Introduction
Mobilizing for Action through Planning and Partnerships (MAPP) is a community-driven process that has significantly improved community health. Many public health leaders have used the plan to address health issues in communities. MAPP has also been used to support the growth of healthcare providers in their personal and professional environments. In this case, the process enables individuals to identify their unique potentials and recognize motivations in several categories, such as learning styles and aptitude. The case study provided reveals that individuals should educate those who have been working in health organizations for a long time but have no recent formal education using the MAPP process as a guideline.
How We Can Educate Those Who Have Been Working Using the MAPP Process
Community health status assessment is one of the factors that an individual can consider when educating the workmates. In this case, people can focus on the challenges that many people experience and how they can be limited. Cooperation is also encouraged when educating members since assessment requires collecting adequate data and sharing it with other individuals in the project (McDermott et al., 2018). Forces of change assessment are also exercised to identify the various aspects that can develop public health. The individuals can also be encouraged to identify their strengths and weaknesses during the program. Acquiring information from other members of society is another aspect that persons can be taught. For instance, one can use interviews and questionnaires as data collection methods and use the information obtained to solve various health issues.
Summary of the Issue
Many employees are guided by experienced workers in their companies. For instance, the case study shows that the worker is seeking advice from two more experienced members who have been working in the health department for many years. However, the skilled personnel lacks adequate information about the MAPP process. Thus, this shows that many employees in the healthcare sector should be educated about the MAPP process. Moreover, the worker seeks help from a public health professor. After receiving extensive learning on using the MAPP process in his program’s design, the individual begins his application for admission to the professor’s public health program. Consequently, the case tells that many workers are willing to learn the MAPP process but do not have the opportunities since many experienced workers are unfamiliar with it.
Critical Stakeholders Involved in Developing the MAPP programs
Developing MAPP programs involves different stakeholders who have a particular role in the project. The organization that has invested in the plan is one of the major stakeholders. In this case, the healthcare facility is one of the project’s critical actors and can determine whether it is successful or not. For instance, the organization should provide the resources needed when developing the program to curb healthcare issues in the community (Evans‐Agnew et al., 2017). Other crucial stakeholders are the new and experienced employees since their unique potential can be utilized to ensure that the program is fruitful. For instance, workers in the MAPP process have to guarantee that they provide vital information that can be used to introduce change in the community. Members of the community are also stakeholders in the program since the partnership is encouraged to improve public health (Allee, 2017). The stakeholders should work as a team, and each should have the responsibility to make sure that the program is developed and positively impacts individuals.
How the New Program has Been Effective in Involving all Stakeholders
The new program can be applied to ensure that experienced and new workers learn about the MAPP program and can utilize it to improve their performance. The workers can also educate one another about the different procedures involved, such as focusing on change and an individual’s potential (Erwin et al., 2017). Many experienced employees in many organizations are not familiar with the MAPP process and can discover their strengths using the project. The program is also effective since the organization can develop new procedures to ensure that the community is healthy. Thus, all stakeholders in the new program can utilize information and apply the knowledge acquired to improve the community.
Strengths and Weaknesses that are Notable
One of the program’s strengths is that stakeholders can cooperate and ensure that they achieve their goals. Moreover, people can learn from others and utilize the new program to improve the community. Another advantage of the process is that more ideas are acquired from different individuals and used to solve various issues. One of the weaknesses involved is that a lack of adequate resources can lead to the program’s poor outcomes. In this case, some issues may not be addressed since they require the use of funds. Another weakness is that a lack of cooperation can be experienced and negatively affect the program.
Conclusion
To conclude, the MAPP process is vital and should be encouraged in organizations. Experienced and new employees should be educated on how to use the MAPP process. Stakeholders involved in the new program should also have an active role and ensure that the process is successful. For instance, both new and skilled workers should ensure that they participate in the program and guarantee that they are familiar with the process. Organizations should also ensure that staff can learn about these programs and participate in community programs to improve society’s health. In essence, the plan is essential since it helps people design ways of limiting public health issues in the community.
References
Allee, M. K. (2017). Mobilizing for action through planning and partnerships (MAPP): An approach to resilience. American Public Health Association. Web.
Erwin, P. C., Buchanan, M., Read, E., & Meschke, L. L. (2017). Intentional paradigm change: A case study on implementing mobilizing for Action through Planning and Partnerships (MAPP). Journal of Public Health Management and Practice, 23(6), 627-637. Web.
Evans‐Agnew, R., Reyes, D., Primomo, J., Meyer, K., & Matlock‐Hightower, C. (2017). Community health needs assessments: Expanding the boundaries of nursing education in population health. Public Health Nursing, 34(1), 69-77. Web.
McDermott, K., Kurucz, E. C., & Colbert, B. A. (2018). Social entrepreneurial opportunity and active stakeholder participation: Resource mobilization in enterprising conveners of cross-sector social partnerships. Journal of Cleaner Production, 183(1), 121-131. Web.