A Model Framework That Integrates Community and Clinical Systems for the Prevention and Management of Obesity and Other Chronic Diseases

Dietz, William H.; Belay, Brook; Bradley, Don; Kahan, Scott; Muth, Natalie D.; Ruíz-Sánchez, Esaú; Solomon, Loel

doi:10.31478/201701b

Cited by 25 publications

(28 citation statements)

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“…It is developing new ways to integrate and coordinate services, emphasize patient engagement and patient-centered care, and develop new payment models that place value on population-based health outcomes rather than the volume of services [ 30 ]. The Clinical–Community Integration Framework as described by Dietz et al [ 31 ] has been designed to address this needed change in the health-care system by integrating existing clinical and community services to provide improved coordination of services with an emphasis on close links between the patient and family unit as a model for preventing and treating obesity. B'N Fit POWER uses this framework and integrates several elements of successful intensive and school-based obesity prevention and treatment interventions by providing onsite medical care and youth-focused afterschool programming to teach and model healthy lifestyle behaviors and incorporating youth-centered outcome metrics to evaluate the program ( Figure 1 ).…”

Section: Methodsmentioning

confidence: 99%

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Pilot Project to Integrate Community and Clinical Level Systems to Address Health Disparities in the Prevention and Treatment of Obesity among Ethnic Minority Inner-City Middle School Students: Lessons Learned

et al. 2018

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Effective obesity prevention and treatment interventions are lacking in the United States, especially for impoverished minority youths at risk for health disparities, and especially in accessible community-based settings. We describe the launch and pilot implementation evaluation of the first year of the B'N Fit POWER initiative as a middle school-based comprehensive wellness program that integrates weight management programming into existing onsite preventive and clinical services. Consistent with the existing implementation science literature, we focused on both the organizational structures that facilitate communication and the development of trust among stakeholders, students, and families and the development of realistic and timely goals to implement and integrate all aspects of the program. New implementation and programming strategies were developed and tested to increase the proportion of students screened, support the linkage of students to care, and streamline the integration of program clinical and afterschool components into routine services already offered at the school. We report on our initial implementation activities using the Standards for Reporting Implementation Studies (StaRI) framework using hybrid outcomes combining the Reach element from the RE-AIM framework with a newly conceptualized Wellness Cascade.

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Section: Methodsmentioning

confidence: 99%

“… The B'N Fit POWER clinical and community integration framework. Adapted from the Clinical–Community Integration Framework by Dietz et al [ 31 ]. …”

Section: Figurementioning

confidence: 99%

Pilot Project to Integrate Community and Clinical Level Systems to Address Health Disparities in the Prevention and Treatment of Obesity among Ethnic Minority Inner-City Middle School Students: Lessons Learned

et al. 2018

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“…Commentary: Childhood obesity is an increasingly prevalent public health crisis in countries worldwide (Karnik & Kanekar, 2012;World Health Organisation, 2016). As obesity is associated with an array of biological, behavioural, emotional and social factors, it requires specialist interdisciplinary attention (Godley & Russell-Mayhew, 2010;Karnik & Kanekar, 2012;Sahoo et al, 2015) as well as collaborative interventions involving individuals and families, care deliverers and community systems (Dietz et al, 2017). In presenting an integrated framework to prevent and manage obesity, Dietz et al point out that its successful implementation requires health professionals to 'assimilate emerging science and skills related to obesity, adopt a population-based care delivery approach, and learn to work together as an interprofessional team' (2017, p.6).…”

Section: Context and Problemmentioning

confidence: 99%

Social living labs for informed learning

Hughes

Foth

Mallan

2019

JIL

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This paper proposes social living labs for informed learning as an innovative approach to interprofessional and community education. It presents a new conceptual model and practice framework suited to rapidly changing, information-intensive work and social environments. The proposed approach is theoretically informed and evidence based. It integrates concepts from three complementary fields: Informed learning as information literacy pedagogy that enables using information critically and creatively to learn (information science); interprofessional education as a professional learning model with a cross-disciplinary and community reach (health sciences/medicine); and social living labs as informal learning context and problem-solving process (community development). After reviewing relevant literature, the paper introduces the concepts and research that underpin social living labs for informed learning. Then it presents a new conceptual model and a practice framework to guide their design and implementation. To illustrate the practical application of this approach, a hypothetical scenario envisages health practitioners, librarians and community members collaborating in a social living lab to address health and social challenges related to child obesity. The paper concludes by discussing anticipated benefits and limitations of the approach and possible wider application. As a contribution to theory, the paper uncovers a previously unrecognised synergy between the principles of informed learning, social living labs and interprofessional education. Supporting information literacy research and practice, the paper identifies a significant role for informed learning in community and professional education, and a novel strategy for health information literacy development. The paper is of interest to educators, researchers, and practitioners across information literacy, community development, healthcare, and other professional fields.

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“…Multiple organizations, including the American Dietetic Association, Young Men’s Christian Association (YMCA), American Academy of Pediatricians, and National Academy of Medicine support family-based programs which encourage healthy nutrition and parent education/modeling [11–14]. …”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of a Family-Centered Childhood Obesity Intervention at the YMCA: A Pilot Study

Gentile¹,

Kaufman²,

Maxson³

et al. 2018

J Community Med Health Educ

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Objective Community-based, family-centered obesity prevention/treatment initiatives have been shown to be effective in reducing body mass index (BMI) and improving healthy habits in children if implemented with high intensity and sufficient duration. Let’s Go! 5-2-1-0 Program (5-2-1-0) was incorporated into family-centered, monthly physical activity classes and cooking classes over six months delivered by Young Men’s Christian Association (YMCA) staff. We hypothesized that implementation of this intervention would improve 5-2-1-0 knowledge attainment, increase healthy behavior (based on 5- 2-1-0 curriculum), and improve BMI and waist circumference measurements in children. Methods Children attending YMCA summer camps in Rochester, MN, during 2016 were recruited via study packets mailed to their families. Height, weight, and waist circumference measurements as well as the results of the Modified Healthy Habits Survey and the 5-2-1-0 Knowledge Acquisition Survey were recorded for each participating child at baseline and 6-month follow-up. The intervention group received monthly healthy habit reminder emails, and was invited to monthly evening cooking and physical activity classes for 7 sessions over a 6-month period. Results Fifteen families in the intervention group attended classes. Of those, 13 families regularly participated in (attended at least 5 out of 7) both the monthly physical activity and cooking classes. The children in the intervention group had a significant improvement in the number of Knowledge Acquisition Survey questions answered correctly (p<0.001), while there was no improvement in the control group. As compared to children in the control group, there was no significant change in BMI or waist circumference or healthy habits in the intervention group. Conclusion Our study findings indicate that our intervention resulted in improved knowledge about healthy habits, but did not significantly impact healthy habits or BMI. Potential reasons for this were the small sample size and the attenuated length and/or intensity of the intervention.

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A Model Framework That Integrates Community and Clinical Systems for the Prevention and Management of Obesity and Other Chronic Diseases

Cited by 25 publications

References 0 publications

Pilot Project to Integrate Community and Clinical Level Systems to Address Health Disparities in the Prevention and Treatment of Obesity among Ethnic Minority Inner-City Middle School Students: Lessons Learned

Pilot Project to Integrate Community and Clinical Level Systems to Address Health Disparities in the Prevention and Treatment of Obesity among Ethnic Minority Inner-City Middle School Students: Lessons Learned

Social living labs for informed learning

The Effectiveness of a Family-Centered Childhood Obesity Intervention at the YMCA: A Pilot Study

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