Table 1
Health Literacy Curriculum Overview.
| Module 1 | Module 2 | Module 3 | Module 4 |
|---|---|---|---|
| Becoming an Advocate | How to Read Medication Labels and Prescriptions | Maintaining Your Balance – Healthy Eating | Maintaining Your Balance – Physical Activity |
| The Medicine Wheel: Beyond the Tradition, Parts 1–3 (educational video) Health Advocacy within Framework of Circle of Courage | OTC Medicine Misuse Taking Medicine as Prescribed Medicine Storage and Disposal Questions to Write Down Before Visiting a Healthcare Provider Medicine Record Form What’s on the Label Adverse Reactions | Healthy Weight Management Nutrition Facts Label Food Diary Balancing Calories BMI Chart | Physical Activity and Exercise Benefits My Physical Activity Diary Let’s Move Family Activities Guide Let’s Move Family Calendar Strategies for Increasing Physical Activity |
Table 2
Application of CBPR Principles to Lay Patient Advocacy Project in Tribal Communities.
| Principles | Application of CBPR Principles in this Project |
|---|---|
| Recognize community as a unit of identity. | Existing communities of identity were identified and utilized to strengthen the sense of community through collective engagement. |
| Build on strengths and resources in the community. | Instead of focusing on deficits and problems in the tribal communities, this project built on community strengths and resources to include the use of culture and traditions to promote health and wellness. |
| Facilitates collaborative partnerships in all phases of the research. | Partnerships with Native Americans to include engaging each of the tribal communities was part of all phases of this project to include planning, developing, implementing, and disseminating results. |
| Integrate knowledge and action for mutual benefit of all partners. | The project directly benefited the tribal communities, unlike past research where data gathering or needs assessment conducted did not have any impact on the community. This project successfully balanced providing tangible benefits to the communities while collecting the necessary research data. Additionally, tribal cultural beliefs and Indigenous ways of knowing were integrated throughout this project in effort to preserve traditional culture. |
| Promote a co-learning and empowering process that attends to social inequalities. | The partnership between the university and the tribal communities emphasized shared information, decision-making, power, resources, and support. University researchers put themselves in the role of the learner to accept new viewpoints and relinquish their position of sole expert in the partnership. The researchers also provided extensive education and training for the community members to implement the curriculum and engage in all aspects of the research process. Finally, the tribal partners were able to provide the researchers with an understanding and appreciation for Native ways and tribal sovereignty. |
| Involve a cyclical and iterative process. | The partnerships for this project were a result of long-standing relationships, which was very important. Tribal communities in particular want to establish integrity and sincerity before participating; although necessary, this can be very time-consuming. The researchers recognized the uniqueness of each tribal community, necessity for flexible plans and timelines, and importance of demonstrating a commitment to the community. |
| Address health from positive and ecological perspective. | The researchers utilized an ecological model to understand the context in which the tribal communities make decisions about and access resources related to their health and health care. Progress was contingent upon addressing ecological, sociological, and cultural issues. |
| Disseminate findings and knowledge gained to all partners. | Information on the results of the project was disseminated back to each of the tribal communities. Unfortunately, other priorities and commitments within each of the tribal communities impeded further discussion about the results. |