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Evaluating Teaching Techniques in the Hmong Breast and Cervical Cancer Health Awareness Project

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Abstract

Cancer health disparities are a reality for Hmong women who are often diagnosed at a later stage and have low literacy and experienced care that are not culturally appropriate. Lack of attention to cultural appropriateness and literacy levels of cancer screening materials may contribute to disproportionately low levels of cancer screening among Hmong women. The purposes of this study were to evaluate the Hmong Health Awareness Project (HHAP), a program designed to create awareness and acceptance of breast and cervical cancer screening, and to examine participants’ perceptions of the utility of the content of the workshops. Hmong researchers partnered with three Midwestern Hmong community centers to implement six workshops. Three teaching techniques: pictographs, videos, and hands-on activities were utilized to teach Hmong participants about cancer screening. Participants included 150 Hmong (male participants = 30 and female participants = 120). Teach-back method was used to assess the participants’ understanding of cancer screening throughout the workshops. Qualitative data were collected in focus groups to assess the feasibility of teaching methods and participants’ perceptions of the utility of the content of the workshops. Directed content analysis was used to analyze participants’ responses. The three teaching techniques were helpful in increasing the Hmong people’s understanding about breast and cervical cancer screening. Nearly, all participants perceived an increased in their understanding, greater acceptance of cancer screening, and increased willingness to be screened. Men expressed support for screening after the workshops. Findings can guide future interventions to improve health communications and screening and reduce diagnostic disparities among Hmong and immigrant populations.

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Acknowledgement

We would like to acknowledge Pa Xiong, Pa Yiar Khang, and Kao Feng Moua for the assistance in delivering the educational intervention and support with early data analysis; all the community centers and participants; Dr. Shanon Sparks for the feedback on the program development and Rhea Vedro who trained us in the content of the program; Dr. Diane Lauver for providing feedback on the knowledge assessments strategies; and Dr. Tracy Scheprofer and Dr. Barbara Bowers’ research team for providing an ongoing and astute feedback on this manuscript. Funding for this education program was provided by the Kauffman Entrepreneurship Internship, University of Wisconsin-Madison. Author 1 was supported by the John A. Hartford Foundation’s National Hartford Centers of Gerontological Nursing Excellence Patricia G. Archbold Award. Author 2 was supported in part by grant 1UL1RR025011 from the Clinical and Translational Science Award (CTSA) program of the National Center for Research Resources, National Institutes of Health.

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Authors and Affiliations

  1. School of Nursing, University of Wisconsin-Madison, Clinical Science Center k6/117 600 Highland Ave, Madison, WI, 53792-2455, USA

    Maichou Lor & Barbara Bowers

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  1. Maichou Lor
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  2. Barbara Bowers
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Correspondence to Maichou Lor.

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Lor, M., Bowers, B. Evaluating Teaching Techniques in the Hmong Breast and Cervical Cancer Health Awareness Project. J Canc Educ 29, 358–365 (2014). https://doi.org/10.1007/s13187-014-0615-0

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