Recorded presentation

Rachael S. Fulp, MPH¹, JudyAnn Bigby, MD², Jill Bassett, MS³, Dora A. Tovar, MPH¹, Milta Vega-Cardona⁴, Kaiyti Duffy⁴, Jeanette H. Magnus, MD, PhD⁵, Kirsten L. Gruebling, MPH, CHES⁶, and Delia Camacho, MD⁷. (1) Center for Cardiovascular Disease in Women, Brigham and Women's Hospital, 75 Francis Street, BC-3, Boston, MA 02115, 617-732-7076, rfulp@partners.og, (2) Office for Women, Family, and Community Programs, Brigham and Women's Hospital, Harvard Medical School's Center of Excellence in Women's Health, 1620 Tremont Street, Boston, MA 02120, (3) c/o Brigham and Women's Hospital, Harvard Medical School's Center of Excellence in Women's Health, 75 Francis Street, BC-2, Boston, MA 02115, (4) St. Barnabas Hospital and Healthcare System’s Community Center of Excellence in Women’s Health, 2021 Grand Concourse, Bronx, NY 10453, (5) Tulane and Xavier University of Louisiana’s Center of Excellence in Women’s Health, 127 Elk Place, EP7, New Orleans, LA 70112, (6) Health Education and Community Outreach, Aurora Health Care, 1079 Summit Avenue, Oconomowoc, WI 53066, (7) University of Puerto Rico’s Center of Excellence in Women’s Health, PO Box 365067, San Juan, PR 00936-5067

Purpose

To develop and implement cardiovascular disease (CVD) prevention and risk reduction curricula for black and Latina women that is practical, appealing, and culturally appropriate.

Methodology

Program elements were determined based on 1) literature review; 2) review and assessment of existing training curricula and materials; and 3) formative research. The reviews yielded many results that together with the formative research, guided program development and cultural tailoring.

Focus groups were conducted with black and Latina women in target communities to gain insight on program development. The focus groups explored current knowledge about cardiovascular risk factors, sources of health information, impact of health information and education, delivering health education in a community setting, and racism and heart disease.

We applied the Stages of Change theoretical model and incorporated formative research findings to the curricula, whose structure and content were adapted from materials available from the National, Heart, Lung, and Blood Institute. Manuals for Latina women were translated and adapted into Spanish. Recruited trainers tested the curricula; revisions were made as appropriate.

Results

The project produced six manuals, four in English and two in Spanish. The trainer and lay health educator manuals share content in eight topic areas, but have distinct introductions highlighting key issues. Trainings were held in four target communities across the United States.

Conclusion

This process could be useful for the development of CVD prevention and other risk reduction programs for black and Latina women throughout the United States and for additional racial and ethnic groups.

Learning Objectives: At the conclusion of the session, participants in this session will be able to

• Discuss the key steps to constructing a cardiovascular disease prevention and risk reduction curriculum.
• Describe the unique role of focus groups with the target audience in developing curriculum content.
• Describe the role of three key participants in curriculum implementation.
• List eight key components to a cardiovascular disease prevention and risk reduction curriculum.

Keywords: Curricula, Lay Health Workers

Related Web page: www.hmcnet.harvard.edu/coe/heartofwomen/index.html

Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.

Recorded presentation