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Employing charrette planning principles, researchers investigated the interconnectedness of transnationalism, culture, and health.
This document outlines the partnership, the first two phases of the planning charrette, and the knowledge gained from these stages.
The data collection methods during the first charrette planning phase included social network interviews (n = 58), conversations with community members (n = 88), and photovoice (n = 9). In the second phase, five charrette planning meetings were held. A synthesis of the data was performed by the planning team.
Trust among the partners was facilitated by the issue taking center stage. The preliminary data, subject to an iterative and holistic planning and interpretation, allowed us to gain a deeper understanding of the issues being investigated. Our studies of the communities were shaped by the accountability demands of community partners, present at the table, giving rise to a social justice thrust in our work.
A team-based approach to studying transnationalism, culture, and health, encompassing community engagement and a transdisciplinary perspective, yields important advantages.
Significant advantages accrue from adopting a community-engaged, transdisciplinary, team-based approach to investigating transnationalism, culture, and health.

Children with complex health needs (CCHN) experience a confluence of medical, behavioral health, and social requirements. Sadly, the separation of health and social services frequently results in poorly coordinated care for CCHNs and their families.
The Children's Complex Care Coalition of North Carolina, a cross-sector partnership created to improve the statewide system of care for CCHN, is the focus of this article, which details its establishment and subsequent efforts towards system-level enhancements.
Our virtual community engagement approach led to the formation of a cross-sector advisory committee to systematically identify the collaborators’ most significant and immediate priorities for improving care systems. This was followed by a series of virtual convenings, attended by more than 90 individuals statewide, aimed at translating those identified priorities into actionable next steps.
The North Carolina Children's Complex Care Coalition thrived due to the time invested in cultivating trust, particularly within the CCHN families, and aligning their goals with those of local and regional initiatives. The process was beset by obstacles, including the incorporation of historically underrepresented perspectives, the appropriate scaling of virtual attendance figures and the scope of subjects covered, and the navigation of technological challenges in a digital environment.
Health systems are essential in creating and bolstering cross-sector coalitions and community partnerships to enhance complex care. Virtual convenings designed with interactive activities and participatory elements can serve as a productive method for connecting coalition members and generating actionable recommendations for significant system-level improvements addressing community needs.
Cross-sector coalitions and community partnerships can be fostered by health systems to advance intricate care. Virtual interactive spaces, fostering participation, allow coalition members to effectively connect and formulate actionable system-level improvements catered to community needs.

Food insecurity interventions, found within clinical settings, tend to overlook the transportation difficulties that limit access to food.
We examined the viability of employing free ride-sharing transportation to lessen impediments to participation in a sustained clinical food insecurity intervention.
A multi-method pilot study, utilizing patient surveys (n = 155), focus groups with clinic and program staff (n = 10), and rideshare data, was conducted.
The survey found that 95 (612%) respondents experienced transportation issues, with only 34 (219%) choosing rideshare as a solution. Of the rideshare users, over eighty percent evaluated their ride experience favorably, describing it as good or excellent. Clinic and program personnel reported that the service fostered a heightened sense of autonomy regarding patients' time and well-being, highlighting the crucial requirement for augmented staffing and program-wide infrastructure.
Although free ride-sharing services could potentially overcome some of the transportation hurdles faced by patients, a broader spectrum of support options and modifications to our transportation arrangements are necessary to fully meet the needs of every program participant encountering transportation barriers.
For some patients, free rideshares might serve as a partial solution to transportation issues, but robust support mechanisms and modifications to transportation service design are crucial to effectively serve all program participants grappling with transportation barriers.

Community-based participatory research (CBPR), a collaborative approach between communities and academics, focuses on understanding and resolving issues directly impacting the local area. Undergraduates involved in CBPR courses within the academic environment develop valuable research and professional capabilities, yet the experiences of community and academic instructors leading co-taught undergraduate CBPR courses are undocumented in the literature. From their joint instruction of a specific course, the instructors derive lessons we now articulate.
These lessons demonstrate how community-academic team teaching can create unique opportunities for modeling and teaching collaboration and partnership. It can also incorporate unconventional learning experiences for students to develop skills and reflect on content but it will also involve contrasting community and academic priorities and potential underlying power dynamics that must be explicitly addressed.
The collaboration between community and academic partners in an undergraduate CBPR course can nurture crucial skills applicable to real-world scenarios. Offering a blend of traditional and non-traditional learning experiences, coupled with models of partnership and collaboration, can contribute towards this outcome. In addition to these advantages, instructors contemplating a model such as this should proactively engage in classroom and extra-curricular dialogues regarding individual priorities and how traditionally valued academic knowledge might generate power imbalances in the learning environment. In the end, the success of such collaborations hinges upon robust structural support, such as funding for community partners and careful consideration of the benefits to community organizations beyond the scope of the research itself.
Collaborative teaching of undergraduate CBPR courses by community and academic partners fosters crucial transferable skills applicable in the real world. Fostering a learning environment encompassing diverse methods, both traditional and non-traditional, and highlighting collaborative partnerships, can likewise support this. Beyond these benefits, those considering such a teaching model should be prepared to intentionally discuss, within and beyond the confines of the classroom, core values and how historically privileged academic knowledge can shape power dynamics in the learning space. Ultimately, institutional funding for community partners and a consideration of the benefits to community partners and organizations beyond the confines of the research itself are integral structural supports for facilitating these types of collaborations.

Research into adjusting community-based participatory research approaches in the face of sustained community trauma is lacking. This report details our community engagement efforts in Flint, Michigan, utilizing community-based participatory research methodologies in the aftermath of the Flint Water Crisis.
Concerning recruitment strategies prior to the Flint Water Crisis, this manuscript also delves into lessons learned about community engagement during the crisis, and finally, explores the impediments and advantages encountered while engaging African American churches.
Community partners joined researchers in enlisting a traumatized Flint community in the Church Challenge, a multi-tiered intervention designed to lessen the weight of chronic diseases.
Recruitment and engagement strategies must be fluid, creative, and possibly necessitate nontraditional tactics.
The engagement of a traumatized community hinges on the attributes of flexibility and adaptability. For community-based participatory research to produce impactful outcomes in traumatized communities, it is essential to acknowledge and proactively address the community's trauma.
Within a traumatized community, demonstrating flexibility and adaptability is crucial for meaningful interaction. To achieve success, community-based participatory research projects operating within communities marked by trauma must not only identify but actively address the trauma within those communities.

To prevent overdose deaths on a national scale, equipping law enforcement officers (LEOs) with naloxone to counteract overdoses is a significant strategy. Readily accessible and disseminated web-based interventions offer considerable flexibility and convenience.
The development and assessment of a web-based naloxone training program for law enforcement officers, a community-academic partnership project, is described in this paper.
Using a community-engagement model, we produced a web-based training course, which can be accessed at www.overdoseaction.org. A pilot feasibility test was conducted on ten LEOs, with surveys and individual interviews providing the data.
A median of 45 minutes was required to complete the web-based naloxone training, including both pre- and post-training tests, with a range extending from 37 to 80 minutes. NADPH-oxidase signaling The overdose knowledge scores demonstrated a marked difference when comparing the pretest and post-test. The LEOs found the training on responding to overdoses to be helpful and maintained their focus.
By demonstrating its feasibility, this study presents a web-based naloxone training program for law enforcement personnel, easily disseminated, as an alternative to in-person training.
This study indicates the effectiveness of a web-based naloxone training for law enforcement officers, readily disseminated and an alternative method to in-person training courses.
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