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.