Understanding and Promoting Health Literacy Research Grants (R01 & R21)

Understanding and Promoting Health Literacy Research Grants (R01 & R21) is sponsored by National Library of Medicine (NLM), National Institutes of Health (NIH). These programs encourage empirical research on health literacy concepts, theory, and interventions, including the design and evaluation of health literacy diagnostic and communication tools to help healthcare professionals communicate more effectively with patients.

Expired PAR-13-132: Understanding and Promoting Health Literacy (R21) This notice has expired. Check the NIH Guide for active opportunities and notices. of Health and Human Services Part 1.

Overview Information Participating Organization(s) National Institutes of Health ( NIH ) of Participating Organizations Office of Behavioral and Social Sciences Research ( OBSSR ) National Cancer Institute ( NCI ) National Institute of Biomedical Imaging and Bioengineering ( NIBIB ) Eunice Kennedy Shriver National Institute of Child Health and Human National Institute on Deafness and Other Communication Disorders ( NIDCD ) National Institute of Dental and Craniofacial Research ( NIDCR ) National Institute of Environmental Health Sciences ( NIEHS ) National Institute of Mental Health ( NIMH ) National Institute of Nursing Research ( NINR ) National Library of Medicine ( NLM ) Funding Opportunity Title Understanding and Promoting Health R21 Exploratory/Developmental Research Grant Award NOT-OD-16-004 - NIH & AHRQ Announce Upcoming Changes to Policies, Instructions and Forms for 2016 Grant Applications (November 18, 2015) NOT-OD-16-006 - Simplification of the Vertebrate Animals Section of NIH Grant Applications and Contract Proposals NOT-OD-16-011 - Implementing Rigor and Transparency in NIH & AHRQ Research Grant Applications July 8, 2014 - NIMH Focus for Intervention Studies Submitted Under the Stigma and Health Literacy Announcements.

See Notice NOT-MH-14-016. June 3, 2014 - Notice NOT-14-074 supersedes instructions in Section III. 3 regarding applications that are essentially the same.

August 21, 2013: Removed reference to ASSIST in section IV. 3, since ASSIST is currently only available for multi-project applications. May 30, 2013 ( NOT-OD-13-074 ) - NIH to Require Use of Updated Electronic Application Forms for Due Dates on or after September 25, 2013.

Forms-C applications are required for due dates on or after September 25, 2013. March 7, 2013 - See Notice NOT-NR-13-012. Notice of NINR's Participation.

Funding Opportunity Announcement (FOA) Number Companion Funding Opportunity PAR-13-130 , R01 Research Project Grant PAR-13-131 , R03 Small Grant Program Additional Information on Eligibility . Catalog of Federal Domestic Assistance (CFDA) Number(s) 93. 399; 93.

286; 93. 865; 93. 173; 93.

121; 93. 113; 93. 242; 93.

879; 93. 361 Funding Opportunity Purpose The goal of this program announcement is to encourage methodological, intervention and dissemination research for understanding and promoting health literacy.

Health literacy is defined as the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions (Ratzan Open Date (Earliest Submission Date) Letter of Intent Due Date(s) dates apply, by 5:00 PM local time of applicant organization.

Applicants are encouraged to apply early to allow adequate time to make any corrections to errors found in the application during the submission process by the due date. AIDS Application Due Date(s) dates apply by 5:00 PM local time of applicant organization.

Required Application Instructions It is critical that applicants follow the instructions in (R&R) Application Guide , except where instructed to do otherwise (in this FOA or in a Notice from the NIH Guide for Grants and Contracts ). Conformance to all requirements (both in the Application Guide and the FOA) is required and strictly enforced.

Applicants must read and follow all application instructions in the Application Guide as well as any program-specific instructions noted in Section IV . When the program-specific instructions deviate from those in the Application Guide, follow the program-specific instructions. Applications that do not comply with these instructions may be delayed or not accepted for review.

Part 1. Overview Information Part 2. Full Text of the Announcement Section I.

Funding Opportunity Description Section II. Award Information Section III. Eligibility Information Section IV.

Application and Submission Section V. Application Review Information Section VI. Award Administration Information Section VII.

Agency Contacts Section VIII. Other Information Full Text of Announcement Section I. Funding Opportunity Description Health literacy is defined as the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions (Ratzan & Parker, 2000).

Health literacy includes not only the ability to read, interpret and write prose (print literacy), but also the ability to use quantitative information (numeracy), and to speak and listen effectively (oral literacy). Together these skills are needed to understand and act appropriately on health information and in health care interactions. Limited health literacy is a wide spread problem.

Over a third of adults in the United States 77 million people would have difficulty with common health tasks, such as following directions on a prescription drug label or adhering to a childhood immunization schedule using a standard chart (U.S. Department of Health and Human Services 2009).

A growing body of evidence links low health literacy with poor health outcomes, including limited ability to take medications appropriately, poor ability to interpret labels and health messages, greater use of emergency care and higher hospitalization rates (AHRQ, 2004; 2011).

In the past, the onus of these poor health outcomes was largely attributed to patients and consumers, but more current thinking recognizes that health literacy is a dynamic systems issue that involves both the health information being presented and the health care system being navigated (Koh, Berwick, Clancey, Baur, Brach, Harris & Health literacy is a complex concept that involves individuals, families, health professionals, communities and health care systems.

For instance, individuals may vary with respect to: Access to information and resources (e.g., audience-appropriate health information, media, technologies, health care providers health insurance, support networks, transportation); Skills (e.g., to gather and comprehend health information, including numerical information; to share personal information about health history and symptoms; to act on information by initiating appropriate follow-up visits and conveying understanding back to the information source; to make decisions about basic healthy behaviors, such as healthy eating and exercise; to engage in self-care and chronic disease management); Knowledge (e.g., of health and medical concepts such as risk , the organization and functioning of healthcare systems, understandings of the body, meaning of symptoms, illness and health); Abilities (e.g., sensory, communication, cognitive or physical challenges or limitations); Life span and socio-cultural context (e.g., developmental or life stage, cultural, linguistic or educational differences that affect health, knowledge, communication and action).

In addition to personal/individual differences in health literacy, health care systems, including clinic/practice and community settings, vary in their readiness and ability to engage and effectively communicate with patients from diverse health literacy levels.

Addressing health literacy requires active involvement of multiple sectors in and outside the health care system including the health care team, media, information technologies and policies addressing access to and delivery of services. The Institute of Medicine has described health literacy as the result of multiple, complex social and individual factors (2004).

These include complicated, cumbersome and unfamiliar ways health information is communicated to different audiences. For instance, informed-consent-for-treatment or shared decision-making processes are difficult when health care providers neglect to use clear, accessible language to explain biological processes, treatment procedures, or medical concepts.

In communicating public health recommendations, the lack of clear and actionable information and multi-level social and cultural contextual factors (e.g., mistrust, language access, gender), often hamper the effectiveness of health interventions and limit many individuals opportunities to make important and appropriate decisions regarding prevention and/or Several NIH Institutes/Centers (ICs) and Offices support this initiative.

Applications should be relevant to both the general objectives of the FOA and to the specific research interests of at least one of the participating organizations.

Applications that address generic health literacy issues, but do not delineate clear relationships to the specific interests of at least one of the participating organizations may not secure Researchers are strongly encouraged to review the illustrative examples of topics relevant to health literacy provided below, as well as the specific research interests of the participating organizations supporting this announcement.

Applications should address health promotion, injury or disease prevention, environmental exposure reduction; treatment or management of injuries, diseases or health conditions, and/or the improvement of health or health care outcomes within specific populations (e.g., children, older adults, lower income or vulnerable and underserved populations).

Prospective applicants are strongly encouraged to contact the relevant program administrator for this health literacy FOA as listed in Section VII. Agency Contacts of this announcement prior to preparing an application. The R21 mechanism is intended to encourage new exploratory and developmental research projects.

For example, such projects could assess the feasibility of a novel area of investigation or a new experimental system that has the potential to enhance health-related research. Another example could include the unique and innovative use of an existing methodology to explore a new scientific area.

These studies may involve considerable risk but may lead to a breakthrough in a particular area, or to the development of novel techniques, agents, methodologies, models, or applications that could have a major impact on a field of biomedical, behavioral, or clinical research. Applications for R21 awards should describe projects distinct from those supported through the traditional R01 mechanism.

For example, long-term projects, or projects designed to increase knowledge in a well-established area, will not be considered for R21 awards. Applications submitted under this mechanism should be exploratory and novel. These studies should break new ground or extend previous discoveries toward new directions or applications.

Projects of limited cost or scope that use widely accepted approaches and methods within well-established fields are better suited for the R03 small Research appropriate for this funding announcement includes: Basic research to elucidate the mechanisms underlying health literacy and to determine the causal pathways that link health literacy to a behavioral outcome or to identify the underlying components of health literacy, such as cognitive ability or other constructs/skills integral to health Applied research addressing issues pertinent to health literacy practices (e.g., systems level interventions) and research-in-practice (e.g., active potential end users participate as research partners).

Intervention research to develop and test the effectiveness of strategies to improve care (e.g., decision making, patient-centered care, self management) and health outcomes for individuals with limited health literacy.

Intervention research to develop and test the effectiveness of strategies to reduce potentially harmful exposures by improving understanding of the link between environmental exposures and health outcomes for individuals with limited health literacy.

Methodological and measurement research to refine constructs and to develop, validate and improve innovative methods and measures of health literacy of individuals, providers and health systems.

Testing of measures that allow comparison across contexts, culture and settings are particularly Public health research to improve population health literacy and elucidate and measure the role of health literacy as a contributor to health Implementation and dissemination research to adapt and test evidence-based practices and interventions in health care systems, communities, Multilevel, multidisciplinary, interdisciplinary, and transdisciplinary research is encouraged.

Studies that incorporate state-of-the-science health communication theory and knowledge are particularly Research not appropriate for this funding announcement Studies to develop or evaluate the readability or utility of specific materials intended for single uses or single audiences are not appropriate for this funding opportunity announcement unless these investigations are integral to testing a significant research hypothesis related to health literacy.

Studies with a sole focus of describing the association between health literacy and other factors (i.e., purely descriptive studies) will not be considered appropriate for this program announcement unless they also include one or more of the research approaches listed below.

For example, cross-sectional research merely documenting levels of health literacy in a defined population, or the association between health literacy and a given behavior or disease is not responsive to the intent of this funding opportunity Researchers are encouraged to address health literacy as it pertains to health care, prevention, healthy living, chronic disease management, community health, cultural competence, and health disparities.

Research questions can focus on consumers, patients, providers, health care teams, educators, communities and organizations or This Funding Opportunity Announcement (FOA) invites applications to develop research on health literacy in general areas that include, but are not limited to, the following: Analyze and measure the mix of abilities and skills required to be functionally health literate (e.g., including health care system navigation skills, numeracy, oral literacy, etc.), and specify cutpoints for distinguishing different levels of health literacy.

Examine the problems and factors involved in the presentation and interpretation of health information (e.g., graphic interpretation, probability statistics, information formats, communication technologies, etc.) and investigate how specific health concepts (e.g., basic genetics and/or environmental risks) are best understood and conveyed.

Evaluate the different strategies and channels, including to seek, access, and interpret relevant health information effectively, and how these may differ by cultural and health literacy backgrounds (e.g., research on the information seeking or service utilization characteristics among health consumers with different levels of health literacy and basic literacy) and/or evaluation of different strategies needed for access and utilization of health information among individuals with disabilities, such as deafness or blindness.

Analyze and evaluate alternate approaches to the design of medical and public health systems to facilitate consumer and patient access to and use of health information and services. Explore the developmental precursors of limited health literacy and the age-related changes in skills throughout the life course that may contribute to these difficulties.

Identify the linguistic ability and skills (including written and oral communication) crucial for the acquisition and understanding of basic health information by children, adolescents, and adults of various age groups (e.g., young adults, retirees, etc.). Examine how social and cultural factors influence the development of health literacy.

For example, how do children and teens acquire health-related knowledge (e.g., through media, family socialization, peers) as Explore English as a Second Language in health literacy, including first-generation immigrant populations as they navigate the health Explore cross-cultural and global differences in the determinants and consequences of health literacy, including the impact of transmigration and acculturation on health-related outcomes, cultural beliefs about the value of science and evidence-based information, and the role of community vis-a-vis individual needs for literacy and individual health choices.

Develop or evaluate approaches to increasing health literacy in community and clinical settings Evaluate the role of K-12 education systems as well as community settings (serving children and/or adults) in increasing levels of health Implement and evaluate skill-based training programs for health care providers and public health professionals, both to effectively communicate with individuals with diverse literacy levels and to improve health literacy Identify, develop, and test the effectiveness of policies, training, and technologies to train providers and community leaders to better address the health literacy of their patients and community members.

Evaluate the effectiveness of health literacy interventions, directed at the general public, and selected audience segments (e.g., patients, providers, health care or public health systems) that seek to improve health literacy and patient outcomes (e.g., What health care systems designs support the information needs of consumers with different levels of health literacy?

What are the characteristics/elements of effective systems-level interventions? How effective are interventions intended to increase the access of intended audiences to relevant health information and appropriate materials, such as print or audiovisual materials, Internet-based information, interpreters and translated materials, library information resources and services, and patient advocates?)

Determine the best methods of developing and disseminating effective information sources and materials for audiences with different levels of health literacy and from different cultural backgrounds (e.g., How should prevention campaigns be designed to communicate effectively with audiences with differing levels of health literacy?)

Design and evaluate health literacy diagnostic and/or communication tools to help health care professionals and community leaders identify, and communicate more effectively with, patients and consumers and community members with different levels of health literacy (e.g., develop and assess tools and/or strategies to help make complex quantitative health information more understandable, such as technology tools for automatically converting health information to a variety of appropriate levels).

Design, implement and evaluate context-based intervention research to examine interventions that fit within existing health care and community settings to facilitate program adoption and sustainability in the Evaluate the effectiveness practices and policies currently in use and their potential to be disseminated immediately to promote health literacy across the various participants in the health care systems.

Evaluate adaptation strategies used by providers and consumers to minimize health literacy problems, including systemic and cultural barriers, during provider-patient communication. Investigate the ability of consumers to understand and navigate health insurance options and benefits and how this impacts use of health services and health outcomes.

Test methods for disseminating, adapting and implementing effective health literacy interventions in diverse settings and locations. Examine the effect of implementation of electronic medical records and other communication technologies on the delivery of care and communication with individuals and groups with limited health literacy.

Conduct research on improving access and quality of health care services for health literacy among vulnerable populations, including women, adolescents, racial/ethnic minorities, and those with other co-occurring disorders (such as mental health, substance abuse, infectious disease). Develop and evaluate interventions for prevention and treatment of comorbidities associated with poor health literacy.

and Research Technology Development Assess the efficacy of current methods of health literacy Quantify the contribution of limited health literacy to healthcare costs and health outcomes. Identify innovative and effective approaches that combine and integrate qualitative and quantitative methods to further knowledge of health Identify patterns of how populations with varying health literacy access and use health information technology.

Develop, pilot, and evaluate technologies and media to identify and overcome health literacy barriers (e.g., eHealth or mHealth tools to support those with communication disorders, smartphone use to collect health data and/or explain diagnoses/treatments or record self-care practices).

Develop technologies related to data reduction, data mining, natural language processing (NLP)-based computational text analyses, and knowledge extraction; develop tools for integrative services and data; develop methods or technologies for timely, effective communication of pertinent health information and knowledge.

Methodological research on poor literacy and chronic conditions to develop new study designs, standardized assessment and measurement instruments (including ecologic validity) and data analytic methods.

of mediators and moderators of health literacy in all studies is highly encouraged, particularly in the following areas: Examine how patients information-seeking abilities and health information interpretation mediates or moderates the effects of patient-provider communication and provider practices (e.g., how does patients use of print and electronic health information mediate or moderate their communication with providers?)

Examine the influence of social, contextual, and environmental factors (e.g., urban versus rural, housing types, workplace features, social support and social network members, etc.) on health literacy outcomes. Examine how media (including broadcast media and Internet/social media) affect health literacy.

How can different media be used to target communications most effectively with specific sub-groups of consumers varying in health literacy levels, age, race, ethnicity, disease, exposure etc.?

Examine the factors that influence the preference for, or processing of, health information and health behavior (e.g., self-efficacy in decision making and/or financial planning, ease of cognitive access via intuitive and reasoning processes, coping and anxiety reduction behaviors).

Examine how the design and structure of a health care system can support the information needs of consumers with different levels of health Study the effects of technological innovations (e.g., eHealth and related Internet use, EMR/EHR) on the access, understanding, retention, and/or retrieval of health information and whether these technologies create technologically-based disparities.

Examine how health professionals in- and outside clinical settings (e.g. community health workers and promotoras) and family members as interpreters affect health literacy. Examine the role of community leaders/elders or tribal authorities in decision-making, health promotion, and as sources of local information and how local authority is incorporated or disenfranchised from health professional literacy efforts.

Research on the relationship between health literacy and co-occurrence of chronic diseases (including, but not limited to, HIV/AIDS, diabetes, mental illness, obesity, hypertension, cardiovascular disease, chronic respiratory disease, cancer or stroke) and how this affects patient Interests and Examples of the Participating Institutes and Centers Several NIH ICs and Offices have joined together to support this FOA.

Applications should be relevant to both the objectives of the FOA and to at least one of the participating organization's research interests. Researchers are strongly encouraged to review the general research interests of the participating organizations and the examples of topics of interest specific to health literacy, which are posted at http://obssr. od.

nih. gov/scientific_areas/social_culture_factors_in_health/health_literacy/r01. aspx and to contact the designated Program Official.

For health literacy research related to oral health, note that the NIDCR does not accept applications that include clinical trials in response to trans-NIH FOAs. Applicants proposing a clinical trial should refer to the following NIDCR websites: http://www. nidcr.

nih. gov/clinicaltrials/ and http://grants. nih.

gov/grants/guide/pa-files/PAR-11-338. html . Section II.

Award Information Grant: A support mechanism providing money, property, or both to an eligible entity to carry out an approved project or activity. Application Types Allowed Glossary and the SF424 (R&R) Application Guide provide details on Funds Available and Anticipated Number of Awards The number of awards is contingent upon NIH appropriations and the submission of a sufficient number of meritorious applications.

The combined budget for direct costs for the two-year project may not exceed $275,000. No more than $200,000 may be requested in any single year. Applicants may request direct costs in $25,000 modules, up to the total direct costs limitations of $275,000 for the combined, two-year project The total project period for an application submitted in response to this funding opportunity may not exceed 2 years.

described in the NIH Grants Policy Statement will apply to the applications submitted and awards made in response to this FOA.

Higher Education Institutions Public/State Controlled Institutions of Higher Education Private Institutions of Higher Education The following types of Higher Education Institutions are always encouraged to apply for NIH support as Public or Private Institutions of Higher Education: Black Colleges and Universities (HBCUs) Controlled Colleges and Universities (TCCUs) Native and Native Hawaiian Serving Institutions American Native American Pacific Islander Serving Institutions (AANAPISIs) Nonprofits Other Than Institutions of Higher Education Nonprofits with 501(c)(3) IRS Status (Other than Institutions of Nonprofits without 501(c)(3) IRS Status (Other than Institutions For-Profit Organizations (Other than Small Businesses) City or Township Governments Special District Governments Indian/Native American Tribal Governments (Federally Recognized) Indian/Native American Tribal Governments (Other than Federally Eligible Agencies of the Federal Government U.S. Territory or Possession Independent School Districts Public Housing Authorities/Indian Housing Authorities Native American Tribal Organizations (other than Federally recognized tribal governments) Faith-based or Community-based Organizations Non-domestic (non-U.S.) Entities (Foreign Institutions) Non-domestic (non-U.S.) Entities (Foreign Institutions) are eligible to apply.

Non-domestic (non-U.S.) components of U.S. Organizations are eligible to apply. Foreign components, as defined in the NIH Grants Policy Statement , are allowed. Applicant organizations must complete and maintain the following registrations as described in the SF 424 (R&R) Application Guide to be eligible to apply for or receive an award.

All registrations must be completed prior to the application being submitted. Registration can take 6 weeks or more, so applicants should begin the registration process as soon as Policy on Late Submission of Grant Applications states that failure to complete registrations in advance of a due date is not a valid reason for a Universal Numbering System (DUNS) - All registrations require that applicants be issued a DUNS number.

After obtaining a DUNS number, applicants can begin both SAM and eRA Commons registrations. The same DUNS number must be used for all registrations, as well as on the grant application. System for Award Management (SAM) (formerly CCR) Applicants must complete and maintain an active registration, which requires renewal at least annually .

The renewal process may require as much time as the initial registration. SAM registration includes the assignment of a Commercial and Government Entity (CAGE) Code for domestic organizations which have not already been assigned a CAGE Code. Government Entity (NCAGE) Code Foreign organizations must obtain an NCAGE code (in lieu of a CAGE code) in order to register in SAM.

must have an active DUNS number and SAM registration in order to complete the eRA Commons registration. Organizations can register with the eRA Commons as they are working through their SAM or Grants. gov registration.

eRA Commons requires organizations to identify at least one Signing Official (SO) and at least one Program Director/Principal Investigator (PD/PI) account in order to must have an active DUNS number and SAM registration in order to complete the Directors/Principal Investigators (PD(s)/PI(s)) All PD(s)/PI(s) must have an eRA Commons account and should work with their organizational officials to either create a new account or to affiliate an existing account with the applicant organization’s eRA Commons account.

If the PD/PI is also the organizational Signing Official, they must have two distinct eRA Commons accounts, one for each role. Obtaining an eRA Commons account can take up to 2 weeks.

Eligible Individuals (Program Director/Principal Any individual(s) with the skills, knowledge, and resources necessary to carry out the proposed research as the Program Director(s)/Principal Investigator(s) (PD(s)/PI(s)) is invited to work with his/her organization to develop an application for support.

Individuals from underrepresented racial and ethnic groups as well as individuals with disabilities are always encouraged to apply for NIH support. For institutions/organizations proposing multiple PDs/PIs, visit the Multiple Program Director/Principal Investigator Policy and submission details in the Senior/Key Person Profile (Expanded) Component of the SF424 (R&R) Application Guide.

This FOA does not require cost sharing as defined in the NIH Grants Policy Statement . 3. Additional Information on Eligibility Applicant organizations may submit more than one application, provided that each application is scientifically distinct.

NIH will not accept any application that is essentially the same as one already reviewed within the past thirty-seven months (as described Grants Policy Statement ), except for submission: To an RFA of an application that was submitted previously as an investigator-initiated application but not paid; Of an investigator-initiated application that was originally submitted to an RFA but not paid; or Of an application with a changed grant activity code.

Section IV. Application and Submission Information Applicants must download the SF424 (R&R) application package associated with this funding opportunity using the Apply for Grant Electronically button in this FOA or following the directions provided at Grants. gov .

2. Content and Form of Application Submission It is critical that applicants follow the instructions in (R&R) Application Guide , except where instructed in this funding opportunity announcement to do otherwise. Conformance to the requirements in the Application Guide is required and strictly enforced.

Applications that are out of compliance with these instructions may be delayed or not accepted for review. For information on Application Submission and Receipt, visit Frequently Asked Questions Application Guide, Electronic Submission of Grant All page limitations described in the SF424 Application Page Limits must be followed.

Required and Optional Components The forms package associated with this FOA includes all applicable components, required and optional. Please note that some components marked optional in the application package are required for submission of applications for this FOA.

Follow all instructions in the SF424 (R&R) Application Guide to ensure you complete all appropriate optional All instructions in the SF424 (R&R) Application Guide SF424(R&R) Project/Performance Site Locations All instructions in the SF424 (R&R) Application Guide SF424(R&R) Other Project Information All instructions in the SF424 (R&R) Application Guide SF424(R&R) Senior/Key Person Profile All instructions in the SF424 (R&R) Application Guide All instructions in the SF424 (R&R) Application Guide All instructions in the SF424 (R&R) Application Guide PHS 398 Cover Page Supplement All instructions in the SF424 (R&R) Application Guide All instructions in the SF424 (R&R) Application Guide must be followed, with the following additional instructions: Sharing Plan : Individuals are required to comply with the instructions for the Resource Sharing Plans (Data Sharing Plan, Sharing Model Organisms, and Genome Wide Association Studies (GWAS)) as provided in the SF424 Appendix: Do not use the Appendix to circumvent page limits.

Follow all instructions for the Appendix as described in the SF424 (R&R) Application Foreign (non-U.S.) institutions must follow policies described in the NIH Grants Policy Statement , and procedures for foreign institutions described throughout the SF424 (R&R) Application Guide. Part I. Overview Information contains information about Key Dates.

Applicants are encouraged to submit applications before the due date to ensure they have time to make any application corrections that might be necessary for successful submission. Organizations must submit applications to Grants. gov , the online portal to find and apply for grants across all Federal agencies.

Applicants must then complete the submission process by tracking the status of the application in the eRA Commons , NIH’s electronic system for grants administration. NIH and Grants. gov systems check the application against many of the application instructions upon submission.

Errors must be corrected and a changed/corrected application must be submitted to Grants. gov on or before the application due date. If a Changed/Corrected application is submitted after the deadline, the application will be considered late.

are responsible for viewing their application before the due date in the eRA Commons to ensure accurate and successful submission. Information on the submission process and a definition of on-time submission are provided in the SF424 (R&R) Application Guide. 4.

Intergovernmental Review This initiative is not subject to intergovernmental All NIH awards are subject to the terms and conditions, cost principles, and other considerations described in the NIH Grants Pre-award costs are allowable only as described in the NIH Grants Requirements and Information Applications must be submitted electronically following the instructions described in the SF424 (R&R) Application Guide.

Paper applications will not be accepted. Applicants must complete all required registrations before the application due date. Section III.

Eligibility Information contains information about registration. For assistance with your electronic application or for more information on the electronic submission process, All PD(s)/PI(s) must include their eRA Commons ID in the Credential field of the Senior/Key Person Profile Component of the SF424(R&R) Application Package .

Failure to register in the Commons and to include a valid PD/PI Commons ID in the credential field will prevent the successful submission of an electronic application to NIH. See Section III of this FOA for information on registration requirements.

The applicant organization must ensure that the DUNS number it provides on the application is the same number used in the organization’s profile in the eRA Commons and for the System for Award Management. Additional information may be found in the SF424 (R&R) Application Guide. tips for avoiding common errors.

Upon receipt, applications will be evaluated for completeness by the Center