Workshop Session #2: Measuring
Diaper Need & Program Impact
.
National Diaper Bank Network
2015 Annual Conference
Kelley E. C. Massengale, MPH
The University of North Carolina at Greensboro
Diaper Bank of NC; Durham, NC
Phase One
Interview Community
Partners who distribute
diaper bank diapers
Analyze interviews
Develop two surveys
Survey Community Partners
who did not do an interview
Survey Diaper Recipients
Analyze interviews
Analyze surveys
Phase Two
↘
Develop interview guide
Interview Diaper Recipients
Analyze interviews
Phase Three
↙
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)
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
How Diapers Helped
Children
• 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
Families Want More Information
•
•
•
•
Cloth diapers
Appropriate diaper sizes
Toilet training
How to volunteer at the Diaper Bank
Research Project Timeline
2014
• 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
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
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
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]
Thank you!
Kelley E. C. Massengale, MPH
PhD Candidate in Community Health Education
Department of Public Health Education
University of North Carolina at Greensboro
kemassen@uncg.edu
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)
Why Research?
Anecdotal Evidence
Research Data
• Informally collected data or
stories from diaper
recipients, community
partners, diaper bank staff
and volunteers.
• 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.
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.
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