Goal | Assessment | Description | Examples of constructs |
---|---|---|---|
Supportive Environment | How were barriers and facilitators to engaging addressed? | Assess and address barriers and facilitators of engagement; ‘environment’ encompasses micro (i.e. power dynamics between individuals), meso (ie. organizing transportation to/from), and macro levels (i.e. meeting location). | • Easy access/low threshold meetings (immediate compensation, supportive arrangements for people travelling from out of town by paying transportation costs in advance) • Community building activities • Building, location chosen • Planning in advance • Flexible schedule |
Equitable participation | How were experiences represented and respected? | Ensure all experiences respected and represented at the table to address the diverse and unique health needs of each community. | • Democratic participation • Power dynamics • Flexible facilitation • Distribution of voices • Representativeness at the table • Awareness of peer issues and strengths within the community |
Capacity building & empowerment | How did capacity increase over time and how were benefits derived? | Develop the abilities of individuals and groups defined in terms of access, ability, mobilization, interest, networks, opportunity, and literacy. | • Skills and ability • Confidence • Ongoing engagement or attrition • Social capital • Community building • Enhanced peer networks • Cohesion |
Improved programming & policy | How engagement impacts programming and policy? | The explicit and implicit evolution of programming and/or policy in relation to the purpose identified; ability to understand local risk environment, synthesize information, and design relevant solutions. | • Programming and/or policy • Competency • Activities • Outputs • Feedback from within and/or outside the inner and/or broader community |