Understanding American Indian Perceptions Toward Radiation Therapy

Many American Indian (AI) and Alaska native (AN) patients do not complete guideline-concordant cancer care for the 4 most common cancers. Our aim was to better understand AI/AN attitudes toward radiation therapy (RT). Patients eligible for this survey study were AI/AN patients with cancer at the Phoenix Indian Medical Center who either received previous RT or were recommended to receive RT. An 18-item questionnaire was administered to each of the 50 participants from October 1, 2018, through February 15, 2019. Willingness to travel for RT was compared to respondent characteristics, concerns regarding RT, and obstacles to obtain RT. Duration of RT was important to 78% of patients: 24% would consider traveling 25 miles or more for a standard course, and 48% would travel that distance for a shorter course ( P < .001). The top-ranked barriers to RT were transportation, cost of treatment, and insurance compatibility. The top-ranked concerns about RT were adverse effects, cost of treatment, and fear of RT. Concerns about adverse effects were associated with the radiation team’s inability to explain the treatment ( P = .05). Transportation concerns were significantly associated with accessibility ( P = .02), communication with the RT team ( P = .02), and fear of RT ( P = .04). AI/AN patients are concerned about the adverse effects of RT and the logistics of treatment, particularly costs, transportation, and insurance compatibility. Use of culturally specific education and hypofractionation regimens may increase acceptance of RT for AI/AN patients with cancer, and this hypothesis will be tested in a future educational intervention-based study.

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Creating a Path: American Indian/Alaska Native High School Students Pursuing College and a Career in Nursing

International Journal of Nursing Education Scholarship ◽

10.2202/1548-923x.1971 ◽

2010 ◽

Vol 7 (1) ◽

Cited By ~ 2

Author(s):

Janet R. Katz ◽

Denise Smart ◽

Robbie Paul

Keyword(s):

High School ◽

High School Students ◽

American Indian ◽

Student Perceptions ◽

Alaska Native ◽

Role Models ◽

Survey Study ◽

Accurate Information ◽

School Students ◽

Quantitative Descriptive

The purpose of this quantitative descriptive pre- and post-survey study was to analyze four years of data documenting differences in pre- and post-test responses by American Indian/Alaska Native high school students attending a weeklong residency program. The program was designed to provide information and role models to motivate students to go to college and pursue a career in nursing. The survey measured student perceptions of college and nursing. In addition, the analysis included comparisons of responses between students who lived on reservations and those who did not. Results demonstrated that students changed their views of nursing as a profession, how they would be perceived by their tribe, and the financial security they could gain. Students living on their reservations were concerned that college might be too far from home. Recommendations include the need to provide indigenous students with role models and accurate information as well as mentors to support them.

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Speech-Language Assessment Considerations for American Indian and Alaska Native Children Who Are Dual Language Learners

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig14.29 ◽

2017 ◽

Vol 2 (14) ◽

pp. 29-40 ◽

Cited By ~ 2

Author(s):

Christine Vining ◽

Edgarita Long ◽

Ella Inglebret ◽

Megan Brendal

Keyword(s):

American Indian ◽

Language Learners ◽

Alaska Native ◽

Dual Language ◽

Linguistic Diversity ◽

Critical Role ◽

Language Assessment ◽

Assessment Process ◽

Dual Language Learners ◽

Native Communities

The overrepresentation of American Indian and Alaska Native (AI/AN) children in special education, including children who are dual language learners (DLLs), is a major concern. Speech-language pathologists (SLPs) can play a critical role in reducing this overrepresentation. Using a holistic assessment process that is responsive to the communication patterns of home and community contexts provides a framework for distinguishing actual language disorders from differences associated with cultural and linguistic diversity. This article presents current trends in Native communities that may impact the speech-language assessment process, including a shift from indigenous languages to English and/or Native language revitalization efforts. It also provides a framework for guiding assessment in a manner that considers cultural and linguistic factors in speech-language assessment for AI/AN children who are DLLs.

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