Adapting and Developing Educational Best Practices and Curricula for Aboriginal Tobacco Cessation Interventions
Year: 2010
Type: article
Abstract: In May 2009, the TEACH Project (Training Enhancement in Applied Cessation Counselling and Health) offered a two-day pilot specialty course to build the capacity of Aboriginal and non-Aboriginal health practitioners to offer tobacco cessation interventions to Aboriginal peoples and communities throughout Ontario. TEACH is a knowledge translation (KT) project designed to bridge the research-practice gap (Herie and Martin 2002). The goal of this specialized course is for participants to increase their knowledge and skills with regard to the detection and treatment of tobacco dependence and misuse among Aboriginal populations. In addition to receiving training themselves, it is intended that participants in the course will share the knowledge and skills that they learn with Aboriginal and non-Aboriginal tobacco cessation practitioners within their communities and organizations, thereby further increasing the capacity to offer intensive cessation interventions. Participants will also be encouraged to take part in an ongoing community of practice designed to provide networking, consultation, and support in their application of new practice skills. The initial development process of this two-day pilot specialty course involved adapting the theories of participatory research (Schnarch 2004), communitybased research (Shannon et al. 2007), and the principles of ownership, control, access, and possession (OCAP) (First Nations Centre 2007) to the knowledge translation of educational practices (Masching, Allard, and Prentice 2006). Other positive initiatives have been designed around many of the principles outlined by OCAP (Cargo et al. 2003; Masching, Allard, and Prentice 2006, Shannon et al. 2007), including a course developed at the University of British Columbia (Jarvis-Selinger et al. 2008). While the TEACH Project course is similar in its aim of incorporating collaborative research into the development process (Barne 2000), it is unique in its ability to implement a wholly collaborative approach to curriculum development within an accredited, intensive, cessation-counselling, knowledge-translation project.
Language: English
Subfield: Health
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2557690704