Online Program

Soliciting and incorporating CHW/promotora feedback: Lessons learned from a cancer education program in South Texas

Monday, November 2, 2015

Katharine Nimmons, MSc, MPH, Center for Community Health Development's National CHW Training Center, TX A&M School of Public Health, College Station, TX
Julie StJohn, DrPH, MA, CHWI, Department of Public Health, Graduate School of Biomedical Sciences, Texas Tech University Health Sciences Center, Abilene, TX
Christopher E. Beaudoin, PhD, Department of Communication, College of Liberal Arts, Texas A&M University, College Station, TX
Paula Saldana, CHW, CHWI, Texas A&M School of Rural Health, College Station, TX
Dinorah Martinez, CHW, CHWI, Center for Community Health Development, Texas A&M School of Rural Health, College Station, TX
This presentation draws on lessons learned from the 2011-2013 Education to Promote Improved Cancer Outcomes (EPICO) project in Texas to generate a list of best practices for incorporating Community Health Worker/Promotora (CHW/P) input during project design, implementation, and evaluation. Beginning with a brief overview of the EPICO project, the presentation will transition into a group activity based on EPICO’s experiences.

In the EPICO project, six full-time CHWs/Ps delivered over 5000 units of training to community members and over 750 units of training to CHWs on Breast, Cervical, and Colorectal Cancer education across Texas. CHW/Ps were involved from the initial stages of project, including research, discussion group design, and curriculum development. The CHW/Ps provided informal feedback during all phases of the project, leading to changes in curriculum content, training methodologies, and program delivery. This unstructured feedback was complemented by formal exit interviews with the full-time CHW/Ps. In that debriefing session, CHW/Ps stated that the project’s aims were often difficult to square with the needs of community residents. Moreover, CHW/Ps suggested strengthening advocacy training and activities in communities to address these unmet needs.

Using this feedback from CHW/Ps, session participants will divide into small groups and discuss how mechanisms for feedback in the EPICO project compare to their own experiences with CHW/P input in programs. Together, session participants will identify guidelines for soliciting, incorporating, and evaluating CHW/P input in future community-based projects.

Note: The presenter is a CHW/P instructor, and CHW/Ps are contributing authors.

Learning Areas:

Implementation of health education strategies, interventions and programs
Planning of health education strategies, interventions, and programs

Learning Objectives:
Describe feedback on project structure and implementation given by CHW/promotoras during and after the two-year EPICO project Discuss the effectiveness and importance of incorporating CHW input for the EPICO project Identify best practices for incorporating CHW/promotora input in all stages of program planning and implementation

Keyword(s): Community Health Workers and Promoters, Community Health Programs

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I direct the National Community Health Worker Training Center within the Texas A&M School of Public Health's Center for Community Health Development. I am a Texas certified CHW/Promotora Instructor and I served as a program manager and evaluator on the EPICO project.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.