Overall reflection of Area 1:
I have developed competency in Area 1 over the course of my time in the MPH program at EMU. I have a strong capacity to use a systematic approach for identifying the needs of a population by researching valid secondary data, and identifying stakeholders and social determinants of health. Along with the artifact I reflect upon below, my capstone project also contributed to building competency in this area. These competencies were built on the foundation of skills I gained for a project in the class “Current Health Issues and Trends."
​
Artifact: Epidemiological Review and Best Practices Power Point
Artifact Description
In the MPH program at EMU, one of my projects for the class “Current Health Issues and Trends,” was to conduct and create an epidemiological review on a topic from the Community Guide to Preventive Services website (1.1.1) and collect secondary data on the current trends of a health issue as well a program that has been considered best practice. The health issue I chose to study was depression in the older adult population, and I created a PowerPoint presentation representing all data. The PowerPoint has a total of 30 slides, and each slide has facilitation notes included. All data is appropriately cited on the corresponding slides.
Health Education Competencies
To collect my data, I learned how to identify sources of secondary data related to health (1.2.1), review the related literature (1.2.3), identify any gaps in existing secondary data (1.2.4) and extract data from existing databases (1.2.5) such as Federal Government agencies’ websites such as the CDC (Center for Disease Control), the BFRSS (Behavioral Risk Factor Surveillance System), SAMHSA (Substance Abuse and Mental Health Services Administration), as well as published literature such as peer-reviewed journals like JAMA (The Journal of the American Medical Association), Journal of Public Health, and the American Journal of Public Health. I also became proficient at identifying sources as being valuable for research. To do this, I collected data that was current (2015 or more recent), valid, and reliable (1.2.6) from existing databases that were specific to the population. I used EMU’s library database to gain a deeper understanding of the epidemiological and environmental factors attributed to depression in older adults by reviewing current literature on the topic (1.4.1 and 1.4.2). Regarding Artifact 1, this skill provided me with information on what racial and ethnic groups had the highest and lowest rates of depression, age ranges that are most affected, socio-economic status, levels of education, and other social and economic trends that impact health for this population (1.4.3).
In my search of the Community Guide website, I discovered a national evidence-based program for late-life depression called PEARLS (Program to Encourage Active, Rewarding Lives for Seniors) (1.6.3). The PEARLS program Aims to improve quality of life, as well as reduce depressive symptoms, and is focused on brief behavioral techniques, by which the PEARLS counselors empower individuals to take action and make lasting changes so they can lead more active and rewarding lives.
Summary
This project gave me the opportunity to explore and develop my skill set in investigative efforts related to identifying valuable data and resources for a specific population. I used this skill throughout my MPH program, as well as applying it to opportunities I have had that support populations with unique health issues like those in recovery for addiction, veterans, and college students.