| Literature DB >> 35712228 |
Kasey R Claborn1,2,3, Suzannah Creech2, Quanisha Whittfield1, Ruben Parra-Cardona1, Andrea Daugherty2, Justin Benzer2.
Abstract
Introduction: The COVID-19 pandemic highlighted significant structural barriers that exacerbated health inequities among people at-risk for overdose. Digital health technologies have the potential to overcome some of these barriers; however, development of these technologies often fails to include people who use drugs and community key stakeholders in the development and dissemination process. Consequently, this may exacerbate health inequities and the digital divide among underserved, highly vulnerable people who use drugs.Entities:
Keywords: community engaged research; harm reduction; human factor; overdose prevention; surveillance
Year: 2022 PMID: 35712228 PMCID: PMC9192346 DOI: 10.3389/fdgth.2022.880849
Source DB: PubMed Journal: Front Digit Health ISSN: 2673-253X
Figure 1Community-Academic technology co-design process.
Summary of co-design activities and outputs.
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| 1: Community advisory boards | • Recruit CAB members | • Multisectoral partnerships across four community advisory boards |
| 2: Formative research | • Scoping review of existing overdose surveillance methods and data dashboards | • Define existing technologies |
| 3: Design session preparation | • Preliminary data analysis | • Materials for Design Session workshops |
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| 4: Framing the problem | • | • In-depth understanding of the problem |
| 5: Generative design | • | • Define the target user experience |
| 6: Sharing ideas | • | • Low-fidelity prototype |
| 7: Iterative testing and refinement | • Implement working prototype in harm reduction organizations | • Final product design and development of high-fidelity prototype |
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| 8: Formal data analysis | • Applied thematic analysis of qualitative interviews | • Reports and presentations of process and outcome evaluation findings |
| 9: Requirements and translation | • Strategic planning for scaling and widespread dissemination | • Dissemination and implementation protocol |
| 10: Pilot testing | • Implement and evaluate in real world | • Data on feasibility and acceptability |
Participant characteristics (N = 74).
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| 18–24 | 4 (16.6) | 1 (5.0) | 1 (5.0) | 0 (0.0) | 6 (8.1) |
| 25–34 | 4 (16.6) | 6 (30.0) | 8 (40.0) | 3 (30.0) | 21 (28.3) |
| 35–44 | 11 (45.8) | 6 (30.0) | 5 (25.0) | 3 (30.0) | 25 (33.7) |
| 45–54 | 2 (8.3) | 6 (30.0) | 3 (15.0) | 3 (30.0) | 14 (18.9) |
| 55+ | 3 (12.5) | 1 (5.0) | 3 (15.0) | 1 (10.0) | 8 (10.8) |
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| Male | 13 (54.2) | 18 (90.0) | 10 (50.0) | 1 (10.0) | 42 (56.7) |
| Female | 11 (45.8) | 2 (10.0) | 10 (50.0) | 9 (90.0) | 32 (43.2) |
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| Man | 13 (54.2) | 17 (85.0) | 9 (45.0) | 1 (10.0) | 40 (54.0) |
| Woman | 11 (45.8) | 2 (10.0) | 9 (45.0) | 9 (90.0) | 31 (41.9) |
| Genderqueer | 0 (0.0) | 1 (5.0) | 2 (10.0) | 0 (0.0) | 3 (4.1) |
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| African American or Black | 1 (4.2) | 0 (0.0) | 2 (10.0) | 0 (0.0) | 3 (3.9) |
| Asian | 0 (0) | 2 (10.0) | 2 (10.0) | 2 (20.0) | 6 (7.9) |
| White/ Caucasian | 19 (79.2) | 17 (85.0) | 14 (70.0) | 8 (80.0) | 58 (76.3) |
| American Indian or Alaska Native | 0 (0.0) | 0 (0) | 1 (5.0) | 0 (0.0) | 1 (1.3) |
| Native Hawaiian or Pacific Islander | 0 (0) | 0 (0) | 0 (0.0) | 0 (0.0) | 0 (0.0) |
| Other | 6 (23.0) | 1 (5.0) | 1 (5.0) | 0 (0.0) | 8 (10.5) |
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| Hispanic or Latino | 10 (41.7) | 3 (15.0) | 8 (40.0) | 1 (10.0) | 22 (29.7) |
| Non-hispanic or Latino | 13 (54.2) | 16 (80.0) | 11 (55.0) | 9 (90.0) | 49 (66.2) |
| Other | 1 (4.2) | 1 (5.0) | 1 (5.0) | 0 (0.0) | 3 (4.1) |
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| Christian | 6 (25.0) | 9 (45.0) | 6 (28.6) | 5 (50.0) | 26 (34.6) |
| Buddhist | 1 (4.2) | 0 (0.0) | 1 (4.8) | 0 (0.0) | 2 (2.6) |
| Jewish | 1 (4.2) | 0 (0.0) | 0 (0.0) | 0 (0.0) | 1 (1.3) |
| Muslim | 0 (0) | 0 (0.0) | 0 (0.0) | 1 (10.0) | 1 (1.3) |
| Atheist | 2 (8.3) | 6 (30.0) | 6 (28.6) | 2 (20.0) | 16 (21.3) |
| Hindu | 0 () | 0 (0.0) | 0 (0.0) | 1 (10.0) | 1 (1.3) |
| Other | 14 (58.3) | 5 (25.0) | 8 (38.0) | 1 (10.0) | 28 (37.3) |
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| Some grade school | 1 (4.2) | 0 (0.0) | 0 (0.0) | 0 (0.0) | 1 (1.35) |
| Some high school | 1 (4.2) | 0 (0.0) | 0 (0.0) | 0 (0.0) | 1 (1.35) |
| High school diploma or GED | 8 (33.3) | 0 (0.0) | 2 (10.0) | 0 (0.0) | 10 (13.5) |
| Some college or 2-year degree | 12 (50) | 10 (50.0) | 3 (15.0) | 1 (10.0) | 26 (35.1) |
| 4-year college graduate | 1 (4.2) | 9 (45.0) | 7 (35.0) | 2 (20.0) | 19 (25.6) |
| Some school beyond college | 1 (4.2) | 0 (0.0) | 0 (0.0) | 0 (0.0) | 1 (1.35) |
| Graduate or professional degree | 0 (0) | 1 (5.0) | 8 (40.0) | 7 (70.0) | 16 (21.6) |
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| <$25,000 | 11 (45.8) | 0 (0.0) | 4 (20.0) | 1 (10.0) | 16 (21.6) |
| $25.000–49.000 | 7 (29.2) | 1 (5.0) | 11 (55.0) | 0 (0.0) | 19 (25.6) |
| $50,000–74,999 | 4 (16.7) | 7 (35.0) | 2 (10.0) | 2 (20.0) | 15 (20.3) |
| $75,000–99,999 | 1 (4.2) | 6 (30.0) | 1 (5.0) | 2 (20.0) | 10 (13.5) |
| Over $100,0.000 | 0 (0.0) | 6 (30.0) | 0 (0.0) | 4 (40.0) | 10 (13.5) |
| Don't know/prefer not to answer role in overdose reporting | 1 (4.2) | 0 (0.0) | 2 (10.0) | 1 (10.0) | 4 (5.4) |
| Emergency department/ Hospital employee | – | 4 (16.6) | 0 (0.0) | 2 (20.0) | 6 (11.1) |
| EMS | – | 12 (50.0) | 0 (0.0) | 0 (0.0) | 12 (22.2) |
| Epidemiologist | – | 0 (0.0) | 0 (0.0) | 2 (20.0) | 2 (3.7) |
| Fire department | – | 6 (25.0) | 0 (0.0) | 1 (10.0) | 7 (12.9) |
| Harm reductionist | – | 1 (4.1) | 18 (90.0) | 0 (0.0) | 19 (35.1) |
| Law enforcement officer | – | 1 (4.1) | 0 (0.0) | 0 (0.0) | 1 (1.9) |
| Poison control | – | 0 (0.0) | 0 (0.0) | 1 (10.0) | 1 (1.9) |
| Substance use treatment provider | – | 0 (0.0) | 2 (10.0) | 1 (10.0) | 3 (5.6) |
| Other experts | – | 0 (0.0) | 0 (0.0) | 3 (30.0) | 3 (5.6) |
Figure 2TxCOPE landing page design for harm reduction organizations.
Figure 3TxCOPE overdose incident report form.