The Goal Attainment Setting tool was used to measure cancer-related behavioral change because it provides a meaningful way to assess progress toward achieving goals over time ( Becker, Stuifbergen, Rogers, & Timmerman, 2000). Goals were modified further during focus group sessions. Native navigators are trained NAs who assist others through the cancer healthcare system from prevention to end-of-life care. Goals were created by two Comanche native navigators and the principal investigator (PI). Inclusion of behavioral goals related to the content of each of the 12 modules allowed participants the opportunity to select personal goals of interest. ![]() It also may entail adding words from the Comanche language. For example, cultural modification may involve deletion of a generic image of a NA person and replacing it with a photograph of a Comanche person dressed in traditional regalia. ![]() NACR's modules had not been presented to the Comanche Nation, so it was necessary to modify them by engaging local community members in revisions ( Haozous, Eschiti, Lauderdale, Hill, & Amos, 2010). The topics of the modules presented to the community included cancer basics, energy balance, healthy eating, palliative care, survivorship, and advanced directives and wills. The current study adapted NACR modules to suit the needs of the Comanche community. Participants can anonymously respond by pressing a number that corresponds to the numeric response they choose, which can be saved as a Microsoft Excel ® file. The system consists of a keypad with numbers from 0–9, similar to a palm-sized calculator. TurningPoint ®, an audience response system, is used to increase interactivity. An interactive activity is included in each module to facilitate participant involvement in active learning. Each module consists of learning objectives, definition of terms, and pertinent information. In contrast, the Comanche people are largely located in rural areas and are one of the few tribes in Oklahoma who still live on ancestral lands and maintain many cultural practices.Ĭancer-related educational modules developed by NACR are in Microsoft PowerPoint ® format and cover topics from cancer prevention to end-of-life care. The modules were created for urban NA populations that have been relocated from other areas. (2010) noted that NAs in Los Angeles, CA, who received an intervention for breast cancer education face-to-face or by telephone reported more rescreening mammograms in all racial groups.Įducational modules have been developed by the Native American Cancer Research Corporation (NACR) but do not address behavioral goals or the unique cultural characteristics of the Comanche Nation. In the Native Women's Wellness Through Awareness project, NA women who received breast cancer education in Denver showed increased recruitment to mammography screening, compared to prior to the start of the program ( Burhansstipanov, Dignan, Wound, Tenney, & Vigil, 2000). (1998) found that 90% of NA women receiving breast cancer education had mammogram rescreening in a sample from Denver, CO. (2008) reported that the women had increased comfort in discussing cancer issues and requested Papanicolaou tests more often. After receiving education about cervical cancer, Crow women in Montana had increased knowledge of Papanicolaou tests and cervical cancer ( Christopher, Gidley, Letiecg, Smith, & McCormick, 2008). Eschiti, Burhansstipanov, and Watanabe-Galloway (2012) found four studies relating to cancer education provided to NAs. Information related to cancer education among NA people is sparse. When Comanche community members become knowledgeable and work toward healthy behavioral change, cancer health disparities may decrease.Ĭancer-Related Education Among Native Americans Oncology nurses should respect guidance provided by Comanche community members to adapt cancer-related education materials and processes, as well as goal development, to address cultural concepts. ![]() Comanche people need cancer educational modules and goals tailored to their culture to become engaged and maintain interest, thereby improving the likelihood of increasing cancer-related knowledge. Content analysis, verbatim transcriptions, field notes, and observations were used to analyze data and create five major themes. A community-based participatory research approach was used to conduct focus groups in the Comanche Nation and obtain feedback related to cancer-related educational modules and behavioral goals. ![]() The current article describes the development of cancer-related educational modules that include creating behavioral goals specific to the people of the Comanche Nation. Cancer-related educational content and goals should be modified to the needs of Native Americans to ensure adherence to healthy lifestyles.
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