Culturally Responsive Health Education in the Pacific: Lessons Learned in American Samoa

2019 ◽  
Vol 9 (4) ◽  
pp. 1-14
Author(s):  
A. Kuulei Serna ◽  
Deborah K. Zuercher
Keyword(s):  
Health Education ◽  
Culturally Responsive ◽  
American Samoa ◽  
Lessons Learned ◽  
The Pacific

scholarly journals (P1-21) Medical Disaster Relief after the 2009 American Samoan Tsunami: Lessons Learned

2011 ◽  
Vol 26 (S1) ◽  
pp. s105-s106
Author(s):  
R. Partridge ◽  
D.B. Bouslough ◽  
L. Proano ◽  
S. Soliai-lemusu ◽  
F. Avegalio ◽  
...  
Keyword(s):  
Public Health ◽  
Disaster Response ◽  
American Samoa ◽  
Flood Damage ◽  
Lessons Learned ◽  
Capital City ◽  
Public Health Emergencies ◽  
The Pacific ◽  
American Samoan ◽  
Post Disaster

BackgroundTsunamis most commonly occur in the “Ring of fire” in the Pacific due to frequency of earthquakes and volcanic activity. Damaging tsunamis occur 1–2 times yearly. On September 29, 2009, an earthquake on the Pacific floor caused a tsunami that struck American Samoa, Samoa and Tonga, with only 20 minutes warning.ObjectiveTo evaluate the disaster response in American Samoa by emergency medical services (EMS), the territorial hospital, and the Department of Health.MethodsA retrospective review of EMS logs, public health records, hospital emergency department charts, and key-informant interviews over a 2-week period. Descriptive statistics were used to evaluate data.ResultsThree 5-meter waves struck the American Samoan islands, with land inundation as far as 700 meters. Many low- lying villages, including the capital city Pago Pago were affected. A total of 33 people (8 male, 23 female, including 3 children) were killed by the water, with approximately 150 significantly injured. EMS runs increased 250% from normal daily averages, with island-wide responses significantly delayed by flood damage. The hospital in Pago Pago, situated near the shore and only 10 meters above sea level, utilized 75 staff to evacuate 68 in-patients to high ground as soon as tremors were felt. This process was completed in 20 minutes with no associated morbidity or mortality. Patient injury patterns for the event are similar to recent literature reports. Mobile clinics and alternate care sites established at outlying dispensaries were used to decentralize healthcare from the hospital. DMAT/DMORT teams from Oregon and Hawaii supported local healthcare initiatives. Post-disaster public health surveillance focused on identifying and limiting food/water-borne illnesses, dengue fever, and influenza-like-illness outbreaks, as well as disaster related PTSD.ConclusionThe disaster response to the tsunami in American Samoa was effective. Disaster planning was appropriate and rapidly implemented. Post-disaster public health emergencies were minimized.

Community Breast Health Education for Immigrants and Refugees: Lessons Learned in Outreach Efforts to Reduce Cancer Disparities

2018 ◽  
Vol 34 (6) ◽  
pp. 1092-1096
Author(s):  
Sailaja Kamaraju ◽  
Jessica Olson ◽  
Melissa DeNomie ◽  
Alexis Visotcky ◽  
Anjishnu Banerjee ◽  
...  
Keyword(s):  
Health Education ◽  
Cancer Disparities ◽  
Lessons Learned ◽  
Breast Health ◽  
Immigrants And Refugees

Enhancing Health Education with Collaborative Narratives

2014 ◽  
pp. 781-791 ◽  
Author(s):  
Jennifer Lynne Bird ◽  
Eric T. Wanner
Keyword(s):  
Health Education ◽  
Role Models ◽  
Physical Therapist ◽  
Lessons Learned ◽  
Comfort Zone ◽  
Positive Role ◽  
Effective Strategies ◽  
Interdisciplinary Collaborations ◽  
School And Community ◽  
Positive Outlook

This chapter explains the lessons learned when an English professor and a physical therapist decided to work together. Patients in a clinic and students in a classroom share the need for positive role models to teach them effective strategies to enhance their learning. The official research journey focuses on the connections among writing, positive outlook, and healing. The unofficial journey focuses on the lessons learned from the authors teaching each other about their fields of expertise. They encourage readers to accomplish two tasks. First, think about how to get out of your personal comfort zone and change your outlook about the amount of stress in your life. Second, think about how to get out of your professional comfort zone and change your outlook about working with colleagues in other disciplines. By sharing their experiences, the authors provide ideas on how to participate in interdisciplinary collaborations with colleagues in school and community.

Being Culturally Responsive in a Formative Evaluation of a Professional Development School: Successes and Missed Opportunities of an Educative, Values-Engaged Evaluation

2020 ◽  
Vol 41 (3) ◽  
pp. 384-403
Author(s):  
Jori N. Hall ◽  
Melissa Freeman ◽  
Soria E. Colomer
Keyword(s):  
Professional Development ◽  
Culturally Responsive ◽  
Formative Evaluation ◽  
Professional Development School ◽  
Lessons Learned ◽  
First Year ◽  
Cultural Characteristics ◽  
Missed Opportunities ◽  
Responsive Evaluation ◽  
University Partnership

While evaluators have explored the implementation of culturally responsive evaluation (CRE), the failures of applying CRE are less often told. In this article, we use a reflective case narrative to explore our successes and failures in implementing our CRE approach, including an educative stance. We draw on a formative evaluation of a district–university partnership during its first year. Our analysis of the reflective case narrative makes transparent how our culturally responsive, educative approach was sufficient to employ culturally responsive methods. Yet, our culturally responsive, educative stance failed to provide critical midcourse feedback, which worked against the development of the district–university partnership. The lessons learned from the formative evaluation are important to draw attention to the intersections between the cultural characteristics of the evaluand and how the evaluation contributes to educative insights.

scholarly journals Supplementing Substance Use Prevention With Sexual Health Education: A Partner-Informed Approach to Intervention Development

2020 ◽  
pp. 152483992094768
Author(s):  
Terrinieka W. Powell ◽  
Meghan Jo ◽  
Anne D. Smith ◽  
Beth D. Marshall ◽  
Santha Thigpen ◽  
...  
Keyword(s):  
Substance Use ◽  
Health Education ◽  
Sexual Health ◽  
Intervention Development ◽  
Lessons Learned ◽  
Evidence Based ◽  
Substance Use Prevention ◽  
Sexual Health Education ◽  
Multiple Sources ◽  
Wide Range

Supplementing substance use prevention with sexual health education would allow educators to address the risk and protective factors that influence both health issues. This streamlined approach may minimize the inefficiencies of multisession, single-purpose interventions. Our team developed a supplemental sexual and reproductive health (SRH) unit to align with an existing evidence-based intervention, LifeSkills Training (LST). This goal of this article is to describe our process, final product, lessons learned, and future directions. Our partner-informed approach took place across three key phases: (1) formative insights, (2) unit development, and (3) pilot implementation. The final supplemental SRH unit is ten, 45-minute sessions offered to seventh- and eighth-grade students and includes a set of learning objectives that are aligned with individual sessions. The supplemental SRH unit also mirrors existing LST modules in length, flow, layout, facilitator instructions, focus on prevention, and utilization of a student workbook. Lessons learned include strategies to effectively incorporate a wide range of ongoing feedback from multiple sources and quickly respond to staff turnover. This partnership approach serves as a model for researchers and practitioners aiming to extend the reach of existing evidence-based programs.

Higher Learning int eh Pacific

2011 ◽  
pp. 248-273
Author(s):  
Kirk Johnson ◽  
Jonathan K. Lee ◽  
Rebecca A. Stephenson ◽  
Julius C.S. Cena
Keyword(s):  
Lessons Learned ◽  
Higher Learning ◽  
Pacific Region ◽  
Academic Goals ◽  
Central Focus ◽  
The Pacific ◽  
Challenges And Opportunities ◽  
The University ◽  
The Western Pacific

This chapter provides an overview of particular issues of diversity and technology within an island university. The chapter’s central focus rests on the complexity of both concepts within the context of higher education in the Pacific. In particular, the chapter highlights both the challenges and opportunities that the university faces as it attempts to address the unique multicultural landscape of the Western Pacific region and its technological realities. It focuses on a capstone senior-level course as a case study, and explores the possibilities inherent in directly addressing issues of diversity and technology while at the same time accomplishing the course’s prescribed academic goals. The chapter concludes by outlining 10 important lessons learned from the experience that others can benefit from, and establishes the importance of such a capstone experience for both students and faculty alike.

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