Faculty of Medicine and Health, Sydney School of Health Sciences, The University of Sydney, Western Avenue, Camperdown, NSW, 2006, Australia.
Poche Centre for Indigenous Health, The University of Sydney, Camperdown, NSW, 2006, Australia.
BMC Public Health. 2023 Mar 31;23(1):612. doi: 10.1186/s12889-023-15508-y.
Despite the high incidence of chronic obstructive pulmonary disease (COPD) in Aboriginal communities in Australia, Aboriginal Health Workers (AHWs) have limited knowledge about effective management.
To evaluate an online education program, co-designed with AHWs and exercise physiologists (EPs) or physiotherapists (PTs), to increase knowledge about COPD and its management.
AHWs and EPs from four Aboriginal Community Controlled Health Services (ACCHS) were recruited. An Aboriginal researcher and a physiotherapist experienced in COPD management and pulmonary rehabilitation (PR) delivered seven online education sessions. These sessions used co-design principles and an Aboriginal pedagogy framework '8 Ways of learning', which incorporates Aboriginal protocols and perspectives to realign teaching techniques and strengthen learning outcomes. Topics covered were: How the lungs work; What is COPD; Medications and how to use inhalers and COPD Action Plans; Why exercise is important; Managing breathlessness; Healthy eating; Managing anxiety and depression. After each session, AHWs with support from EPs, co-designed education 'yarning' resources using Aboriginal ways of learning to ensure topics were culturally safe for the local Aboriginal community and practiced delivering this at the following session. At the end of the program participants completed an anonymous online survey (5-point Likert scale) to assess satisfaction, and a semi-structured interview about their experience of the online education.
Of the 12 participants, 11 completed the survey (7 AHWs, 4 EPs). Most (90%) participants strongly agreed or agreed that the online sessions increased knowledge and skills they needed to support Aboriginal patients with COPD. All (100%) participants felt: their cultural perspectives and opinions were valued and that they were encouraged to include cultural knowledge. Most (91%) reported that delivering their own co-designed yarning scripts during the online sessions improved their understanding of the topics. Eleven participants completed semi-structured interviews about participating in online education to co-design Aboriginal 'yarning' resources. Themes identified were: revealing the Aboriginal lung health landscape; participating in online learning; structuring the online education sessions; co-designing with the facilitators.
Online education using co-design and 8 Ways of learning was rated highly by AHWs and EPs for improving COPD knowledge and valuing cultural perspectives. The use of co-design principles supported the cultural adaptation of COPD resources for Aboriginal people with COPD.
PROSPERO (registration number: CRD42019111405).
尽管澳大利亚原住民社区慢性阻塞性肺疾病（COPD）发病率很高，但原住民卫生工作者（AHWs）对有效管理的了解有限。
评估与原住民卫生工作者和运动生理学家（EPs）或物理治疗师（PTs）共同设计的在线教育计划，以提高对 COPD 及其管理的认识。
从四个原住民社区控制的健康服务机构（ACCHS）招募原住民卫生工作者和 EPs。一位原住民研究人员和一位在 COPD 管理和肺康复（PR）方面经验丰富的物理治疗师提供了七个在线教育课程。这些课程使用共同设计原则和“8 种学习方式”的原住民教学法框架，其中包含原住民协议和观点，以重新调整教学技巧并加强学习成果。涵盖的主题包括：肺部如何工作；什么是 COPD；药物以及如何使用吸入器和 COPD 行动计划；为什么运动很重要；管理呼吸困难；健康饮食；管理焦虑和抑郁。在每次课程结束后，在 EPs 的支持下，原住民卫生工作者使用原住民的学习方式共同设计教育“闲聊”资源，以确保这些资源对当地原住民社区具有文化安全性，并在下一次课程中实践这些资源。在计划结束时，参与者完成了一项匿名在线调查（5 分李克特量表），以评估满意度，并对他们参与在线教育的经验进行了半结构化访谈。
在 12 名参与者中，有 11 名完成了调查（7 名原住民卫生工作者，4 名 EPs）。大多数（90%）参与者强烈同意或同意在线课程增加了他们支持 COPD 原住民患者所需的知识和技能。所有（100%）参与者都认为：他们的文化观点和意见受到重视，并鼓励他们纳入文化知识。大多数（91%）人表示，在在线课程中提供他们自己共同设计的闲聊脚本提高了他们对主题的理解。11 名参与者完成了关于参与在线教育以共同设计原住民“闲聊”资源的半结构化访谈。确定的主题包括：揭示原住民的肺部健康状况；参与在线学习；构建在线教育课程；与 facilitators 共同设计。
原住民卫生工作者和 EPs 高度评价了使用共同设计和“8 种学习方式”的在线教育，认为这可以提高 COPD 知识并重视文化观点。共同设计原则的使用支持了 COPD 资源为 COPD 原住民患者进行文化适应。
PROSPERO（注册号：CRD42019111405）。
