Lessons Learned from Designing Curriculum and Fostering University-Community Collaborations to Implement a Lay Patient Advocate Training in Tribal Communities

Health literacy is critical to enable individuals the capacity to obtain, process, and understand information to make informed health decisions, advocate for themselves and family members, and to activate collaboration in sharing responsibility for health decisions and perform self-management behaviors to help improve their quality of life. This is a particular challenge in disadvantaged groups such as the American Indian (AI) population. The purpose of this Community Based Participatory Research study was to foster university-community collaborations to develop a health literacy/self-advocacy training curriculum for laypersons in AI communities and deliver the training curriculum via classroom integration in community adult education programs. The target population for this program was adult learners in AI tribal communities across South Dakota. A committee consisting of representatives from the community and health science content experts from the university developed a four-module curriculum. The curriculum was modified following feedback from the local adult educators who, following training, then implemented the curriculum into their programs. Results suggest our heuristic health education approach to promote positive health behaviors among the AI population may be viable. By utilizing adult education specialists to deliver the curriculum to adults with educational barriers, we combined the content expertise of university health science professionals with the specialized expertise of community-based adult educators to provide the education to AI students in a familiar environment.