Diabetes training for community health workers on an American Indian reservation

Abstract

Objectives: To improve the knowledge and skills of community health workers (CHWs) on an American Indian (AI) Reservation related to the management of diabetes to allow CHWs, with no prior formal diabetes education to work more effectively with individuals in the community with diabetes. Training was provided in six "face-to-face" sessions with the CHWs using the Centers for Disease Control and Prevention CHW Training Resource on Heart Disease and Stroke. Design and Sample: This is a quality improvement program guided by the Model forImprovement: Plan, Do, Study, Act and using a pre-post evaluation design. Ten AI CHWs were recruited for the training. K E Y W O R D SAmerican Indian, community health worker, diabetes, education, public health nursing practice, quality improvement, training

Cardiovascular Disease and Stroke-Focused Competency Assessment Tools for Community Health Workers in the United States: A Scoping Review

“…The most widely used training method was didactics (such as lectures, case presentations, clinical case discussions, group discussions, and workshops), which were employed in 24 of the 30 studies (Balcazar et al, 2006; Boutin-Foster et al, 2008; Bustillos & Sharkey, 2015; Colleran et al, 2012; Cornell et al, 2009; Cruz et al, 2013; Ferguson et al, 2007; Han et al, 2007; Haughton et al, 2015; Josiah Willock et al, 2015; Kuhajda et al, 2006; Lautner et al, 2019; Look et al, 2008; Martinez-Bristow et al, 2006; Moleta et al, 2017; Policicchio & Dontje, 2018; Prezio et al, 2013; Pullen-Smith et al, 2008; Swider et al, 2010; Valen et al, 2012; Vaughan et al, 2020; Wagner et al, 2020; Walton et al, 2012; Woodruff et al, 2010). Another three studies used a field experience component in addition to didactic sessions (Harvey et al, 2009; Hill-Briggs et al, 2007; McCloskey, 2009).…”

“…Out of the 30 articles included in the review, only nine studies used a validated instrument for assessing CHW competencies (Colleran et al, 2012; Han et al, 2007; Haughton et al, 2015; Look et al, 2008; Moleta et al, 2017; Policicchio & Dontje, 2018; Tang et al, 2011; Vaughan et al, 2020; Zurawski et al, 2016). The most common validated instrument used was the Diabetes Knowledge Test (DKT), which was utilized by six out of the nine studies (Colleran et al, 2012; Han et al, 2007; Look et al, 2008; Policicchio & Dontje, 2018; Tang et al, 2011; Vaughan et al, 2020).…”

“…Out of the 30 articles included in the review, only nine studies used a validated instrument for assessing CHW competencies (Colleran et al, 2012; Han et al, 2007; Haughton et al, 2015; Look et al, 2008; Moleta et al, 2017; Policicchio & Dontje, 2018; Tang et al, 2011; Vaughan et al, 2020; Zurawski et al, 2016). The most common validated instrument used was the Diabetes Knowledge Test (DKT), which was utilized by six out of the nine studies (Colleran et al, 2012; Han et al, 2007; Look et al, 2008; Policicchio & Dontje, 2018; Tang et al, 2011; Vaughan et al, 2020). The other validated instruments used were the Diabetes Attitude Scale (DAS) (Colleran et al, 2012; Look et al, 2008; Policicchio & Dontje, 2018; Zurawski et al, 2016), Diabetes Knowledge Questionnaire (DKQ) (Tang et al, 2011), Coronary Heart Disease Knowledge Test (Moleta et al, 2017), and System for Observing Fitness Instruction Time for Group Exercise Classes (SOFIT-X) (Haughton et al, 2015).…”

“…In our review, we identified three main CHW competencies that were assessed: knowledge, skills, and traits. All but one of the studies (29 of 30) (Balcazar et al, 2006; Bouchonville et al, 2018; Boutin-Foster et al, 2008; Bustillos & Sharkey, 2015; Colleran et al, 2012; Cornell et al, 2009; Cruz et al, 2013; Ferguson et al, 2007; Han et al, 2007; Harvey et al, 2009; Hill-Briggs et al, 2007; Josiah Willock et al, 2015; Kuhajda et al, 2006; Lautner et al, 2019; Look et al, 2008; Martinez-Bristow et al, 2006; Moleta et al, 2017; Policicchio & Dontje, 2018; Prezio et al, 2013; Pullen-Smith et al, 2008; Swider et al, 2010; Tang et al, 2011; Valen et al, 2012; Vaughan et al, 2020; Wagner et al, 2020; Walton et al, 2012; Woodruff et al, 2010; Zurawski et al, 2016) assessed knowledge with written assessments using multiple-choice test, true/false, fill-in-the-blanks, short answers, oral question and answers, surveys, and/or open-ended questionnaire formats. Seventeen studies also assessed CHW traits such as self-efficacy (Bouchonville et al, 2018; Boutin-Foster et al, 2008; Bustillos & Sharkey, 2015; Colleran et al, 2012; Cornell et al, 2009; Kuhajda et al, 2006; Swider et al, 2010; Tang et al, 2011); confidence (Ferguson et al, 2012; Josiah Willock et al, 2015; Martinez-Bristow et al, 2006; Zurawski et al, 2016); self-care skills (Balcazar et al, 2006); attitudes (Kuhajda et al, 2006; Wagner et al, 2020; Zurawski et al, 2016); behaviors (Cornell et al, 2009; Kuhajd...…”

Factors Associated with Competence in Preventing Non-communicable Diseases among Community Health Workers in Japan

“…Furthermore, when discussing CHWs, the diverse range of activities they undertake as a result of their location and the diseases they must target need to be taken into account [4,5]. Previous studies on CHWs have shown that developing countries often train CHWs to undertake infectious disease-and maternal and child health-related activities, whereas developed countries often train CHWs to undertake the prevention and management of non-communicable diseases (NCDs) such as heart disease, various cerebrovascular diseases, and diabetes [6][7][8][9][10][11].…”