What can we learn from the Jerusalem Community–Academic Partnership case study in an ultra-orthodox neighborhood?

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Detalles Bibliográficos
Publicado en:	Global Health Promotion vol. 32, no. 3 (Sep 2025), p. 88
Autor principal:	Donchin, Milka
Otros Autores:	Bar-Zeev, Yael, Levine, Hagai, Kaufman-Shriqui, Vered, Rauch, Orly, Barasche-Berdah, Deborah, Goldshmidet, Etti, Ayala Goudman, Manor, Orly, Paltiel, Ora
Publicado:	International Union for Health Promotion and Education
Materias:	Israel Jerusalem Israel Problem solving Health maintenance organizations > HMOs Health promotion Exercise Intervention Students Collaboration Public health Public spaces Neighborhoods Nutrition Preschool children Young mothers Health needs Mapping Environmental aspects Lifestyles Working groups Assets Vegetables Health care Physical activity Socioeconomics Community centers Fruits Swimming Health literacy Interviews Socioeconomic factors Case studies Quality assessment Needs analysis First year Partnerships Young women Service learning Swimming pools Women Mothers Physical fitness Adolescent mothers Learning Literacy Community Health education Health services Religious orthodoxy Adult Learning Meetings Group Dynamics Life Style Capacity Building Educational Assessment Coordinators Learner Engagement Barriers Focus Groups Social Child Health Females Municipalities Environmental Influences Family (Sociological Unit) Health Insurance Advisory Committees Health Behavior Aging (Individuals)
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Descripción
Resumen:	Community–academic partnerships can be useful models for sustainable interventions. The Jerusalem Community–Academic Partnership (J-CAP) was established to address local health needs identified by a population survey. It engaged stakeholders and public health students as part of their training. We describe the establishment and processes of this partnership over a 3-year period.Part 1 of the program entailed mapping and undertaking a quality assessment of health promotion (HP) programs in Jerusalem. Part 2 (Years 2 and 3), described herein, entailed a participatory process wherein a particular neighborhood, with a predominantly Ultra-Orthodox population, was chosen for intervention. A local steering committee was set up, and students assessed assets and needs by direct observation, in-depth interviews, and focus groups, followed by the development of intervention programs using a participatory process. Neighborhood assets and needs identified in the first year served as a basis for the participatory process of developing intervention programs. Assets identified included the local community center and swimming pool. Barriers to a healthy lifestyle included a lack of health literacy, time constraints, socioeconomic factors, and local lifestyle and environmental characteristics. Students focused on public spaces, preschool children, and young women and mothers when designing, together with local leaders, intervention programs related to healthy nutrition and physical activity. The participatory process contributed to strengthening partnerships among several services and agencies investing in the health of Jerusalem residents. The students’ critical service-learning contributed to their understanding of HP in the real world and the local community. The students’ reports, which were submitted to the community center management, could serve to inform future interventions.
ISSN:	1757-9759 1757-9767 1025-3823
DOI:	10.1177/17579759241275146
Fuente:	Healthcare Administration Database