We examined the components known to foster partnership synergy: collaboration, engagement, and trust, and how these elements intersected, both positively and negatively, over the partnership’s first year of operation.Ĭharacteristics of the Synergy Model in Developing Community-Academic Partnerships Because of its closely matched principles of CBPR, we adapted Lasker, Weiss, and Miller’s 23 partnership synergy model for collaboration for use as the guiding framework for our new community–academic partnership. We argue that this is an important first step a theoretical framework can guide the development of a community–academic partnership and monitor its integrity along the way. Part of the problem with sustainability is that few partnerships use a conscious and systematic approach to guide their development and progress. Even if this transition occurs, however, difficulties can arise that threaten the partnership’s infrastructure and ability to achieve significant measurable outcomes. As the individual relationship blossoms, the idea is to move the process from an individual connection to a systemic alliance. This is a particularly susceptible period if one of the individuals leaves or cannot attend to the relationship early on, the partnership may go no further. A partnership often begins as a relationship between individuals who share common ideas. One of the greatest challenges to community–academic partnerships is their long-term sustainability. 14 A community–academic partnership that embraces CBPR, therefore, can facilitate the engagement of vulnerable populations and develop culturally and contextually appropriate interventions that improve health outcomes among diverse populations. 12, 13 A CBPR framework is particularly salient when including vulnerable populations who have not historically engaged in health-related research. 266) partnerships between University researchers and community stakeholders are most effective in designing interventions to meet community needs 11 and promoting community empowerment. 8, 9 As “reciprocal interactional collaborations,” 10(p. 2Ĭommunity–academic partnerships have demonstrated success in health promotion, illness prevention and disease management, 3, 4 health education, 5 health screening, 6, 7 and enhanced utilization of health services. 1 In this approach, community and academic partners come together to accomplish results that might be difficult or impossible to achieve alone pooling resources, mobilizing each other’s best talents, and diversifying approaches to problems to enhance interventions and improve outcomes. Many communities around the United States face exigent health problems that are unresponsive to single-solution programs or top-down strategies, resulting in the use of community-based participatory research (CBPR) as a framework to address them.
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