workshop session #2: measuring diaper need & program impact. national diaper bank network 2015...
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Workshop Session #2: Measuring Diaper Need & Program Impact
.
National Diaper Bank Network2015 Annual Conference
Kelley E. C. Massengale, MPHThe University of North Carolina at Greensboro
Diaper Bank of NC; Durham, NC
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Interview Community Partners who distribute
diaper bank diapers
Phase
One
Analyze interviews
Develop two surveys P
hase
Two
↙ ↘
Survey Community Partners who did not do an interview
Survey Diaper Recipients
Analyze interviews Analyze surveys
Develop interview guide P
hase
Three
Interview Diaper Recipients
Analyze interviews
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Benefits to CBOs of Distributing Diapers
• Positive financial impact• Increased communication• Increased program retention• Increased critical thinking skills for clients• Increased connections to other resources
-(Massengale, Erausquin, & Old, 2015)
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As a result of not having enough diapers…
Children •Wore diapers longer than usual • Experienced more diaper rashes•Were less happy than usual •Could not attend childcare
Parents •Could not attend work or school•Asked others for diapers or money to buy them
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How Diapers HelpedChildren • Felt happier •Were healthier •Could attend childcare
Parents • Felt happier •Could spend money on other needs•Could pay a medical or non-medical bill •Could attend work or school
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Families Want More Information
• Cloth diapers• Appropriate diaper sizes • Toilet training• How to volunteer at the Diaper Bank
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Research Project Timeline2014
• March – Applied for research grant
• June – Notice of grant award
• July – IRB approval• August – Begin Phase One• October – Begin Phase Two
2015
• January – Begin Phase Three• May – Data analysis & Report
writing• June – Share data with Board
of Directors• August – Use data for grant
applications• September – Share data with
community partner; Submit paper to scientific journal
• November – Present data at public health conference
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Why Document Outcomes & Impacts?
• Support grant applications • Assess and improve current practices• Documentation for:– Current / future donors– Press releases– Supporters– Policy makers– Community leaders– Future collaborators
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Partnerships with Academic Researchers
• Credibility of trained researchers– Data collection & analysis skills
• Confidentiality of researcher who is not diaper bank staff
• Access to analytical software & peer-reviewed literature
• Experience with publication and grant writing
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Finding Academic Partners
• College / University Departments of: – Public Health, Social Work, Human Development
& Family Studies, Nursing, Medicine, Health Psychology, Community Psychology, Public Administration
• Look for experience in:– Evaluation– Community-based Research, – Community-based Participatory Research [CBPR]
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Thank you!
Kelley E. C. Massengale, MPHPhD Candidate in Community Health Education
Department of Public Health EducationUniversity of North Carolina at Greensboro
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Data to Collection• How will you use the data you collected?
– Process improvement– Long-term planning– Support grant applications
• What types of data to collect?– Recipient demographics – Individual-level outcomes – Community-level outcomes
• Who to collect data from?– People involved in diaper distribution– Diaper recipient families
• Challenges of data collection (realistic expectations)
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Why Research?Anecdotal Evidence
• Informally collected data or stories from diaper recipients, community partners, diaper bank staff and volunteers.
Research Data
• Data collected and analyzed in a systematic manner by trained researchers.
• Study undergoes ethical review before it starts.
• Options for publication and presentation to scientific community.
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Research on Diaper Banks
• Raver, C., Letourneau, N., Scott, J., & D’Agostino, H. (2010). Huggies® every little bottom study: Diaper need in the U.S. and Canada. (Report commissioned by Huggies.)
• Smith, M. V., Kruse, A., Weir, A., & Goldblum, J. (2013). Diaper need and its impact on child health. Pediatrics, 132(2), 253-259.
• Porter, S., & Steefel, L. (2015). Diaper need: A change for better health. Pediatric Nursing, 41(3), 143-144.