BHW HRSA-22-055 (UB6) PHTC_Final.pdf

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES

Bureau of Health Workforce Division of Nursing and Public Health

Regional Public Health Training Centers (PHTC) Program

Funding Opportunity Number: HRSA-22-055

Funding Opportunity Type(s): Competing Continuation, New Assistance Listings (AL/CFDA) Number: 93.516

NOTICE OF FUNDING OPPORTUNITY

Fiscal Year 2022

Application Due Date: January 24, 2022

Ensure your SAM.gov and Grants.gov registrations and passwords are current immediately!

HRSA will not approve deadline extensions for lack of registration.

Registration in all systems, may take up to 1 month to complete.

Issuance Date: November 24, 2021

Megan Lincoln, MSW Project Officer, Division of Nursing and Public Health Telephone: (301) 443-2702 Email: mlincoln@hrsa.gov

See Section VII for a complete list of agency contacts.

Authority: 42 U.S.C. §295a (Public Health Service Act, Section 766) mailto:mlincoln@hrsa.gov

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508 COMPLIANCE DISCLAIMER

Note: Persons using assistive technology may not be able to fully access information in this file. For assistance, please email or call one of the HRSA staff listed in Section VII.

Agency Contacts.

EXECUTIVE SUMMARY

The Health Resources and Services Administration (HRSA) is accepting applications for the fiscal year (FY) 2022 Regional Public Health Training Centers (PHTC) Program.

The purpose of this program is to increase the number of individuals in the public health workforce, enhance the quality of such workforce, and improve the ability of the workforce to meet national, state, and local health care needs. This program aims to strengthen the public health workforce through tailored training and technical assistance (TA) through collaborative community-based projects involving state and local health departments, primary care providers, and related organizations (to include non-traditional partners) to help address critical local public health needs.

Funding Opportunity Title: Regional Public Health Training Centers

(PHTC) Program Funding Opportunity Number: HRSA-22-055 Due Date for Applications: January 24, 2022 Anticipated Total Annual Available FY 2022 Funding:

$9,100,000

Estimated Number and Type of Award(s): Up to 10 cooperative agreement(s) Estimated Annual Award Amount: Up to $780,000 to $1,105,000 per year, subject to the availability of appropriated funds

Cost Sharing/Match Required: No Period of Performance: July 1, 2022, through

June 30, 2026 (4 years)

Eligible Applicants: Accredited schools of public health or another public or public nonprofit institutions accredited for the provision of graduate or specialized training in public health.

For-profit entities are not eligible under this notice of funding opportunity (NOFO).

See Section III.1 of this notice of funding opportunity (NOFO) for complete eligibility information.

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Application Guide

You (the applicant organization/agency) are responsible for reading and complying with the instructions included in HRSA’s SF-424 R&R Application Guide, available online at http://www.hrsa.gov/grants/apply/applicationguide/sf424rrguidev2.pdf, except where instructed in this NOFO to do otherwise.

Technical Assistance

HRSA will hold a pre-application technical assistance (TA) webinar for applicants seeking funding through this opportunity. The webinar will provide an overview of pertinent information in the NOFO and an opportunity for applicants to ask questions.

Visit the HRSA Bureau of Health Workforce’s open opportunities website at https://bhw.hrsa.gov/fundingopportunities/default.aspx to learn more about the resources available for this funding opportunity.

http://www.hrsa.gov/grants/apply/applicationguide/sf424rrguidev2.pdf https://bhw.hrsa.gov/fundingopportunities/default.aspx

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Table of Contents

I. PROGRAM FUNDING OPPORTUNITY DESCRIPTION

1. PURPOSE

2. BACKGROUND

II. AWARD INFORMATION

1. TYPE OF APPLICATION AND AWARD

2. SUMMARY OF FUNDING

III. ELIGIBILITY INFORMATION

1. ELIGIBLE APPLICANTS

2. COST SHARING/MATCHING

3. OTHER

IV. APPLICATION AND SUBMISSION INFORMATION

1. ADDRESS TO REQUEST APPLICATION PACKAGE

2. CONTENT AND FORM OF APPLICATION SUBMISSION

i. Project Abstract

ii. Project Narrative

iii. Budget

iv. Budget Justification Narrative

v. Attachments

3. DUN AND BRADSTREET DATA UNIVERSAL NUMBERING SYSTEM (DUNS) NUMBER TRANSITION

TO THE UNIQUE ENTITY IDENTIFIER (UEI) AND SYSTEM FOR AWARD MANAGEMENT (SAM)

4. SUBMISSION DATES AND TIMES

5. INTERGOVERNMENTAL REVIEW

6. FUNDING RESTRICTIONS

V. APPLICATION REVIEW INFORMATION

1. REVIEW CRITERIA

2. REVIEW AND SELECTION PROCESS

3. ASSESSMENT OF RISK

VI. AWARD ADMINISTRATION INFORMATION

1. AWARD NOTICES

2. ADMINISTRATIVE AND NATIONAL POLICY REQUIREMENTS

3. REPORTING

VII. AGENCY CONTACTS

VIII. OTHER INFORMATION

APPENDIX:

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I. Program Funding Opportunity Description

1. Purpose

This notice announces the opportunity to apply for funding under the Regional Public Health Training Centers (PHTC) Program.

Program Purpose The Regional PHTC Program seeks to increase the number of individuals in the public health workforce, enhance the quality of such workforce, and improve the ability of this workforce to meet national, state, and local health care needs. Specifically, this program aims to strengthen the public health workforce through tailored training and technical assistance (TA)1 through collaborative community-based projects. Training curricula will provide skill-based, interactive instruction and quality education using multiple modalities (e.g., synchronous, asynchronous, distance-based, bi-directional video, and in-person), underscoring the current eight cross-cutting core public health competency domains in the primary areas of (1) analytical/assessment, (2) policy development/ program planning, (3) communication skills, (4) cultural competency, (5) community dimension of practice, (6) public health sciences, (7) financial planning and management and, (8) leadership and systems thinking.2 Each Regional PHTC must develop training in at least three primary areas listed above and may develop trainings in the sub competencies3 and beyond based on local health needs assessments.

Regional PHTCs seek to develop current and future public health leaders though Leadership Institutes. Moreover, the program aims to establish and enhance collaborative partnerships among state and local health departments, primary care providers, and related organizations (to include non-traditional partners) as they work together to address critical local public health needs.

Program Goals The goals of this program are to:

1) Increase the supply and diversity of public health professionals;

2) Enhance the quality of the public health workforce through student field placements, emphasizing placements with rural and/or medically underserved communities; and

3) Provide tailored quality training to address current and emerging public health needs.

1 For purposes of this NOFO, the term technical assistance is defined as sharing information and expertise, training, and consulting services 2 For the purpose of this Notice of Funding Opportunity current Public Health Core Competencies are available here https://www.phf.org/programs/corecompetencies/Pages/Core_Competencies_Domains.aspx

3For the purpose of this Notice of Funding Opportunity current Public Health Sub Competencies are available here: 2021 Core Competencies for Public Health Professionals (phf.org) https://www.phf.org/programs/corecompetencies/Pages/Core_Competencies_Domains.aspx http://www.phf.org/resourcestools/Documents/Core_Competencies_for_Public_Health_Professionals_2021October.pdf

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Program Objectives

• Establish and/or expand regional Public Health Leadership Institutes that support enhanced training for a diverse cohort in public health and primary care leadership emphasizing the core public health competencies;

• Assess the public health staffing needs at all levels in the regions in which the centers will develop and plan quality trainings that meet Centers for Disease Control and Prevention (CDC) Quality Training Standards4 and/or Quality Standards for Training and Delivery5 that focus on core competencies, including real-time public health issues such as pandemic preparedness, chronic disease prevention and treatment, social determinants of health (SDOH), public health emergencies, health equity data collection, public health data and analytics/crowdsourcing, and other training gaps as identified in the assessment;

• Establish and/or strengthen relationships with entities such as Primary Care Associations (PCA), and local and state health departments, to collaborate and address critical local public health needs. This collaboration may include assisting in the formulation of workforce development plans, working with PCAs to maximize the primary care health workforce, and addressing other community needs;

• Establish or strengthen field placements for students at public or nonprofit private health agencies or organizations, including hospitals, community-based health care facilities, and non-traditional health care settings. In order to address health disparities and improve health equity, encourage students who are underrepresented minorities, or from disadvantaged background6 for placements with rural and/or medically underserved communities. Additionally, applicants are encouraged to expand field placements for preventive medicine resident at state or local health departments, community college students in the US Pacific Islands, and Tribal Colleges and Universities (TCU)7 as applicable;

• Designate a geographic area or medically underserved population to be served by the Center in a location removed from the main location of the teaching facility of the school that is participating in the program with such center; and

• Involve faculty members and students in collaborative projects to enhance public health services to rural and/or medically underserved communities to better address issues related to the social determinants of health.

HHS and HRSA Priorities The Regional PHTC Program prioritizes transforming the workforce, increasing the supply of public health professionals; and enhancing the quality of such workforce through student field placements, emphasizing placements with rural and/or medically

4 CDC. Quality Training Standards. Available at https://www.cdc.gov/training/development/standards/index.html?CDC_AA_refVal=https%3A%2F%2Fww w.cdc.gov%2Ftrainingdevelopment%2Fstandards%2Findex.html 5 NNPHI Quality Standards for Training Design and Delivery. Available at https://www.phlearningnavigator.org/sites/default/files/2019-04/Quality%20Standards%20for%20Training- 031919.pdf 6 For the purposes of this NOFO disadvantaged background means a person who comes from a social, cultural, or educational environment that has demonstrably and directly inhibited the person from obtaining knowledge, skills, and abilities necessary to develop and participate in a health professions education or training program. Available at https://bhw.hrsa.gov/glossary#d 7 Aihec. Tribal Colleges and Universities. Available at http://www.aihec.org/who-we-serve/TCUmap.cfm https://www.cdc.gov/training/development/standards/index.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Ftrainingdevelopment%2Fstandards%2Findex.html https://www.cdc.gov/training/development/standards/index.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Ftrainingdevelopment%2Fstandards%2Findex.html https://www.phlearningnavigator.org/sites/default/files/2019-04/Quality%20Standards%20for%20Training-031919.pdf https://www.phlearningnavigator.org/sites/default/files/2019-04/Quality%20Standards%20for%20Training-031919.pdf https://bhw.hrsa.gov/glossary#d http://www.aihec.org/who-we-serve/TCUmap.cfm

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underserved communities, and including student field placements for the community college students in the US Pacific Islands and at TCU; and providing tailored training.

Recipients of federal financial assistance (FFA) from HHS must administer their programs in compliance with federal civil rights laws that prohibit discrimination on the basis of race, color, national origin, disability, age and, in some circumstances, religion, conscience, and sex. This includes ensuring programs are accessible to persons with limited English proficiency and persons with disabilities. The HHS Office for Civil Rights provides guidance on complying with civil rights laws enforced by HHS. See HHS Provider Obligations and HHS Nondiscrimination Notice. See Section VIII. Other Information.

Promoting equity is essential to the Department’s mission of protecting the health of Americans and providing essential human services. This view is reflected in Executive Order (E.O.) 13985 entitled Advancing Racial Equity and Support for Underserved Communities Through the Federal Government (Jan. 20, 2021).

For more details, see Program Requirements and Expectations.

General Emergency Preparedness Statement Eligible entities must be ready to continue programmatic activities in the event of a public health emergency – both those that are expected and unexpected. A training-focused emergency preparedness plan is critical for HRSA-funded projects and helps ensure that grantees are able to continue programmatic activities, can coordinate effectively, and can implement recovery plans when emergencies disrupt project activities. Applicants must develop and maintain a flexible training-focused emergency preparedness plan in case of public health emergencies to ensure continuation of programmatic and training activities, including but not limited to needs assessments, training development and implementation, and student placements.

2. Background

Regional PHTC Program is authorized by Section 766 of the Public Health Service (PHS) Act (42 U.S.C. § 295a).

Public health professionals work in a rapidly changing health care environment where public health roles and activities are being revised and refined. The onset of the COVID- 19 pandemic has challenged the skills and abilities of the public health workforce.

These professionals will need to develop a broader set of skills and competencies to deliver essential quality and integrative services. 89

State health departments play a large role in the development of their states public health infrastructure, but at many states top leadership level there is a lack of

8 Pacific Island Primary Care Association. The Region Health Workforce. Available at:

https://pacificislandspca.org/ 9 American Samoa Community College. 2016-2018 Academic Programs. Available at https://amsamoa.edu/academicprograms.html https://www.hhs.gov/civil-rights/for-providers/provider-obligations/index.html https://www.hhs.gov/civil-rights/for-providers/provider-obligations/index.html https://www.hhs.gov/civil-rights/for-individuals/nondiscrimination/index.html https://pacificislandspca.org/ https://amsamoa.edu/academicprograms.html

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preventative medicine doctors, a medical specialist who promote health and wellbeing and prevent disease, disability and death in communities. In addition to the need for preventative medicine doctors, a majority (61%) of individuals working as state health directors/officials hold an MPH, while the remaining 39% have no formal public health training.10

Despite improvements in public health workforce development and training, gaps in competency and quality training persist. Based on a recent analysis, according to the Public Health Workforce Interests and Needs Survey (PH-WINS),11 the most critical are:

business and financial management; systems and strategic thinking; developing a vision for a healthy community; change management; cross-sectoral partnerships; cultural competency/competence; data for decision-making; and effective communication.

Reports indicate that using technology to develop innovative, collaborative learning experiences can improve knowledge and skills, and enhance a sense of community in learning.

The Regional PHTC Program funding has supported ongoing professional development and training for public health workers to ensure they are prepared to handle evolving public health needs in communities, their skills are kept up-to-date, and they have opportunities for career advancement. The Regional PHTCs work with Community Based Training (CBT) Partnerships (for definition, see Program Definitions and improve training by working closely with regional partners to assess overall community health needs, workforce trainings needs, and develop comprehensive and robust trainings.

These trainings best serve the workforce in accomplishing their job duties and serving the community.

New and innovative ways to provide training and education are needed. Although much of this work is incumbent upon health department leadership to establish a culture of learning and encourage continuing education and training opportunities, Regional PHTCs have a pivotal role in training the current and future workforce through leadership in states and pioneering new training content and delivery methods through the strategic CBT Partnerships.

The US Pacific Islands and tribal territories, often rural and medically underserved communities, have a tremendous difficulty recruiting and retaining a public health workforce. The population is challenged by lack of opportunities in formal public health training. These regions have no advance degree programs in public health. Although many community colleges offer certificates in proficiency in public health only the University of Guam offers a bachelor degree. To address these challenges in these areas, the Regional PHTC Program is encouraging field placements for community college students in the US Pacific Islands.

State health departments play a large role in the development of their states public health infrastructure, but at many states top leadership level there is a lack of preventative medicine doctors, a medical specialist who focuses on public health to

10 Association of State and Territorial Health Officials. 2020 State and Territorial Health Officials. Available at: https://astho.org/Directory/ 11 DeBeaumont. 2017 National Findings Public Health Workforce Interests and Needs Survey PHWINS.

Available at: https://debeaumont.org/wp-content/uploads/2019/04/PH-WINS-2017.pdf https://astho.org/Directory/ https://debeaumont.org/signup-phwins/what-is-phwins/#unique-identifierhttps://debeaumont.org/wp-content/uploads/2019/04/PH-WINS-2017.pdf https://debeaumont.org/signup-phwins/what-is-phwins/#unique-identifierhttps://debeaumont.org/wp-content/uploads/2019/04/PH-WINS-2017.pdf

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promote health and wellbeing and prevent disease, disability and death in communities.

In addition to the need for preventative medicine doctors, a majority (61%) of individuals working as state health directors/officials hold an MPH, while the remaining 39% have no formal public health training. Encouraging preventive medicine residents to be placed at state and local health department can assist in overcoming this barrier.

Program Definitions

A glossary containing general definitions for terms used throughout the Bureau of Health Workforce NOFOs can be located at the Health Workforce Glossary. In addition, the following definitions apply to the Regional PHTC Program for Fiscal Year 2022:

Community-Based Training (CBT) Partnership – A collaborative educational and training partnership and linkage among the applicant (central office), health departments (both state and local), primary care providers, community organizations (to include non-traditional partners), and other federal agency programs.

Disparity Impact Statement – Successful applicants are expected to develop a disparity impact statement using local data to identify populations at highest risk for health disparities and lo health literacy. The disparity impact statement will provide the framework for ongoing monitoring and determining the impact of the project. Below are HHS resources:

CMS.gov: Quality Improvement & Interventions: Disparity Impact Statement SAMHSA.gov: Disparity Impact Statement.

Equity – The consistent and systematic fair, just, and impartial treatment of all individuals, including individuals who belong to underserved communities that have been denied such treatment, such as Black, Latino, Indigenous and Native American persons, Asian Americans and Pacific Islanders and other persons of color; members of religious minorities; lesbian, gay, bisexual, transgender, and queer (LGBTQ+) persons;

persons with disabilities; persons who live in rural areas; and persons otherwise adversely affected by persistent poverty or inequality.12

Addressing issues of equity should include an understanding of intersectionality and how multiple forms of discrimination impact individuals’ lived experiences. Individuals and communities often belong to more than one group that has been historically underserved, marginalized, or adversely affected by persistent poverty and inequality.

Individuals at the nexus of multiple identities often experience unique forms of discrimination or systemic disadvantages, including in their access to needed services.

Faculty-Student Collaborative Project – A project involving faculty and students designed to enhance public health services to rural and/or medically underserved communities. Faculty and student collaborative projects may include research projects or community interventions identified by a governmental public health agency or other public health service entity. The students and faculty advisors collaborate with the agency to address specific public health issues among a specified target population and

12 Executive Order 13985 on Advancing Racial Equity and Support for Underserved Communities Through the Federal Government, 86 FR 7009, at § 2(a) (Jan. 20, 2021), https://www.govinfo.gov/content/pkg/FR-2021-01-25/pdf/2021-01753.pdf .

https://bhw.hrsa.gov/grants/resourcecenter/glossary https://www.cms.gov/About-CMS/Agency-Information/OMH/Downloads/Disparities-Impact-Statement-508-rev102018.pdf https://www.samhsa.gov/grants/grants-management/disparity-impact-statement https://www.govinfo.gov/content/pkg/FR-2021-01-25/pdf/2021-01753.pdf

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work together to develop the methodology and plan of approach. Faculty-student collaborative projects can range in duration from 3 to 6 months, depending on the project.

Health Equity – The absence of disparities or avoidable differences among socioeconomic and demographic groups or geographical areas in health status and health outcomes such as disease, disability, or mortality.

Institution – A single campus of a multi-campus university system, a single department or agency of a state or local government, or other separate legal entity, also defined as an organization with a single Data Universal Numbering System (DUNS) Number.

Non-traditional Health Care Settings – Locations where health care and health services are provided outside of hospitals and outpatient clinics, and may include mobile health care vehicles, shelters, community centers, telemedicine, etc.

Student Field Placement – A placement of a student in a nonprofit or public health agency or organization, particularly one serving underserved areas and populations at highest risk of health disparities, low health literacy and health equity, to work on a discrete public health project. This placement must provide structured opportunities and/or experiences to allow the student to apply acquired knowledge and skills in a public health practice setting. Field experiences are expected to contribute to the mastery of public health competencies, focusing on balancing the student's educational and practice needs with the needs of the community.

II. Award Information

1. Type of Application and Award

Type(s) of applications sought: Competing Continuation, New

HRSA will provide funding in the form of a cooperative agreement. A cooperative agreement is a financial assistance mechanism where HRSA anticipates substantial involvement with the recipient during the performance of the contemplated project.

HRSA program involvement will include:

• Providing ongoing input and review of activities and procedures to be established and implemented for accomplishing the goals of the cooperative agreement;

• Reviewing project information prior to dissemination;

• Assisting the Regional PHTCs to enhance or develop a network among other

HRSA- and HHS-funded programs, federal agencies, as well as with external stakeholders, to disseminate resources, best practices, and lessons learned;

• Providing assistance and referral in the establishment and facilitation of effective collaborative relationships with federal and state agencies, HRSA award projects and resource centers, and other entities that may be relevant to the project’s mission;

• Providing programmatic input and consultation for development and delivery of training and technical assistance;

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• Collaborating with recipients to assist in the develop and implement assessment and evaluation strategies;

• Participating in the dissemination of project activities and products;

• Leading the Regional PHTC network. Working with recipients in planning and coordinating conference calls, webinars and meetings, working groups, learning exchanges, communities of practice.

The cooperative agreement recipient’s responsibilities will include:

• Carrying out all required activities, including those outlined in section 766(c) of the PHS Act, including:

o Establishing or strengthening field placements for students in public or nonprofit private health agencies or organizations;

o Involving faculty members and students in collaborative projects to enhance public health services to rural and/or medically underserved communities;

o Specifically designating a geographic area to be served by the center that shall be in a location removed from the main location of the teaching facility of the school that is participating in the program with such center to include establish and implement a formal arrangement with Community Based Training (CBT) partner(s); and o Assessing the health personnel needs of the area to be served by the center and assist in the planning and development of training programs to meet such needs.

• Leadership Institutes:

o Establishing or engaging with current Leadership Institutes that support a diverse cohort with an integrated primary care and public health approach.

Trainees should be trained in advance adaptive and strategic leadership public health skills that underscore core public health competencies; and o Establishing cohorts that include public health and primary care leadership.

• Programmatic Oversight including:

o Providing the HRSA project officer with an opportunity to review project information prior to dissemination;

o Establishing contacts that may be relevant to the project’s mission, such as federal and non-federal partners and other HRSA award projects;

o Working with HRSA to identify collaborative partnerships for community-based training topics and sites; and o Working with HRSA to implement all network activities, including but not limited to conference calls, meetings, working groups, learning collaboratives, etc.

• Participation in Network including:

o Participating in ongoing Regional PHTC network conference calls, learning exchanges, and webinars with other awardees under this NOFO and HRSA;

o Working with HRSA to identify network working groups, learning exchanges, communities of practice;

o Coordinating activities with other awardees under this NOFO; and o Participating in annual meetings.

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• Evaluation Activities including:

o Collaborating with HRSA and other recipients under this NOFO to develop and implement assessment and evaluation strategies;

o Partnering with HRSA to evaluate priorities and respond to constituent/field requirements.

2. Summary of Funding

HRSA estimates approximately $9,100,000 to be available annually to fund up to 10 recipients. The actual amount available will not be determined until enactment of the final FY 2022 federal appropriation. You may apply for a ceiling amount of varying amounts depending on the specific HHS region you are applying to serve, total cost (includes both direct and indirect, facilities and administrative costs) per year, as noted in the Allocation Table below. This program notice is subject to the appropriation of funds, and is a contingency action taken to ensure that, should funds become available for this purpose, HRSA can process applications and award funds appropriately.

The period of performance is July 1, 2022 through June 30, 2026 (4 years). Funding beyond the first year is subject to the availability of appropriated funds for the Regional PHTC Program in subsequent fiscal years, satisfactory progress, and a decision that continued funding is in the best interest of the Federal Government.

AWARD CEILING ALLOCATION TABLE

Region and States/Territories # of States/

Territories Award Ceiling

Per Year Region 1: Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, Vermont 6 $940,000

Region 2: New Jersey, New York, Puerto Rico, the U.S. Virgin Islands 4 $780,000

Region 3: Delaware, District of Columbia, Maryland, Pennsylvania, Virginia, West Virginia 6 $940,000

Region 4: Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina, South Carolina, Tennessee 8 $1,105,000

Region 5: Illinois, Indiana, Michigan, Minnesota, Ohio, Wisconsin 6 $940,000

Region 6: Arkansas, Louisiana, New Mexico, Oklahoma, Texas 5 $865,000 Region 7: Iowa, Kansas, Missouri, Nebraska 4 $780,000 Region 8: Colorado, Montana, North Dakota, South Dakota, Utah, Wyoming 6 $940,000

Region 9: Arizona, California, Hawaii, Nevada, American Samoa, Commonwealth of the Northern Mariana Islands, Guam 7 $1,030,000

Region 10: Alaska, Idaho, Oregon, Washington 4 $780,000

All HRSA awards are subject to the Uniform Administrative Requirements, Cost Principles, and Audit Requirements at 45 CFR part 75.

http://www.ecfr.gov/cgi-bin/retrieveECFR?gp=1&SID=4d52364ec83fab994c665943dadf9cf7&ty=HTML&h=L&r=PART&n=pt45.1.75

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Limitations on indirect cost rates

Indirect costs under training awards to organizations other than state, local governments or federally recognized Indian tribes, will be budgeted and reimbursed at 8 percent of modified total direct costs rather than on the basis of a negotiated rate agreement and are not subject to upward or downward adjustment. Direct cost amounts for equipment, tuition and fees, as otherwise allowable, and subawards and subcontracts in excess of $25,000 are excluded from the direct cost base for purposes of this calculation.

Student Stipend Support:

At least 10 percent of the award recipient’s overall requested budget (direct and indirect costs) must be used for stipend support, according to the following guidelines:

• $3,500 per student; and

• the minimum number of students involved in field placements must be no less than

15 students per region (stipend support funds used to support students beyond the minimum number of 15 for field placements may support a combination of both fields placements and faculty-collaborative project students). Refer to the Program Definitions section for definition of faculty-student collaborative project.

Community Based Training Partnership(s) Support:

Establish and implement a formal arrangement with Community Based Training (CBT) partner(s). Details of this allocation must be included in the proposed line item budget and budget justification.

Technical Assistance Support:

In order to strengthen Regional Public Health Training Centers, programs must establish and implement a formal arrangement with an organization or multiple organizations able to train and provide TA (marketing, communication assistance, technical writing, instructional design consultation, web design, learning management system design and management).

The applicants should include details of the technical assistance support in the proposed budget line-item and budget justification document.

III. Eligibility Information

1. Eligible Applicants

Eligible applicants include an accredited school of public health, or another public or nonprofit private entity accredited for the provision of graduate or specialized training in public health. Faith-based and community-based organizations, tribes, and tribal organizations may apply for these funds, if otherwise eligible. In addition to the 50 states, the District of Columbia, Guam, the Commonwealth of Puerto Rico, the Northern Mariana Islands, American Samoa, the U.S. Virgin Islands, the Federated States of Micronesia, the Republic of the Marshall Islands, and the Republic of Palau may apply.

Tribes and tribal organizations may apply for these funds, if otherwise eligible. Foreign entities are not eligible for this HRSA award.

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Current Regional PHTC award recipients whose awards are scheduled to end on June 30, 2022 are eligible to apply for this funding opportunity and should apply as “Competing Continuations.” All other applicants should apply as “New.”

2. Cost Sharing/Matching

Cost sharing/matching is not required for this program.

3. Other

HRSA may not consider an application for funding if it contains any of the non-responsive criteria below:

• Exceeds the ceiling amount

• Fails to satisfy the deadline requirements referenced in Section IV.4

Maintenance of Effort

The recipient must agree to maintain non-federal funding for award activities at a level that is not less than expenditures for such activities maintained by the entity for the fiscal year preceding the fiscal year for which the entity receives the award, as required by 42 U.S.C. § 295n-2 (section 797(b) of PHS Act). Such federal funds are intended to supplement, not supplant, existing non-federal expenditures for such activities.

Complete the Maintenance of Effort information and submit as Attachment 6.

HRSA will enforce statutory MOE requirements through all available mechanisms.

NOTE: Multiple applications from an organization are not allowable.

HRSA will only accept your last validated electronic submission, under the correct funding opportunity number, before the Grants.gov application due date as the final and only acceptable application.

Failure to include all required documents as part of the application may result in an application being considered incomplete or non-responsive.

Student Eligibility Stipends are only available for:

• Graduate and doctoral students pursuing a degree in a health profession (including public health, psychology, sociology and social work);

• Undergraduate juniors or seniors enrolled in a health profession degree program (e.g., public health, psychology, sociology, and social work) may be considered.

• Preventive Medicine Resident (PMR) placed at state or local health departments;

• Community College students in the U.S. Pacific Islands, and TCU enrolled in a health professional degree program (e.g., allied health, community health worker); and

• U.S. citizens, nationals, or permanent residents of the United States.

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Individuals on temporary or student visas are not eligible to receive federal funding under this NOFO.

In the event that a student terminates his or her participation from the program prior to the specified end date, the stipend must be prorated according to the amount of time spent in training, and the award recipient must contact HRSA to discuss options for the remaining stipend funds.

Applicant responsibility:

You must select no more than one region to support in your application, and you must agree to support the public health workforce education and training needs across the entire region for the full 4-year period of performance.

IV. Application and Submission Information

1. Address to Request Application Package

HRSA requires you to apply electronically. HRSA encourages you to apply through Grants.gov using the SF-424 Research and Related (R&R) workspace application package associated with this notice of funding opportunity (NOFO) following the directions provided at http://www.grants.gov/applicants/apply-for-grants.html.

The NOFO is also known as “Instructions” on Grants.gov. You must select “Subscribe” and provide your email address for HRSA-22-055 in order to receive notifications including modifications, clarifications, and/or republications of the NOFO on Grants.gov.

You will also receive notifications of documents placed in the RELATED DOCUMENTS tab on Grants.gov that may affect the NOFO and your application. You are ultimately responsible for reviewing the For Applicants page for all information relevant to this

NOFO.

2. Content and Form of Application Submission

Application Format Requirements Section 4 of HRSA’s SF-424 R&R Application Guide provides general instructions for the budget, budget justification, staffing plan and personnel requirements, assurances, certifications, etc. You must submit the information outlined in the HRSA SF-424 R&R Application Guide in addition to the program-specific information below. You are responsible for reading and complying with the instructions included in HRSA’s SF-424 R&R Application Guide except where instructed in the NOFO to do otherwise. You must submit the application in the English language and in the terms of U.S. dollars (45 CFR § 75.111(a)).

See Section 8.5 of the HRSA SF-424 R&R Application Guide for the Application Completeness Checklist.

https://www.grants.gov/ http://www.grants.gov/applicants/apply-for-grants.html https://www.grants.gov/web/grants/applicants.html http://www.hrsa.gov/grants/apply/applicationguide/sf424rrguidev2.pdf http://www.hrsa.gov/grants/apply/applicationguide/sf424rrguidev2.pdf http://www.hrsa.gov/grants/apply/applicationguide/sf424rrguidev2.pdf http://www.hrsa.gov/grants/apply/applicationguide/sf424rrguidev2.pdf

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Application Page Limitation The total size of all uploaded files included in the page limit may not exceed the equivalent of 70 pages when printed by HRSA. The page limit includes project and budget narratives, attachments including biographical sketches (biosketches), and letters of commitment and support required in HRSA’s SF-424 R&R Application Guide and this NOFO.

Please note: Effective April 22, 2021, the abstract is no longer an attachment that counts in the page limit. The abstract is the standard form (SF) "Project Abstract Summary.”

Standard OMB-approved forms that are included in the workspace application package, including the Standardized Work Plan (SWP), do not count in the page limit.

Biographical sketches do count in the page limitation. Note: If you use an OMB-approved form that is not included in the workspace application package for HRSA-22- 055, it may count against the page limit. Therefore, we strongly recommend you only use Grants.gov workspace forms associated with this NOFO to avoid exceeding the page limit. Indirect Cost Rate Agreement and proof of non-profit status (if applicable) do not count in the page limit. It is therefore important to take appropriate measures to ensure your application does not exceed the specified page limit. Any application exceeding the page limit of 70 pages will not be read, evaluated, or considered for funding.

Applications must be complete, within the maximum specified page limit, and validated by Grants.gov under the correct funding opportunity number prior to the deadline.

Debarment, Suspension, Ineligibility, and Voluntary Exclusion Certification

1) You certify on behalf of the applicant organization, by submission of your proposal, that neither you nor your principals are presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from participation in this transaction by any federal department or agency.

2) Failure to make required disclosures can result in any of the remedies described in 45 CFR § 75.371, including suspension or debarment. (See also 2 CFR parts 180 and 376, and 31 U.S.C. § 3354).

3) Where you are unable to attest to the statements in this certification, an explanation shall be included in Attachment 10: Other Relevant Documents.

See Section 4.1 viii of HRSA’s SF-424 R&R Application Guide for additional information on all certifications.

Program Requirements and Expectations

Stipends are only available for:

• Graduate and doctoral students pursuing a degree in a health profession

(including public health, psychology, sociology and social work);

• Undergraduate juniors or seniors enrolled in a health profession degree program (e.g., public health, psychology, sociology, and social work) may be considered;

http://www.hrsa.gov/grants/apply/applicationguide/sf424rrguidev2.pdf

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• Preventive Medicine Resident (PMR (PMF) placed at state or local health departments;

• Community College students in the US Pacific Islands, and TCU enrolled in a health professional degree program (e.g., allied health, community health worker); and

• U.S. citizens, nationals, or permanent residents of the United States.

Student Field Placement and Faculty-Student Collaborative Project at a minimum:

• Students must have a deliverable of a scientific report that must include the following sections: abstract, introduction, methodology, findings, conclusions, and discussion; additional deliverables may consist of an abstract suitable for submission to a scientific conference, a poster presentation, or PowerPoint presentation. These deliverables must be shared with HRSA.

Program-Specific Instructions

In addition to application requirements and instructions in Section 4 of HRSA’s SF-424 R&R Application Guide (including the budget, budget justification, staffing plan and personnel requirements, assurances, certifications, and abstract), include the following:

i. Project Abstract Use the Standard OMB-approved Project Abstract Summary Form 2.0 that is included in the workspace application package. Do not upload the abstract as an attachment. For information required in the Project Abstract Summary Form, see Section 4.1.ix of HRSA’s SF-424 R&R Application Guide.

The Abstract must include:

1. A brief overview of the project as a whole;

2. Specific, measurable objectives that the project will accomplish;

3. The HHS region for which the applicant is competing; and

4. How the proposed project for which funding is requested will be accomplished, i.e., the "who, what, when, where, why and how" of a project.

NARRATIVE GUIDANCE

To ensure that you fully address the review criteria, the table below provides a crosswalk between the narrative language and where each section falls within the review criteria. Any forms or attachments referenced in a narrative section may be considered during the objective review.

http://www.hrsa.gov/grants/apply/applicationguide/sf424rrguidev2.pdf

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NARRATIVE GUIDANCE

To ensure that you fully address the review criteria, this table provides a crosswalk between the narrative language and where each section falls within the review criteria. Any attachments referenced in a narrative section may be considered during the objective review.

Narrative Section Review Criteria Purpose and Need

(a) Program Purpose and Need

(b) Program Strategy

(1) Purpose and Need

(a) Program Purpose and Need

(b) Program Strategy

Response to Program Purpose:

(a) Work Plan

(b) Methodology/Approach

(c) Resolution of Challenges

(2) Response to Program Purpose

(a) Work Plan

(b) Methodology/Approach

(c) Resolution of Challenges

Impact:

(a) Evaluation and Technical Support Capacity

(b) Project Sustainability

(3) Impact

(a) Evaluation and Technical Support Capacity

(b) Project Sustainability

Organizational Information, Resources, and Capabilities

(4) Organizational Information, Resources, and Capabilities

Budget and Budget Justification

Narrative

(5) Support Requested

ii. Project Narrative This section provides a comprehensive description of all aspects of the proposed project. It should be succinct, self-explanatory, consistent with forms and attachments, and organized in alignment with the sections and format below so that reviewers can understand the proposed project.

Use the following section headers for the narrative:

PURPOSE AND NEED -- Corresponds to Section V’s Review Criterion 1 This section includes two sub-sections — (a) Program Purpose and Need and (b) Program Strategy—both of which correspond to Section V’s Review Criteria 1 (a) and (b).

Describe the purpose and need for the proposed project, including how you will address both purpose and need as well as program strategy:

a) Program Purpose and Need o Incorporate a Disparity Impact Statement using local data local data (e.g., the CDC Social Vulnerability Index (SVI) https://www.atsdr.cdc.gov/placeandhealth/svi/index.html to identify populations at highest risk for health disparities, low health literacy and https://www.atsdr.cdc.gov/placeandhealth/svi/index.html

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infrastructure to receive necessary services in rural, underserved, or marginalized communities.

o Designate a geographic area to be served by the center, including how you will:

o Assess the health personnel needs of the area to be served by the center and assist in the planning and development of training programs to meet such needs.

o Evaluate the regional need/demand for workforce development for public health workers in the identified region.

b) Program Strategy o Address the state, local and tribal health department’s workforce development plans in the identified region.

o Address the needs of the population and/or areas, including socioeconomic status, education gaps, the physical environment, lack of employment, health equity and insufficient social support networks, and access to health care.

o Prioritize resources to provide training and education to health professions students, frontline public health workers, middle managers, and emerging leaders in rural and/or medically underserved communities.

RESPONSE TO PROGRAM PURPOSE -- This section includes three sub-sections

— (a) Work Plan; (b) Methodology/Approach; and (c) Resolution of Challenges—all of which correspond to Section V’s Review Criteria #2 (a), (b), and (c).

WORK PLAN -- Corresponds to Section V’s Review Criterion 2 (a).

Provide a detailed work plan that demonstrates your experience implementing a project of the proposed scope. Your work plan must be submitted through the Standardized Work Plan (SWP) Form located in the Grants.gov workspace. The SWP form is organized by budget period and must include all activities and deliverables for each objective and program goal. The program goals for this NOFO must be entered in the Program Goals section of the SWP form. For example, Goal 1 in the Purpose section of the NOFO will need to be entered as Goal 1 in the SWP form. Objectives and sub-objectives can be tailored to your project needs. Objectives may be tagged with organizational priorities by selecting applicable priorities on the SWP form. For the purpose of this NOFO, please write in COVID-19 or Health Equity in the “Other Priority Linkage” if your objective or sub-objectives align with those priorities. Form instructions are provided along with the SWP form, and are included in the application package found on Grants.gov.

You must complete the Standardized Work Plan (SWP) mandatory form in the Application Package.

• Describe the goals of the proposed project; including the objectives, the reasons for proposing the intervention and how it relates to the attainment of the Disparities Impact Statement;

• Describe the timeframes, deliverables, and key partners required during the period of performance to address each of the needs described in the Purpose

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and Need section. Identify and formally establish CBT Partnerships within the service area, including collaborative educational and training partnerships and linkages among health departments, primary care providers, primary care associations, tribal entities, community organizations (to include non-traditional partners), and other federal agency programs;

• Utilize CBT Partnerships to identify regional problems to be addressed and gaps which the proposed project is intended to fill;

• Utilize CBT Partnerships to establish or strengthen faculty-student collaborative projects and field placements with a core focus on socio-environmental factors related to local public health needs. This placement should provide structured opportunities and/or experiences to allow the student to apply acquired knowledge and skills in a public health practice setting. Field experiences should culminate with a deliverable of a poster presentation or scientific report that must include the following sections: abstract, introduction, methodology, findings, conclusions, and discussion. These deliverables must be shared with HRSA (see the Other Information section for a full definition of Student Field Placements);

• Explain how the work plan is appropriate for the program design and how the targets fit into the overall timeline of grant implementation;

• Identify meaningful support and collaboration with key stakeholders in planning, designing, and implementing all activities, including the development of the application and the extent to which these contributors address the cultural, racial, linguistic, and/or geographic diversity of the populations and communities served;

• If funds are sub-awarded or expended on contracts, describe how your organization will ensure the funds are properly documented.

(b) METHODOLOGY/APPROACH -- Corresponds to Section V’s Review Criterion 2

(b).

Describe your objectives and proposed activities, and provide evidence for how they link to the project purpose and stated needs. Propose methods that you will use to address the stated needs and meet each of the previously described program requirements and expectations in this NOFO. As appropriate, include development of effective tools and strategies for ongoing staff training, outreach, collaborations, clear communication, and information sharing/dissemination with efforts to involve patients, families, and communities.