Developing and evaluating tools for collecting, interpreting, and sharing neighbourhood health needs

Abstract

Building on the findings of the first phase of a design-based research project, in which stakeholders jointly explored the current and desired situation and identified key design challenges and requirements, the second phase focused on developing, testing, and refining practical tools to support the identification (collection, interpretation and sharing) of qualitative data on citizens’ broader health needs in neighbourhoods. Using an iterative co-design approach, stakeholders -including students, teachers, health and wellbeing professionals, municipality advisors, researchers, and citizen representatives- collaborated in the creation and evaluation of several prototypes. These were designed and tested with students within the educational program HU HEALTHY&WELL in several neighbourhoods in Utrecht. The design process resulted in a set of practical, visual, and adaptable prototypes, including a dynamic storyboard, a digital listening card, a knowledge festival, an ethical dilemma game, and perspective lenses. Evaluation findings indicated that accessible, low-threshold methods can help students and professionals strengthen dialogue, stimulate collaboration, and advance shared agenda-setting within neighbourhoods. This presentation focuses on the development and evaluation process of these tools and demonstrates how co-design can support the translation of identified community needs into practical instruments that strengthen collaboration in community-oriented prevention and health promotion. By actively engaging citizens, professionals, students, teachers, researchers, and community organisations in the design process, richer, more context-sensitive knowledge can be generated to support community-based prevention and health promotion. Furthermore, embedding research within the educational program enables students to contribute meaningfully to societal challenges while learning and working interprofessionally and developing community-oriented competencies.