Co-Creating a Culturally Responsive Distance Education Cancer Course with, and for, Alaska’s Community Health Workers: Motivations from a Survey of Key Stakeholders

Abstract

To gain input on a proposed culturally-responsive, distance-delivered cancer education course informed by Empowerment Theory and adult learning principles, Alaska’s Community Health Aides/Practitioners (CHA/Ps) and CHA/P leadership were invited to take an online survey in February 2015. The proposed course will be developed as part of the “Distance Education to Engage Alaskan Community Health Aides in Cancer Control” project. The results of the survey demonstrate that respondents are both interested in taking the proposed class, and engaging in course development. The results also indicate that respondents have the technological comfort and capacity to be engaged in online learning, and have primarily positive experiences and perceptions of distance education. This survey is the beginning of the interactive development of the online cancer education course, and part of a continuing endeavor to promote wellness with, and for, Alaska’s people by empowering Alaska’s CHA/Ps and inspiring positive behavioral change to both prevent cancer, and support those who feel its burdens. “I think this is a great step in the right direction for educating ourselves about cancer, how to cure it; how to manage it/live with it everyday. Quyannakpuk for making these first steps!”

Culturally-Relevant Online Cancer Education Modules Empower Alaska’s Community Health Aides/Practitioners to Disseminate Cancer Information and Reduce Cancer Risk

“…Throughout the past 15 years, ways of knowing that resonate with CHA/Ps have been incorporated into CHA/P cancer education [15,2]. Alaska’s CHA/Ps also shared understandings that guided module development, with themes echoing Indigenous Ways of Knowing that emphasize relationships and affective domains [13]. As described by Gregory Cajete, an Indigenous educator and researcher: “It is the affective elements——the subjective experience and observations, the communal relationships, the artistic and mythical dimensions, the ritual and ceremony, the sacred ecology, the psychological and spiritual orientations—that have characterized and formed Indigenous education since time immemorial.…”

“…Substantial formative work was undertaken by the CHAP cancer education project team at the Alaska Native Tribal Health Consortium, in collaboration with CHA/Ps and their supervisors and instructors, to learn how to create culturally-relevant, distance-delivered, cancer education [13]. Four common themes were identified as culturally-relevant online learning content; local information, personal stories, visuals, and respect for individual learner’s cultures.…”

Culturally-Relevant Online Education Improves Health Workers’ Capacity and Intent to Address Cancer

“…Online education relies on internet access, which all CHA/Ps have available in their clinics. However, many CHA/Ps do not have access to Internet at home, with only 52% of respondents to a 2015 online survey reporting daily access to internet at home [20]. Consequently, CHA/P participation in this educational opportunity relies on employer support of CHA/Ps engaging in the modules while at work.…”

“…This framework guided the collaboration of the project team, CHA/Ps, and CHA/P supervisors and instructors. Ways of knowing that resonate with CHA/Ps have been incorporated into CHA/P cancer education since its inception [18, 19], with learning methods tailored to CHA/Ps’ understandings, many of which echo Indigenous Ways of Knowing that emphasize relationships and affective domains [20, 21].…”

Technology-based Health Education Resources for Indigenous Adults: A Scoping Review

“…46 Further, Indigenous adults across the world have specific ideas concerning how these resources and programs could be culturally tailored to serve their communities and which technological tools would best meet their needs. 31,36,[54][55][56][57][58][59][60] Building on findings from these needs assessments, some innovative researchers and communities have collaborated to develop, implement, and evaluate technology-based health education interventions for Indigenous communities.…”