Public health education in a tribal college setting: description of a BSc programme at Navajo Nation Tribal College, New Mexico, USA. (March 2019)

• Record Type: Journal Article
• Authors: Hartzell, Kathryn; Bauer, Mark
• Is Part Of: Lancet. Volume 7(2019)Supplement 1
• Page Start: S26
• Publication Date: 2019-03
• Subjects: World health -- Periodicals; 362.105
• DOI: 10.1016/S2214-109X(19)30111-1
• Languages: English
• ISSNs: 2214-109X

Abstract

Abstract: Background: Models of academic public and global health programmes that are culturally situated and that provide training to meet the needs of communities affected by health disparities can provide inspiration for the development of such programmes throughout the world. In the USA, for example, more American Indian health professionals and researchers are needed to develop culturally relevant health education. Native Nations should exercise their sovereignty by designing programmes and passing policy to achieve health equity while recognising the role that culture plays in our understanding of health. Here, we describe a programme at Diné College (Navajo Nation Tribal College) that aims to build and institutionalise the social and institutional infrastructure needed to enhance the Navajo Nation's professional public health capacity by training Navajo students, practitioners, and researchers. Methods: Public health faculty at Diné College have developed a BSc degree that meets the specific health needs of the Navajo Nation. The programme is grounded in the Diné educational philosophy, Są'áh Naagháí Bik'eh Hózhóo (SNBH). SNBH provides a philosophy for healthy living through balance with the universe and protection from life's deficiencies. SNBH is composed of four equal and interdependent components: thinking, planning, living, and assurance. In addition, the BSc in Public Health programme is guided by core competencies that reflect both Western public health practice and traditional Diné ideas about health, healing, and the research process. Through a culturally-informed curriculum, this programme aims to produce Diné scholars who are uniquely qualified to conduct health research and to practise public health in their communities. Findings: We evaluated the project through tracking student enrolment, completed courses, and student experiences; we also documented factors associated with academic success and application of learned skill sets. Students report that the indigenous focus of the programme reinforces their commitment to a career in health or public health service and research. The new BSc in Public Health programme had 60 enrolled majors in 2018. Students have completed up to 100 credit hours of coursework, and a student advisory committee has reported self-confidence in their progress towards public health competencies. Interpretation: Academic programmes that use a culturally-situated curriculum to successfully target aspiring global health practitioners from rural communities with health disparities can serve as models to increase the diversity of global health researchers and the global health workforce. Funding: Navajo NARCH Partnership National Institutes' of Health National Institute of General Medical Sciences (NIH-NIGMS), S06GM123550. Diné College Title III Funding.