Table 1
Academic-Community engagement goals and procedures.
| GOAL AND OBJECTIVES | PROCEDURES | |
|---|---|---|
| OUTREACH | Create a community advisory board (CAB). To identify potential collaborators, we sought advice on how to:
| We selected members to serve as community representatives from various organizational roles to have diverse representation and to ensure they had the capacity to be active participants. |
| CONSULT | Identify and meet with CAB members. To learn about existing community resources that may relate to or may support the DSMES program, we:
| We sought feedback from CAB members who have prominent roles in promoting health in the community. |
| INVOLVE | Conduct community meetings with each workgroup separately. We held small working group meetings to:
| We reviewed the existing Association of Diabetes Care & Education Specialist (ADCES) diabetes education 2016 guidelines and tailored the content to address culture-specific needs, focusing on the seven self-care behaviors and prioritizing possible intervention strategies. |
| COLLABORATE | Enhance community partnerships to:
| We followed up with the working groups to summarize input and strategies, and respond to CAB members’ questions and recommendations. In addition to aligning education content, we collaborated with CAB members to ensure community perception and attitudes were incorporated, rather than assuming relevance to this community and taking community acceptance for granted. |
| LEADERSHIP | Conduct follow-up meetings with CAB members to:
| We shared feedback we received from different workgroups, agreed to be open to each other’s ideas in program refinement, and reassured members that future decision-making will be a team effort. |
Table 2
Community Advisory Board Members.
| CAB WORKGROUP MEMBERS | RATIONALE FOR INCLUSION |
|---|---|
| Healthcare professionals (n = 6) MD; DNP; PA-C; PharmD; CDCES with BC-ADM; former director of an ADA accredited diabetes education program | To help the academic team understand barriers and facilitators in diabetes education at their practices and help translate study findings at the practice level. |
| Community leaders (n = 7) Asian District Cultural Association; Vietnamese-American Community in OKC and Metropolitan Areas Association; Asian Health Coalition | To help the academic team reach and connect with VietAmericans with T2D in the community and to offer important insights into developing the program, and assistance in program promotion/delivery within the cultural community. |
| Faith-based community (n = 5) Vietnamese Catholic Church of OKC; Vietnamese Baptist Church of OKC; Vietnamese Buddhist Temples | To help the academic team reach and connect with Vietnamese individuals with T2D in the faith-based community and to offer important insights into developing the program, and assistance in program promotion/delivery within the religious community. |
| Patient representatives (n = 5) Vietnamese adults with T2D and/or care partners (family members or caregivers) | To provide exemplars of lived experiences with challenges and successes in diabetes self-management and/or overcoming barriers associated with glycemic control. Patient representatives provide input in study design, outcome measures, and delivery of culturally relevant intervention. |