Table 1.
Community Advisory Board (CAB) identified and prioritized capacity constructs specific to the project goals
Capacity Efforts | |
Decision making | Process by which decisions are made and how those decisions keep the project moving forward |
Conflict Resolution | Process by which disagreements or conflicts are resolved to keep the project moving forward |
Communication | Channels of communication are identified and utilized to share information openly and regularly |
Problem Assessment | The ability of the advisory board to identify, prioritize, find solutions, and act on a problem |
Group Roles | Defining clear responsibilities and expectations for group members within the advisory board |
Resources | Effective use of individual, organization, and community assets to move the goals of the project forward |
Capacity Outcomes | |
Trust | Degree to which advisory board members rely on each other to share information, complete tasks, and remain committed to the project |
Leadership | Demonstrated ability and willingness to guide and direct efforts of the advisory board |
Participation and Influence | Degree to which every advisory board member feels equally valued, heard, and empowered regarding the direction of the project |
Collective Efficacy | Level of group confidence in developing, implementing and sustaining an effective childhood obesity intervention |
Sustainabilty Outcomes | |
Sustainability | Commitment to project continuation via active planning, including efforts to improve feasiblility and seek additional resources |
Accomplishments | Demonstrated success toward project goals that includes both process and project outcome achievements |
Community Power | Garnering legitimacy in the community by dissemination of impacts and leveraging that legitimacy to further the goals of the project |
Note: Capacity constructs adapted from Sandoval J, Lucero J, Oetzel J, et al. Process and outcome constructs for evaluating community-based participatory research projects: a matrix of existing measures. Health Educ Res. 2012;27(4):680–690.