Developing Capacity for the American Indian Health Professional
                        Workforce: An Academic-Community Partnership in Spirit Lake, North
                        Dakota

Weintraub, Jennifer; Walker, Julia Rose; Heuer, Loretta; Oishi, Marisa L; Upadhyay, Khushbu; Huang, Vivian; Lindquist, Cynthia; Cushman, Linda F.; Ripp, Jonathan

doi:10.1016/j.aogh.2015.03.009

Cited by 3 publications

(5 citation statements)

References 10 publications

(3 reference statements)

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“…Overall ISEP students expressed appreciation of program staff, fellow students, peer mentors, guest presenters, and the hands-on learning experiences in both in-person and virtual college environments. Our findings are in alignment with other health professional career programs that provide an experiential approach in creating pathways into health professions programs ( 5 , 9 , 10 , 22 ). The Navajo NARCH Partnership met its goal of increasing exposure to public health professions and encouraging students to continue on their health professions pathway while still in high school.…”

Section: Discussionsupporting

confidence: 85%

“…These pathway programs help guide and encourage students to pursue an education and career in a STEM-related area. For Diné (Navajo) people, providing culturally relevant pathway programs for high school students can stimulate their entry into health and public health professions that support the development and use of culturally and contextually concordant public health strategies, which in turn may increase the likelihood of their use in local communities (10). Through training and cultivating an understanding of their own cultural and strengthbased assets, the future Diné public health workforce can be equipped to create effective methods to address health disparities in their communities (5,(7)(8)(9).…”

Section: Introductionmentioning

confidence: 99%

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Engaging Native American High School Students in Public Health Career Preparation Through the Indigenous Summer Enhancement Program

Dreifuss

Belin

Wilson

et al. 2022

Front. Public Health

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Native American1 populations are systematically marginalized in the healthcare and public health workforce. One effective approach to reduce health disparities and improve health care delivery among Indigenous populations is to train more Native American health professionals who integrate academic and cultural knowledge to understand and influence health behaviors and perspectives. Diné College partnered with Northern Arizona University to develop the Navajo Native American Research Center for Health (NARCH) Partnership, funded by the National Institutes of Health. The high school component of the Navajo NARCH Partnership created the Indigenous Summer Enhancement Program (ISEP), a 1-week summer training program providing exposure to health careers and mentorship in pursuing public health careers for Native American high school students. ISEP utilizes the Diné Educational Philosophy (DEP), a Navajo conceptual framework to serve as the foundation of the program. In 2020–2021, due to COVID-19 restrictions, the DEP model had to be incorporated in the Navajo NARCH high school virtual program activities. ISEP used 2018 and 2019 past program evaluation data to inform the virtual programming. Students' perception of the program was collected using an online Qualtrics evaluation questionnaire. Students stated appreciation for program staff, fellow students, peer mentors and culturally relevant learning experiences in both virtual and in-person environments. Recommendations included: expanding the length of ISEP and continuing the hands-on activities and Public Health Leadership series.

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Section: Discussionsupporting

confidence: 85%

Section: Introductionmentioning

confidence: 99%

Engaging Native American High School Students in Public Health Career Preparation Through the Indigenous Summer Enhancement Program

Dreifuss

Belin

Wilson

et al. 2022

Front. Public Health

View full text Add to dashboard Cite

show abstract

“…Nevertheless, Conducting outreach and recruitment activities respectfully, with collaboration, and closer to the Native American communities themselves may be a way to bridge an awareness divide for both parties. In one example, a college course and youth education program designed to be taught by medical students at a tribal college showed preliminary success in helping to increase professional representation of Native American individuals in health careers (Weintraub et al, 2015). It should be emphasized that efforts to recruit more Native American students into the health professions must be backed up by tangible funding and mentoring opportunities and should be grounded in cultural considerations for students coming from tribal and/or rural settings (Anonson et al, 2008).…”

Section: Insight From Respondent Comments Echoes Existing Reportsmentioning

confidence: 99%

Preparing genetic counselors to serve Native American communities

Freeman

Arbuckle

Petty

2021

Journal of Genetic Counseling

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As a medical specialty, genetic counseling (GC) espouses cultural sensitivity, a patientcentered approach, and an eye for the individual, familial, and community-wide implications of genetics and genomics in medicine. Within the past decades, the field of GC has recognized and attempted to address a need for the greater diversity of providers and practice settings that will help to address health inequities across underrepresented communities (Channaoui et al., 2020). Accreditation for GC training programs mandates equipping students with multicultural sensitivity and knowledge on health disparities. Currently however, there are limited published data about how GC programs are accomplishing these aims for Native American individuals and communities. Furthermore, there are limited published data on the unique needs and perspectives of Native Americans who may seek GC services. This disconnect may pose barriers for genetic counselors who aim to provide respectful and relevant care to Native American patients. Education of GC students is one important way to set the tone for a lifetime of practice and to inspire awareness and action toward alleviating disparities. Thus, we surveyed GC training programs in North America to investigate how they are working to (a) address disparities in Native American professional representation and student enrollment, (b) deliver culturally relevant curricula and clinical opportunities that serve the needs of Native Americans, and (c) positively engage Native American communities in North America. We found that reported recruitment efforts, curricula content, clinical opportunities, and community engagement efforts to address the needs of Native American are limited across GC training programs surveyed. By bringing awareness to current methods, success factors, and barriers in this space, we hope to open the door for meaningful partnerships between leaders of Native American communities and GC training programs in the pursuit of greater equity.

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“…Very few health pathway programs are designed for AI/AN students. Health Careers 4 U, a 1-week program for AI youth, teaches basic health concepts and provides information on health professions (Weintraub et al, 2015). Creating a Path is a 1-week AI specific program for high school students in the field of nursing (Katz et al, 2010).…”

mentioning

confidence: 99%

“…The New Mexico Health Care Workforce Committee recommends that students be recruited into health profession programs before or during high school (Farnbach-Pearson & Reno, 2019). Increasing and diversifying the workforce ensures that health care and public health prevention strategies for AI/AN populations will be culturally and contextually concordant, which may increase the likelihood of their use in local communities (Weintraub et al, 2015). With training and an understanding of the cultural and strength-based assets, an AI/AN workforce can be equipped to create effective methods to address health disparities in their communities (Bauer & Plescia, 2014;garrison et al, 2010;Hughes et al, 2013).…”

mentioning

confidence: 99%

Utilizing Digital Storytelling to Develop a Public Health Professions Pathway for Native American High School Students

Dreifuss

Yuan

Carroll

et al. 2022

Health Promotion Practice

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Digital storytelling is a decentering methodology in health promotion that positions the storyteller as an expert to create a narrative of their lived experiences. This article describes using a two-phase digital storytelling process within the Diné (Navajo) Educational Philosophy framework to guide the development of a culturally grounded curriculum plan that actively engages Diné youth in exploring health professions pathways in their community. The first phase consisted of developing a high school digital storytelling team by training three Diné youth attending high school on the Navajo Nation located in southwest United States, in digital storytelling. In the second phase, the high school digital storytelling team worked collaboratively with seven Diné students enrolled at the local tribal college to develop digital stories about navigating from high school to college. Data from seven completed digital stories were analyzed with assistance from a community advisory board to identify asset-based themes that contributed to positively transitioning from high school to a tribal college. The results revealed several strategies for successful transitions from high school to a public health college major. The culturally relevant strategies and stories were incorporated into a school-based health professions pathway curriculum plan for Diné youth.

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Developing Capacity for the American Indian Health Professional Workforce: An Academic-Community Partnership in Spirit Lake, North Dakota

Abstract: We believe this model is one way of addressing the need for an increased AIAN health care professional career force.

Cited by 3 publications

References 10 publications

Engaging Native American High School Students in Public Health Career Preparation Through the Indigenous Summer Enhancement Program

Engaging Native American High School Students in Public Health Career Preparation Through the Indigenous Summer Enhancement Program

Preparing genetic counselors to serve Native American communities

Utilizing Digital Storytelling to Develop a Public Health Professions Pathway for Native American High School Students

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