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University of Pennsylvania, School of Nursing’s Center for Health Equity
2012 Summer Nursing Research Institute
Designing Health Promoting Interventions to Reduce Health Disparities
Center for Health Equity Conference Center, Philadelphia, Pa
Dates: May 14-18, 2012
Cost: $2,000
Contact us at snri@nursing.upenn.edu
The Center for Healthy Equity Research, under the leadership of Dr. Loretta Sweet Jemmott, is sponsoring this 5-day training institute to provide
participants with a thorough grounding in designing health promotion interventions. This training is designed for investigators at any career stage
interested in enhancing their skills in designing theory driven, culturally competent, and developmentally appropriate health promotion interventions
to reduce health disparities of vulnerable populations.
DESCRIPTION: Faculty and guest lecturers will consist of leading experts in theory, elicitation research, intervention design, behavioral science,
implementation science, research design, evaluation approaches, and building community partnerships, as well as conducting qualitative,
quantitative, and mixed methods research. Participants and faculty will meet in small seminar sessions designed to advance the participants
knowledge and skills
APPLICATION AND PROCEDURES: Applications are due on April 1, 2012. Preference will be given to applicants who demonstrate an
interest in designing intervention and reducing health disparities.
In addition, to be eligible participants must meet all of the following criteria:
 Have interest in developing new knowledge around health promotion and health disparities research, and
 Be willing and able to attend the entire training 5-day institute.
Please submit a PDF containing the following (email to snri@nursing.upenn.edu)
a) Your CV
b) A letter describing yourself, your scholarship and research, and your personal learning objectives for the Institute.
INSTITUTE OVERVIEW: This Institute is an intensive and focused training program on designing health promotion and disease prevention
interventions to foster health equity and reduce health disparities among vulnerable, underserved populations using an interdisciplinary perspective.
Participants will be introduced to theories of health behavior change and methodological issues in intervention development science. The faculty will
provide hands-on, targeted guidance for the complete process of intervention design, ranging from adapting procedures in elicitation research,
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translating findings from the data into intervention content and activities, to building partnerships with key community stakeholders, and recruiting
and retaining participants. As outcomes from the training, students will: 1) gain knowledge of key concepts and techniques in intervention science; 2)
learn to critique and design intervention research studies; and 3) develop initial relationships with community partners.
OBJECTIVES: Upon completion of this course, the student will be able to:
1. Design formative research with underserved, vulnerable and minority populations, that will provide the data needed to design health
promotion interventions (e.g. focus groups, key informant interviews, community participatory research, etc.)
2. Develop measures (e.g. questionnaire items, interview or focus group guides, etc.) to elicit the necessary data to design an intervention
3. Describe behavioral theories used in designing health promotion interventions for vulnerable population, including traditional and
emerging frameworks, and determine how to use the theory for the intervention.
4. Design health promotion intervention activities and link them with various theoretical constructs and core elements that facilitate behavior
change.
5. Describe strategies for adapting and tailoring evidenced-based health promotion intervention for various populations nationally and
internationally.
6. Identify and thoroughly evaluate culturally competent strategies and methodologies for designing and conducting health promotion
interventions among various vulnerable populations.
7. Identify strategies for building community partnerships, maintaining relationships with community members and key stakeholders
throughout the research process, and building community capacity as part of the intervention design
8. Describe the best strategies for recruiting and retaining participants in the various studies.
9. Evaluate the methodological approaches best for their intervention research and outcome measures.
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TEACHING METHODS:
Seminar format, written and oral presentations
INSTITUTE SCHEDULE AND TOPICS:
Class
Monday
Afternoon
Orientation
4-6 p.m.
Topic
Introductions and Overview
Health Equity & Health Promotion in
Behavioral Science Intervention Research
 Introduction
 Overview of the program
 Review of the syllabus
 Discussion of SNRI goals &objectives
 Discussion of participant’s background
and goals for SNRI including
population and health issue of interest
 Overview of the components/phases of
effective intervention design
Objectives/ Learning Activity
Objective: Explore own work
and plans to design an effective
intervention to promote the
health of the selected
population.
Presentation:
Overview of Health Disparities
research…Working Towards Equity.
Reception
6-7 p.m.
Tuesday Morning
8:30-9 a.m.
9-12 a.m.
Phase I of Intervention
Development: Elicitation
Research…. Learning
the Codes of the Streets
Meet and greet other participants and
Center Faculty
Continental Breakfast
Furnished
Presentation: “Strategies for designing
effective health promotion interventions: An
Overview”
Social Determinants and Contextual Factors
and Health-Related Behaviors
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Objective: Engage in designing
interventions by listening to the
voices of the selected population
in order to learn the code of the
street.
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
Family context, neighborhood context,
spiritual context, SES, and culturally
context in health promotion and health
equity research
Learning Activity: Identify
questions for their elicitation
research.
Methodological Strategies: Elicitation
Research
 Designing Elicitation Research
 How to use elicitation research to
inform questionnaire and intervention
development
 Elicitation research/focus groups
(learning the “code of the street”)
12- 1 p.m.
Tuesday Afternoon
1-3:30 p.m.
Furnished
Objective: Compare and
contrast theories that may guide
them in research and designing
their intervention
Lunch
Theories of Health Behavior and Health
Behavior Change: Applying Theories to
Culturally Diverse and Unique Populations


Social cognitive theory
The theory of reasoned action and the
theory of planned behavior
 The health belief model
 Diffusion of innovations
 The information-motivation behavioral
skills model
 Stages of change
 Ecological models
 The theory of gender and power
 Issues of theory application in diverse
populations
Building Community Partnerships to Design
Effective Interventions
 Barriers to research and strategies for
reducing these barriers
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Learning Activity: Prepare their
questions and theory for Phase 1
and submit them for discussion.
Objective: Explain the
importance of building
community partners to do their
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

3:30-5:00 p.m.
Wednesday Morning
8:30-9 a.m.
9-12 noon
Phase II of Intervention
Design: Quantitative
Research
Assessment of culturally competent
and congruent research methodologies
related to health disparities
Community-based participatory
research
research effectively.
Breakout groups
Objective: Critique Self and
Peer Learning Activities (see
above): questions for their
elicitation research and
questions and theory for Phase
1.
Continental Breakfast
Furnished


Using theory to inform measurement
strategies
Developing valid and reliable
measures in diverse populations
Objective: Formulate measures
to test the effectiveness of the
intervention.
Learning Activity: Compose
sample questions they would like
to include in their survey
instrument and the rationale for
their use.
Using theory to inform intervention
strategies
Developing activities and intervention
approaches for diverse populations
including health literacy
Objective: Develop activities
and intervention approaches.
Learning Activity: Discuss how
could you use interventions
already deemed effective and
adapt them; if yes, how? If no,
why not? What are some new
Phase III of Intervention
Design: Designing
activities and strategies
for the intervention


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12-1p.m.
Wednesday Afternoon
1-3:30 pm
Lunch
Translational Research, Implementation
Science, and Capacity Building Research
 Adapting and modifying evidencebased health promotion interventions
 CDCs programs in replication and
translation (REP and DEBI)
 Designing health promotion
intervention strategies in global
settings (focusing on examples from
HIV prevention interventions)
 Implementation Science
 Identifying intervention strategies with
the community
Phase IV of Intervention
Design
Pilot testing your intervention
 Who is the pilot sample?
 Sample size?
 Location?
 What are you piloting?
 What do you need to do to obtain your
sample?
 Do you have community partners?
 Staffing needs?
Phase V of Intervention
Design
Revise and Re-pilot testing your intervention
 Why is this important?
 Who is the pilot sample?
 Sample size?
 Location?
 What are you piloting?
 What do you need to do to obtain your
sample?
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activities or approaches?
Furnished
Learning Activity: Give
examples of what has been done
and how it can be adapted for
their work.
Learning Activity: Plan how to
pilot test their intervention, that
is, with whom and how to do it.
Learning Activity: Plan who to
revise and re-pilot test their
intervention.
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3:30 -5 pm
 Staffing needs?
Breakout groups
Objective: Critique Self and
Peer Learning Activities (see
above): questions they would
like to include in their survey
instrument; what is the rationale
for their use?
What activities and approaches
have been used in other
evidence-based curricula and
how can they be adapted? Are
new activities and approaches
needed? How will the
intervention be pilot tested
revised, and re-pilot tested?
Thursday Morning
8:30-9 a.m.
9-12 noon
Furnished
Continental Breakfast

Why is conducting randomized
controlled trials for evaluating
Phase VI of Intervention
intervention effectiveness so
Design:
important?
Evaluation…Randomized
 Methodology: What are you measuring
Control Trials
and how?
Multiple levels of analysis and
intervention in prevention science
 Sample size?
 Location?
 Data Analysis Plan
 Staffing needs?
Presentation and Discussion
“Pulling it All Together: A Successful Model
for Using The 6 Phases of Effective
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Objective: Summarize the
importance of evaluation and
the use of randomized controlled
trials.
Learning activity: Describe how
the effectiveness of your RTC be
measured?
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Objective: How to design and
implement your study in a
community setting.
Intervention Design”
Thursday
Afternoon
1-4 p.m.
8:30- 9a.m.
Friday Morning
9-11:30 a.m.
Individual work
Furnished
Objective: Apply principles
related to health promoting
interventions to own program of
research.
Continental Breakfast
Participant presentations of health
promotion intervention
Friday Afternoon
Lunch and Dismissal
12-2 p.m.
REQUIREMENTS/COURSE ASSIGNMENTS
Fellow Presentation of Proposed Project- presented on the last day of the Institute
Each fellow will have 30 minute time slot to present and discuss their proposed health promotion intervention on the last day. First, each Fellow will
have 10-12 minutes to describe their proposed health promotion study and their intervention. Each Fellow is required to use PowerPoint during this
portion of the presentation. Second, each Fellow will then have 10-12 minutes to demonstrate one activity from their health promotion intervention,
that is, one example from the actual intervention (e.g. a role play or other activity). Third, the remaining time will be for discussion and feedback.
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