campus partnerships.

• Promote awareness about the benefits of community-campus partnerships.

• Advocate for policies needed in the public and private sectors that facilitate and support community-campus partnerships.

• Promote service-learning as a core component of health professions education.

CCPH’s major programs include:

• The CCPH Mentor Network - our training and technical assistance network, is comprised of individuals from higher education, health professions, and community-based organizations who have experience, expertise and proven records of success in important areas related to community-campus partnerships. CCPH Mentors conduct training workshops, provide consultation, and coach partnerships to fully realize their potential.

• Partners in Caring and Community: Service-Learning in Nursing Education - sponsored by the Helene Fuld Health Trust, HSBC Bank USA, Trustee, this national initiative is working with nine teams of nursing faculty, nursing students, and community partners to develop models of service-learning in nursing education.

• Service-Learning Institutes - training institutes for campus-based and community-based health professions faculty and program staff who wish to integrate service-learning into their courses. Applications are now available on our website for our up to date introductory and advanced level institutes.

• Annual National Conference - our annual conference is the premier training and networking event for community and campus leaders who are pursuing or involved in community-campus partnerships.

• Healthy People 2010 Curriculum Project - this project is developing tools for integrating the Healthy People 2010 objectives into the curriculum of health professional schools across the country

• Community Scholarship Project - this project seeks to elevate the recognition and rewards for faculty who are engaged in communitybased scholarship

• National Health Service Corps Educational Partnership Agreement funded by the National Health Service Corps, this project is assisting dental school participants in the development of service-learning and other partnership opportunities in underserved communities.

As a member of CCPH, you join a movement of leaders committed to building healthier communities. You also receive a wide range of

benefits and services:

By joining CCPH, you will increase your knowledge about issues impacting and contributing to successful community-campus partnerships. We believe our programs and products will provide you with rich resources to learn from and to share with your peers from across the country, and around the world. Be a leader - join CCPH - and you will receive: *

• a free copy of our resource guide to Developing Community-Responsive Models in Health Professions Education and a free subscription to Partnership Perspectives magazine

• a membership packet, including a membership directory designed to facilitate networking and information sharing among CCPH members

• discounts on registration fees for our conferences and training institutes

• discounts on consulting and technical assistance services tailored to your specific strengths and needs

• access to the CCPH electronic discussion group

• access to friendly and responsive staff 90 Please contact CCPH to receive a membership brochure or to learn more about our programs and products.

* Contributions to CCPH are tax-deductible to the extent allowable by law. Membership benefits are subject to change.

The CCPH Mentor Network A training network committed to successful community-campus partnerships “I really enjoyed your commitment to the participants by providing materials, soliciting feedback, sending follow-up information and offering to serve as a resource. It was not just you giving information; I felt like you were fostering a relationship with each participant.” ~ A training participant, 1999 The CCPH Mentor Network is a multidisciplinary network of individuals from higher education, health professions and community-based organizations who have experience, expertise and proven records of success in important areas related to community-campus partnerships. The Network is designed to assist you, your organization, your community or your program in developing and sustaining successful community-campus partnerships. The Network works with schools, colleges, universities, community-based organizations, student organizations, government agencies and others to strengthen health-promoting community-campus partnerships.

Our mentors are skilled and actively engaged in community-campus partnership building, leadership development, faculty development, program evaluation, strategic planning and fundraising and other areas that underlie successful community-campus partnerships. They are available to give presentations, design and lead training workshops, conduct external evaluations and provide telephone or on-site technical assistance. The mentors are trained in incorporating a blend of didactic and interactive experiential learning techniques into various consultative arrangements.

The Goals of the Mentor Network The goals of the CCPH Mentor Network are to foster partnerships between communities and educational institutions through high-quality and effective

training and consultation services. These services are intended to:

• Foster the development and sustainability of health-promoting communitycampus partnerships

• Strengthen the ability of these partnerships to improve health professions education, civic responsibility and the overall health of communities

• Provide CCPH with a continuous source of information about contemporary issues facing community-campus partnerships, enabling us to be more responsive to new and emerging trends Types of Training and Consultation Training and consultation provided by the CCPH Mentor Network takes

many forms. For training, these include but are not limited to:

• Workshops and presentations during conferences and training institutes that are sponsored or cosponsored by CCPH

• Workshops and presentations during conferences and training institutes that are sponsored by organizations other than CCPH

• Workshops and presentations held at the Mentee location.



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