Training Services

These topics are to help staff who are new to making public presentations improve their  skills when working with small or large audiences. NACR staff all are trained, credential educators and each have taught in academic and community settings for more than forty years.

• Oral presentations (45 minutes)
  • Identify characteristics that distinguish among presentations, workshops, and training sessions
  • Identify faculty presentation skills that contribute to increased community learning
  • Demonstrate effective presentation skills
  • Demonstrate use of the Navigator Teaching Observation Peer Evaluation Tool
     
• Creating effective Power Point® slides (45 minutes)
  • Identify characteristics of effective Power Point® slides for participant learning

• Integrating effective participant interactive activities (45 minutes)
  • Describe how participant interactive activities can be designed to reinforce learning specific to the session objective(s)
  • Design at least 1 objective-specific interactive activity.
  • Demonstrate how to facilitate an objective-specific interactive activity

These sessions were created to help staff who have little to no experience working with computers. They are tailored to the participants’ needs. These can be held as separate, small group sessions for beginners or intermediate computer users in conjunction with other training topics.

• Word (60 minutes)
• Literacy (how to use and avoid common errors within Word’s Flesch-Kincaid software) (40 minutes)
• Excel (60 minutes)
• Power Point® (60 minutes)
• Email (45 minutes)
• Internet (valid vs. questionable cancer websites) (45 minutes)

Coming Soon.

• Healthy Living (90 minutes) (e.g., keeping medical appointments, diabetes prevention and pre-diabetes, heart health, lung health, emotional and spiritual health) integrate reducing risks for COVID
  • Identify behaviors the reduce the risk of developing common AI chronic conditions (cancer, diabetes, heart and lung)
  • Describe individual strategies for improving balance in mind, body, emotions and spirit
• Keep Tobacco Sacred (90 minutes) 
  • Identify what traditional tobacco is, benefits of and how it is used respectfully
  • Describe differences between traditional and commercial tobacco
  • Identify factual information about habitual tobacco use. 
  • Distinguish between ceremonial / traditional tobacco use and habitual use among Indian people.
  • Distinguish between common myths and accurate information about lung cancer in Indian Country.
  • Identify benefits of preventing habitual tobacco use and exposure to secondary tobacco smoke
  • Identify how tobacco prevention and control policies affect AIAN communities
• Healthy Eating and Energy Balance (120 minutes)
  • Identify at least five traditional foods that contribute to AIAN health
  • Identify how to read food labels
  • Identify foods that are recommended for healthy daily diets (5 a day, food pyramid, low fat, high fiber)
  • Identify benefits of physical activity on health (mind, body, emotions and spirit) on adults and elders
  • Identify ways to balance diet, physical activity and body weight for AIAN adults and children

• PN Definitions & Roles in and out of Indian Country (45mins)
  • Describe the origins and rationale for patient navigation
  • Identify other positions than may include patient navigation roles or tasks
  • Identify PN roles

• PN Navigating HC system in and out of Indian Country (45mins)
  • Understand why it is important to survey local healthcare providers and also to go to the facility and meet people.
  • Demonstrate understanding of why a data base of resources is critical to meeting patients' needs.
  • Demonstrate diverse protocols for establishing relationships with the cancer care professionals and facilities.
  • Develop strategies to address cases that do not fit the protocols. 
  • Practice assessing and matching facilities/services to local AI cancer patients.

• PN & Cancer Continuum in Indian Country (45mins)
  • Identify what occurs during each phase of the cancer continuum
  • Identify Patient Navigator (PN) roles relevant to each phase of the cancer continuum

• PN Collaborating with HC Team in and out of Indian Country (30mins)
  • Understand why it is important to build relationships with the Cancer Center’s staff
  • Demonstrate knowledge of diverse protocols for establishing relationships with the cancer care professionals and facilities.
  • Be prepared to collaborate with others.

• Safety for Native Patient Navigators (90mins)
  • Identify at least 3 strategies to improve personal safety for the PN
  • Identify settings that increase likelihood of patient’s private information remaining confidential

• PN Resources & Resource Guide in Native communities (45mins)
  • Establish a data base on culturally appropriate, accessible and available cancer care professionals and facilities for local AI community members.
  • Implement an informal survey of existing cancer care resources for the local AI community.
  • Identify key components to include within a Resource Binder
  • Identify criteria to evaluate products, materials or services for cultural appropriateness and scientific accuracy.
  • Assemble their master, personal Resource Binder, both physical and electronic.

• AI / AN history and impact on perceptions and healthcare (45mins)
  • Describe at least 3 events that contributed to Indigenous distrust of federal government
  • Identify the impact of the Indian Healthcare Improvement Act on Indigenous health
  • Identify how Indian Gaming impacts tribal nations

• Optional: AI/AN historical trauma (40min)
  • Describe the potential connection between historical trauma and epigenetics

• Optional: AI sterilization (30min)
  • Describe factors that contributed to AI women being sterilized without informed consent.

• Optional: Havasupai (30min)
  • Describe factors that contributed to insufficient informed consent processes that led to Havasupai research violations.
  • Identify short and long-term effects of the Havasupai research violations.

• Cultural competency with AI/AN settings (45mins)
  • Describe aspects that comprise cultural competency
  • Identify at least 3 strategies that are likely to improve cultural competency in health care settings that serve AI/ANs 
  • Identify at least 3 cultural beliefs or behaviors that are common among most of the tribal nations

• AI/AN Needs assessments (30mins) 
  • Identify the rationale for collecting needs assessment data
  • Identify 3 CoC requirements of community needs assessments 
  • Describes 3 alternative strategies to standard survey data collection that have been implemented in partnership with American Indian communities

• AI/AN Patient's goals and preferences (30mins) 
  • Identify strategies the PN can use to help the client / patient create feasible behavioral goals
     
• AI/AN Survivorship care plans (SCPs) (60mins) 
  • Review selected SCPs for benefits and limitations

• AI/AN Stress / distress (30mins) 
  • Identify how to use Stress / Distress assessment tool(s) and scores.

• AI/AN Quality of life (30mins) 
  • Identify how to use QoL tools

• AI/AN Fatigue (30mins) 
  • Identify how to use fatigue tools

• AI/AN Pain (30mins) 
  • Identify how to use pain assessments

• PN helping AI/AN patients identify goals, concerns & questions to share with HC team (30mins)
  • Identify strategies the PN can use to help the client / patient create feasible behavioral goals
  • Identify members of the oncology team who need to be informed of the patient's wishes
     
• AI/AN Emotionally challenging situations (60mins) 
  • Identify potentially difficult / uncomfortable situation for which the PN is likely to encounter
  • Identify strategies to address uncomfortable situations
  • Identify issues that arise when dealing with dying, wills and end-of-life documents

• Informing through tribal newsletters, papers, radio, TV, PSA, or short articles (45mins)
• How to advertise (45mins)
• How to write information articles (Indian Country Today, tribal newspaper) (45mins)
• Recruitment strategies (45mins)
• Outreach at community events: Do's & Don'ts (45mins)
• Exhibit booth protocol (PowWow, health fair) (45mins)
• I/T/U Protocols for promotional products (30mins)
• Critique of informational videos, digital stories in waiting rooms (40mins)

• Basic verbal, vocal and non-verbal in the Indian community (60mins)
  • Identify characteristics of verbal, vocal and non-verbal communication
  • Distinguish among aggressive and assertive communication
  • Identify characteristics of passive, aggressive and assertive communication.

• Elevator speeches and AI/AN programs (30min; participant activity next day for 20mins)
  • Identify traits that characterize an elevator speech
  • Identify key points for inclusion in an elevator speech
  • Demonstrate an effective public health elevator speech

• Motivational inerviewing (conducted with specialists from the PN training collaborative only) (6hours)
  • Explain and implement BASIC MI skills (Engaging and Focusing, Getting Moving: OARS, Providing Information and Advice with Permission  (Elicit/Provide/Elicit), RULE (Resist, Understand, Listen, Empower), Ambivalence: Developing Discrepancy
    Recognizing Change Talk or Sustain Talk, Evoking and Strengthen Change Talk, Responding to Change Talk – EARS, Planning)
  • Explain and implement ADVANCED MI skills (Change Rulers, Decisional Matrix, Asking Permission, Normalizing, Paradoxical statements, Appeal to Values)

• AI/AN communication patterns & culture (45mins)
  • Identify communication patterns common among AI/ANs 
  • Identify strategies to improve communication with non-Natives

• Common AI/AN patient-provider / family issues (75mins)
  • Identify issues facing patients and their families during cancer diagnosis and treatment
  • Demonstrate knowledge of diverse methods to work with patients and families
  • Identify communication skills to help patients address ongoing issues 

• Resolving conflict, avoiding common AI/AN miscommunication (45mins)
  • Identify common miscommunication between AI patients and providers
  • Describe at least 3 strategies to improve the communication between the patient and healthcare provider
     
• I-messages: learning how to ask questions that the AI/AN patient desires and the non-native provider can understand (45mins)
  • Identify examples of assertive “I messages”
  • Create assertive “I messages”

• AI/AN Messages (phrasing) (40mins)
  • Identify key traits for public health messages specific to AI/ANs Media (format) (40mins)

• AI/AN Media and Settings (venue) (40mins)
  • Identify benefits and drawbacks for types of media and venues used in AI/AN public health

• Creating culturally appropriate products for local AI/AN community (40mins)
  • Identify factors that influence the effectiveness of materials
  • Critique selected AI/AN public health products and identify ways to improve each
  • Identify the processes for creating brochures, posters, fliers specific to AI/AN communities
     
• Literacy and AI/ANs (40mins)
  • Identify how to use “literacy” formulas within “Word®”
  • Identify common mistakes using the Flesch-Kincaid literacy formulas within “Word®”
     

• Forms for evaluating Native PN actions & the Native patient navigation program (60mins)
  • Identify resources that explain what PN are expected to do on the job
  • Identify forms that help the PN document tasks completed while working with patients / clients
  • Briefly review NACI Care© data entry and evaluation tool to assess the effectiveness of the PN and the patient navigation program

• NACI Care© and diverse populations' navigation program data entry, tracking and evaluation 
  • Demonstrate how to maneuver
  • Describe what is included within the PN component 
  • Explain what is included in the Patient component
  • Identify roles PN Administrator needs to carry out prior to PNs accessing NACI Care© 

• AI/AN Evaluation strategies: do's and dont's (40mins)
  • Identify strategies and practices that increase the effectiveness of evaluation
  • Distinguish between effective and ineffective evaluation strategies

• How to write effective knowledge, attitude, behavior (KAB) and self-efficacy questions for Indigenous programs (45mins)
  • Identify characteristics of well-written KAB and self-efficacy evaluation items
  • Create evaluation items based on objectives
• How to write and use effective qualitative questions & responses and criterion-referenced evaluation in AI/AN settings (30mins)
  • Explain characteristics of qualitative questions
  • Explain criterion-reference evaluation 
  • Create qualitative evaluation using criterion-referenced guides
• Forms and skills evaluating Native PN work one-on-one (45mins)
  • Identify communication skills that improve interactions with patient or family member
  • Demonstrate effective one-on-one communication skills
  • Demonstrate use of patient satisfaction tools

• Forms & skills evaluating PN work with small groups, including families (45mins)
  • Explain how to use peer observation evaluation tools
  • Identify organizational and improvement strategies to use prior to, during and following a small group activity

• Native Cancer 100 (overview of cancer) (50mins)
  • Describe the process through which normal cells become cancerous
  • Describe the difference between benign and malignant tumors
  • Describe two types of cancer and where they occur in the body
  • Describe statistical trends for cancer among AI regions
     
• Native Cancer 100b (optional excerpt "Genes and Cancer") (25mins)
  • Identify genetic principles and terminology related to cancer

• Native Cancer 101 (diagnosing & staging) (60mins)
  • Identify ways cancers are diagnosed
  • Identify two methods to diagnose, grade and stage cancer 
  • Give two reasons why staging is important
     
• Native Cancer 102 (treatments) (60mins)
  • Discuss currently available cancer treatment modalities
  • Identify common side effects associated with cancer treatments
  • Identify roles NPN may play throughout cancer treatments
     
• Native Cancer 103 (side effects) (60mins) 
  • Identify the differences between acute, chronic and late effects of cancer and cancer treatment
  • Identify at least 5 strategies for addressing side effects of cancer/cancer treatment
     
• Keep tobacco sacred (90mins)

• SoE Native Cancer 101 Module 4 (role of genes in cancer) (60mins)
  • Define basic genetics terminology
  • Describe the role of genes in cancer and cancer treatment
  • Describe the benefits and limitations of genetics testing
  • Discuss the benefit of recording your family health history
     
• SoE Native Cancer 101 Module 8 (specimens & biobanks) (90mins)
  • Describe biospecimens and biobanking
  • Discuss ethical, legal, social, spiritual and cultural considerations and policies related to tissue donation for research
  • Identify potential benefits and drawbacks of taking part in biobanking (individual, AIAN community, researchers)
  • Explain informed decision-making
     
• SoE Native Cancer 101 Module 9 (chronic conditions, co-morbidities & cancer) (90mins)
  • Distinguish between a health condition that is acute versus one that is chronic
  • Identify at least 3 common chronic conditions in AIAN communities
  • Describe at least 5 risk factors for chronic conditions
  • Describe how co-morbidities impact cancer and quality of life
  • Explain the differences between acute, chronic and late effects of cancer and cancer treatment (optional)
  • Identify at least 5 strategies for addressing chronic side effects of cancer/cancer treatment (optional)
     
• SoE Native Cancer 101 Module 10 (screenable cancers combined) (120mins)
  • Identify at least 2 factors that increase your risk for developing cancers
  • Identify benefits of taking part in early detection screening services
  • Identify at least 2 ways to sign up for screening
     

• Get on the path to breast health (90mins)
  • Identify common misinformation related to breast cancer in AI/ANs
  • Distinguish between accurate information and common myths about breast cancer in Indian Country
  • Identify the anatomical structure of the breast
  • Identify the most likely areas for breast lumps to occur 
  • Identify geographic regions where new cases of breast cancer occur and where breast cancer deaths are highest among Native women
  • Identify at least 2 factors that increase a woman’s risks for developing breast cancer
  • Identify at least 2 factors that help protect a woman from developing breast cancer
  • Determine one’s personal risk assessment based on family history, genetic make-up and epigenetics
  • Identify the types of recommended breast cancer screening tests according to the USPTF
  • Describe what happens before, during and following most breast cancer screening tests
  • Identify who may pay for the costs of breast screening other than IHS
  • Identify common symptoms of breast problems (that require access to timely medical services to determine causes of the problems)
     
• Get on the path to cervical health (90mins)
  • Identify common misinformation related to cervix cancer in AI/ANs
  • Distinguish between accurate information and common myths about cervix cancer in Indian Country
  • Identify anatomical structures of the cervix
  • Identify geographic regions where new cases of cervix cancer occur and where cervix cancer deaths are highest among Native women
  • Identify at least 2 factors that increase a woman’s risks for developing cervix cancer
  • Identify at least 2 factors that help protect a woman from developing cervix cancer
  • Explain the relationship between HPV and cancers (cervix, head & neck, liver)
  • Identify facts and fallacies related to HPV 
  • Identify the types of recommended cervix cancer screening tests according to the USPTF
  • Describe what happens before, during and following most cervix cancer screening tests
  • Identify symptoms that may be related to cervical cancer 
  • Identify cervical cancer treatment options
     
• Get on the path to colorectal health (90mins)
  • Identify accurate information and common myths about CRC cancer in Indian Country
  • Distinguish between accurate information and common myths about CRC cancer in Indian Country
  • Identify anatomical structures of the CRC gland
  • Identify geographic regions where new cases of CRC cancer occur and where CRC cancer deaths are highest among Natives
  • Identify at least 2 factors that increase risks for developing CRC cancer
  • Identify at least 2 factors that help protect from developing CRC cancer
  • Identify the types of recommended CRC cancer screening tests according to the USPTF
  • Describe what happens before, during and following most CRC cancer screening tests
  • Identify Identify common signs and symptoms of problems with the CRC gland
  • Identify CRC cancer treatment options and human tumor cell lines
     
• Get on the path to lung health (90mins)
  • Identify key issues related to the history of tobacco and American Indians
  • Distinguish between ceremonial / traditional tobacco use and habitual use among Indian people
  • Distinguish between common myths and accurate information about lung cancer and habitual tobacco use in Indian Country
  • Describe tobacco industry's impact on AI/ANs use of commercial tobacco
  • Identify medicinal uses of traditional tobacco
  • Identify the effects of smokeless, secondhand and thirdhand exposure to tobacco on AI/ANs 
  • Identify anatomical structures of the lungs
  • Identify geographic regions where lung cancer deaths are highest among Natives
  • Identify at least 3 risk factors of lung cancer
  • Identify at least 3 symptoms of lung problems
  • Identify the potential benefits and limitations of lung cancer screening tests
  • Explain benefits to tobacco cessation
  • Distinguish between two types of lung cancer, diagnoses and treatments
  • Explain metastatic lung cancer and patient misunderstanding
  • Identify eligibility criteria for low dose computed tomography (LDCT) for high risk patients
     
• Get on the path to prostate health (90mins)
  • Identify accurate information and common myths about prostate cancer in Indian Country
  • Distinguish between accurate information and common myths about prostate cancer in Indian Country
  • Identify anatomical structures of the prostate gland
  • Identify geographic regions where new cases of prostate cancer occur and where prostate cancer deaths are highest among Natives
  • Identify at least 2 factors that increase risks for developing prostate cancer
  • Identify at least 2 factors that help protect from developing prostate cancer
  • Identify the types of recommended prostate cancer screening tests according to the USPTF
  • Describe what happens before, during and following most prostate cancer screening tests
  • Identify Identify common signs and symptoms of problems with the prostate gland
  • Identify prostate cancer treatment options and human tumor cell lines
     

• Brain (60mins)

  • Identify how location of tumors impact function of the brain
  • Distinguish between primary brain tumors and metastatic brain cancer
  • Distinguish between brain cancer fact and fallacy
  • Review how brain cancer incidence differs for AI/ANs and Non-Hispanic whites
  • Identify risk factors for brain cancer
  • Identify brain tumor symptoms
  • Describe techniques to diagnose and treat brain cancer
     

• Gallbladder (60mins)

  • Identify facts and fallacies about gallbladder cancer
  • Identify anatomical structure of the gallbladder
  • Identify geographic regions where new cases of gallbladder cancer occur and where gallbladder cancer deaths are highest among AI/ANs 
  • Identify risk factors for gallbladder cancer
  • Describe diagnostic tests, symptoms, treatments and follow-up care for gallbladder cancer
     

• Gynecological (60mins)

  • Identify types of gynecologic malignancies (includes slight overlap with endometrial cancers)
  • Identify anatomical structures genitals and reproductive system
  • Describe symptoms, treatments and follow-up for gynecologic cancers
  • Distinguish between facts and fallacies of uterine sarcoma
  • Describe ovarian cancer risks, diagnoses and treatment
     

• Kidney (60mins)

  • Identify facts and fallacies about kidney cancer
  • Identify anatomical structure of the kidney
  • Identify geographic regions where new cases of kidney cancer occur and where kidney cancer deaths are highest among AI/ANs 
  • Identify risk factors for kidney cancer
  • Describe diagnostic tests, histologic grade and staging for kidney cancer
  • Identify common symptoms of kidney cancer, treatments and follow-up care
     

• Leukemia (Adult) and Lymphoma (90mins)

  • Explain how the hematopoietic system (eg, bone marrow, spleen, tonsils, and lymph nodes involved in the production of blood) functions in the body
  • Identify signs, symptoms, diagnoses, treatment and prognosis for adult leukemia
  • Identify signs, symptoms, diagnoses, treatment and prognosis for two types of lymphoma (Hodgkin and Non-Hodgkin)
     

• Multiple Myeloma (90mins)

  • Describe multiple myeloma
  • Identify facts about myeloma cancer
  • Identify anatomical structure of the myeloma
  • Identify geographic regions where new cases of myeloma cancer occur and where myeloma cancer deaths are highest among AI/ANs 
  • Identify risk factors for myeloma cancer
  • Describe diagnostic tests, symptoms, treatments and follow-up care for multiple myeloma
     

• Pancreatic (90mins)

  • Identify facts about pancreatic cancer
  • Identify anatomical structure of the pancreas
  • Identify geographic regions where new cases of pancreatic cancer occur and where pancreatic cancer deaths are highest among AI/ANs 
  • Identify risk factors for pancreatic cancer
  • Describe diagnostic tests, symptoms, staging, treatments and follow-up care for pancreatic cancer
     

• Stomach (90mins)

  • Identify facts about stomach cancer
  • Identify anatomical structure of the stomach
  • Identify geographic regions where new cases of stomach cancer occur and where stomach cancer deaths are highest among AI/ANs 
  • Identify risk factors for stomach cancer
  • Describe diagnostic tests, symptoms, staging, treatments and follow-up care for stomach cancer

CTENA provides easy-to-understand, interactive educational workshops to increase Native Americans’ awareness and understanding of clinical trials and to facilitate decision making about clinical trials participation. The curriculum includes twelve objectives. These workshops have been held in geographically diverse settings with intertribal participants (e.g., Anchorage, AK, Albuquerque, NM, Denver, CO, and Rapid City, SD).  The average increase in knowledge was 25%. Each objective includes a participant interactive activity:

• NA-1.    Examine common reasons for and against Native American communities’ participation in research studies. (30 minutes)
• NA-2.    Describe the importance of including Native Americans in cancer care trials. (30 minutes)
• NA-3.    State the purpose and importance of clinical trials. (30 minutes)
• NA-4.    Describe the types and purposes of cancer clinical trials. (45 minutes)
• NA-5.    Explain the phases of cancer clinical trials. (45 minutes)
• NA-6.    Examine common Native American myths and beliefs related to cancer clinical trials. (30 minutes)
• NA-7.    Identify local and national resources for accurate cancer and clinical trials information. (30 minutes)
• NA-8.    Examine the potential benefits and drawbacks of participation in cancer treatment clinical trials. (30 minutes)
• NA-9.    Describe the impact of Native cultural perspectives on health and the experience of cancer and clinical trials. (45 minutes)
• NA-10.    Examine selected ethical, social, cultural, spiritual and legal issues related to Native American's participation in clinical trials. (45 minutes)
• NA-11.    Describe benefits and drawbacks in using traditional Indian medicine in cancer care. (30 minutes)
• NA-12.    Identify the Tribal Research Approval Process relevant to clinical trials. (60 minutes)

GENA®, provides a Native-specific science curriculum comprised of 29 objectives. These objectives can be individually combined to create an educational program on genetic science that is tailored to a program’s specific needs. The focus of GENA® is to help workshop participants increase their genetic knowledge to assist with informed decision-making regarding genetic science, testing, or research opportunities. All objectives include interactive participant exercises created to increase learning. GENA® workshops have been evaluated for success with Native American college students and with selected intertribal community meetings from 1999 through 2003.  The increase in genetic and cultural knowledge averaged 30% and was statistically significant (p=.001) and received high praise from participants. 

NACR staff and consultants (Linda B and Lynne Bemis, PhD) continue to conduct an average of three GENA® tailored workshops each year throughout the USA. Although there originally were 29 objectives, over the last decade, some were combined together and others, were of no interest to I/T/U communities (e.g., 3 HapMap objectives). The subsequent 18 GENA® objectives grouped as follow:

ETHICAL, LEGAL, SOCIAL, CULTURAL ISSUES

• Distinguish between facts and myths of genetic issues of concern to Natives. (60 minutes)

BASICS

• Describe parts of a cell (45 minutes)
• Review basic principles of cell biology and genetics (e.g., cell structure, location of DNA and RNA, protein expression, transcription, and translation) (45 minutes)
• Identify the types of genetic research that are of interest / priority to their home Native communities (45 minutes)
• Review genetic concepts. (45 minutes)
• Understand classical patterns of inheritance and cultural traditions related to these patterns. (60 minutes)

GENETIC TESTING

• Describe genetic testing. (30 minutes)
• Examine selected Native American cultural and ethical issues related to genetic testing (60 minutes)
• Identify common misconceptions related to genetic testing. (30 minutes)
• Analyze the benefits and risks of genetic testing. (30 minutes)
• Determine factors that should be considered when deciding whether or not to take part in genetic testing. (10 minutes)

CONTEMPORARY SCIENCE

• Examine current genetic research-related issues and their potential impact for Native communities. This objective has 3 different versions:  stem cells, microRNA or nanotechnology (60 minutes each version)
• Describes benefits and drawbacks to pharmacogenetics (60 minutes)
• Identify advantages and limitations of selected models for human diseases. (60 minutes)

TRIBAL RESEARCH APPROVAL PROCESSES

• Analyze the Tribal Research Approval Process relevant to genetic research. (60 minutes)

GENETIC COUNSELING

• Recognize the roles of the health care team involved with cancer genetic counseling.  (20 minutes)
• Describe culturally acceptable methods of collecting a family history. (45 minutes)
• Examine selected ethical, legal, and cultural issues of genetic counseling (30 minutes)

• Survivorship 101 (75 mins)
  • Identify how AI/AN cancer survivorship has changed from the 1990s to 2020s 
  • Identify factors that contribute to survivorship inequities
  • Identify strategies to improve quality of life (QoL) for AI/AN cancer survivors
  • Identify at least 3 issues that are unique to AI/AN cancer survivors
• Native American Cancer Education for Survivors (NACES) (40 mins)
  • Describe how NACES can be used while working with an AI/AN cancer patient/survivors
  • Identify at least 3 key AI/AN survivor findings from NACES
• Becoming a Thriver (75 mins)
  • Identify common changes in cancer survivor's quality of life
    Describe strategies to transition from survivor to thriver
  • Identify what SCP include and how they are used
  • Identify benefits and limitations of selected SCP
  • Develop or expand their own SCP
• Palliative care and symptom management (i.e., Native Cancer 103 expanded to include palliative care) (120 minutes)
  • Describe what palliative care is and how it helps the patient. 
  • Describe what types of care are included in palliative care and who is the likely recipient of palliative care. 
  • Identify the differences between acute, chronic and late effects of cancer and cancer treatment
  • Identify at least 5 strategies for addressing side effects of cancer/cancer treatment
• Survivorship 101 (75 mins)
  • Identify how AI/AN cancer survivorship has changed from the 1990s to 2020s 
  • Identify factors that contribute to survivorship inequities
  • Identify strategies to improve quality of life (QoL) for AI/AN cancer survivors
  • Identify at least 3 issues that are unique to AI/AN cancer survivors
• Exercise for Cancer Survivors (90 minutes)
  • Describe physical activity guidelines for cancer survivors
  • Describe how and why physical activity needs to be modified for specific conditions experienced by cancer survivors (e.g., patient has metastasized cancer)
• Survivorship Support Circles (60 minutes)
  • Describe unique features of the NACR Native American cancer support circles. 
  • Identify three things that make a cancer support circle successful.
  • Describe how your Support Circle may be organized to be acceptable to your local community.
• Advanced Directives and Final Wills and Testaments (60 minutes)
  • Describe the parts that should be included in Advanced Directives and Wills and their value to each of us. 
  • Clarify when to prepare Advance Directives and how frequently revise them 
  • Identify the benefits of having a legal will
  • Tribal will and inheritance policies versus non-Native  
  • Identify examples of state and tribal legal standards for tribal member's final will
  • Identify questions to clarify which legal standards apply (state or tribal)

This training originally was developed in 2007 with funding and continuing education credits from the Centers for Disease Control and Prevention. The Project Team conducted the trainings at CDC in Atlanta, GA, state departments and tribal communities primarily throughout the Northern and Southern Plains, West Coast and Rocky Mountain regions.

• Objective 1. Summarize the need for culturally appropriate actions based on the historical perspective of Native American populations (includes US Census, Tribal Sovereignty, historical events and distrust of government, historical trauma). (60 minutes)
  • Sub-Objective: Distinguish among factors affecting AIAN racial misclassification. (30 minutes)
  • Sub-Objective: Delineate AIAN regional cancer incidence and mortality differences. (30 minutes)
  • Identify barriers that affect AI/AN ability to create, access or use cancer prevention and control programs (20 minutes)
• Objective 2.  Identify health service systems and delivery methods available to Native American populations (includes patterns, IHS CHS/PRC, effective messaging, materials development, and literacy issues). (160 minutes)
• Objective 3. Identify culturally sensitive communication methods for Native American outreach efforts. (120 minutes)
• Objective 4. Identify culturally sensitive education and intervention strategies for Native American outreach efforts. (120 minutes) 
  • Sub-Objective:  Identify factors that increase the successfulness of navigation models (Native Sisters) in Indian Country.

This workshop is designed for public health professionals, Native program directors and staff who are working with health and cancer prevention / early detection programs. The overarching goals of this 6.5 hour training are: (1) To educate public health professionals on the initial steps in building tribal and government relationships to improve health outcomes for Native American populations; (2) To educate public health professionals in building relationships with tribal and urban programs to improve interactions and communications related to health and health outcomes for Native American populations; and (3) To increase understanding of successful and effective AIAN cancer public health program planning, implementation and evaluation. Participants will develop skills in culturally respectful strategies for effective working relationships between (1) Native health programs and (2) state public health programs, academic or clinical health settings; modifying evidence-based interventions, understanding AIAN learning styles, and working with electronic evaluation programs.  Sessions will include interactive activities and problem-solving exercises focused on specific challenges and solutions. It is helpful to have completed Cultural Competence 101 prior to enrolling in this training. The objectives follow: 

• Objective A. Identify communication methods and literacy issues that affect interactions among providers, patients, public health educators and AIAN community members (90 minutes).
• Objective B. Identify how styles of learning and educational programs can facilitate communication for Native American community (60 minutes).
• Objective C.  Identify selected issues in NDN Country that affect successful cancer program implementation (120 minutes)
• Objective D.  Identify characteristics of scientific evidence interventions that affect the ability to appropriately translate science within AIAN communities (60 minutes).
• Objective E.  Identify ways technology can improve the evaluation of the success and effectiveness of AIAN public health programs (60 minutes).

• Foundation and Service / Education types of grants (national, regional and local)
  • Potential to support AI/AN education and/or service grants 
  • Example:  Robert Woods Johnson Foundation
• Principles:  Community-based participatory approach (CBPA)  
• Intended project participants
  • Inclusion and exclusion criteria
• Elevator speech (emphasis on talking with funding agency prior to grant submission)
• Project goals
• SMART objectives
• Grant Evaluation Overview
  • Evaluation Do's and Don't's
  • LOGIC Model and measures
  • Timeline, Tasks, measures
• Project plans & / or detailed timelines with deliverables 
• Budgets and budget justifications
  • Common budget mistakes
  • Participant interactive Activity:  draft travel budget for project staff (3 members) to attend the annual NIHB Consumer Conference
• Grant loose ends (LOS, bios from project team)
• Surveys or other tools

This course is designed for students who have already had some training in basic epidemiology. The overall goal of this short course is to familiarize students with development of a research idea into the NIH format, using a 2-page grant summary template to help guide this development.  Students will develop skills in developing research proposals using National Institutes of Health (NIH) federal grant submission format.   Sessions will include practical exercises and time to work on grant components.  Sessions will address specific challenges that are commonly encountered in developing and submitting NIH federal research proposals.  Interactive activities will include critiquing one another’s drafts for designated components within a grant. Different types of grants and key elements of their construction will be summarized, but the focus will be on NIH grants.  Examples of topics include:

• Overview of the National Institutes of Health (NIH) and the beginning of a grant idea
• Community collaboration (community-based participatory research (CBPR) and community-driven research)
• NIH grant review processes (review criteria)
• NIH Forms F (effective May 2020)
• ASSIST User Guide
• Overview of Department of Health and Human Services and grant challenges
• Government Terminology (translations)
• Navigating the NIH Grants.gov website for helpful resources (Cancer Planet, Community Guide)
• Funding mechanisms (types: F, K, R, U) 
• Matching study idea to appropriate NIH FOA, PA, PAR, RFA, RFP
• Budget worksheets and excerpts of justification   
• Partnerships and collaboration
• Problem to be addressed and / or health-relatedness of the project
• Research Strategy
  • Grant Titles
  • Goal
  • Specific aims
  • Research Question or Hypotheses or Purpose
  • Research design and method 
    • Public Health Theories
    • Study Designs
    • Study Population
    • Recruitment Strategies
    • Evidence-based interventions 
    • Evaluation strategies
    • Study Outcomes
• Significance and potential impact on field of science
• Innovativeness
• Narrative
• Project Summary
• Investigative Team (Senior Personnel biosketches)
• Environment
• Loose Ends, Study Group Assignments
• Letters of Support

1. Review basic information about SBIRs (120 minutes)
   1. Identify advantages of SBIRs for minority and under-served communities (15 minutes)
   2. Clarify eligibility criteria of small business concerns (SBC) and characteristics of SBIR Phases I and II (45 minutes)
   3. Review how to plan and organize key components for SBIR submission (30 minutes)
   4. Identify the 5 NIH review criteria and how relevant to SBIRs (commercialization plan) (30 minutes
2. Review and draft specific components of SBIR (titles, aims, the product, literature and Internet reviews, significance, innovation, purpose versus hypotheses; (180 minutes, including participant drafting segments)
3. Identify feasibility strategies, approaches and deliverables appropriate for Phase I SBIR (90 minutes, including participant interactivity)
4. Identify key SBIR budget issues (subcontracts, business fees, TABA) (60 minutes, including participant interactivity)

• Confidentiality versus Privacy (45 minutes)
• HIPAA (30 minutes)
• Protection of Human Subjects (NIH or CITI online courses) and IRB issues specific to Indian Country (90 minutes)
  • Tribal IRBs and approval processes
  • Protocols for meeting with Tribal Council or Health Boards
• AI/AN protocols for abstract, publication approvals and for dissemination of preliminary and final findings (45 minutes)
• Processes for sharing findings (45 minutes) with the:
  • Drafting summary sheets
  • Participants
  • Community
  • Indian Health Service / Tribal / Urban leadership
  • Professionals
• Communication strategies among all partners throughout the grant (45 minutes)
• Community-based participatory research (CBPR) versus Community-driven grants(45 minutes)
• In-service training (tailored specific to grant) (45-90 minutes)
• Invoicing processes (30 minutes)
• Creating subcontracts (do’s and don’ts) (45 minutes)
• Interviewing and hiring using case situation-based questions (45 minutes)