Culturally Responsive TB Education and Training Webinar, Part 2

The paragraph introduces the second part of the Culturally Responsive TB Education and Training Webinar, a collaboration between the TB Education and Training Network and the Southeastern National TB Center. Peri Hopkins, a health education specialist at the CDC Division of TB Elimination, reviews the previous session, highlighting the importance of cultural competency in TB training and education. She also introduces Stefani Nixon, a TB training and education specialist, who will lead the current session on identifying knowledge gaps and applying culturally responsive TB education principles.

Stefani Nixon sets ground rules for the webinar, emphasizing the importance of acknowledging mistakes, being conscious of one's own assumptions and biases, and treating everyone with respect. She provides a trigger warning, acknowledging that the content may be difficult and personal for some participants. Stefani also explains the interactive format of the webinar, using Padlet for audience engagement, and provides instructions on how to use it effectively. She encourages participants to share their experiences and interact with the content, ensuring a dynamic and inclusive learning environment.

The paragraph discusses the concept of microaggressions, which are comments or actions that express prejudice towards minorities or marginalized groups. Stefani explains that microaggressions are socially learned behaviors rooted in historical biases such as racism, sexism, and homophobia. She introduces the term 'intersectionality,' which refers to the different identities that make up an individual and how these identities can intersect to create unique experiences of privilege and oppression. Stefani emphasizes the importance of recognizing and respecting these intersections to better understand and communicate with TB patients.

Stefani conducts an interactive activity using Padlet, where participants are asked to reflect on images and scenarios that depict microaggressions. The activity aims to help participants understand the impact of microaggressions on communication and trust-building with TB patients. Participants share their reactions and discuss how microaggressions can hinder rapport development, trust, and treatment compliance. Stefani also encourages participants to recognize their own experiences and biases, fostering a deeper understanding of the issues at hand.

The paragraph focuses on the impact of microaggressions in the context of TB health communication. Stefani discusses how microaggressions can create feelings of helplessness, frustration, and low self-esteem, leading to physical and cognitive health problems. She emphasizes the importance of addressing these issues to improve patient care and outcomes. Stefani also introduces the concept of motivational interviewing, a patient-centered communication style that aims to empower individuals to change by drawing out their own motivations for change.

Stefani introduces the LEARN model as a tool for effective patient education and communication. The model involves listening with sympathy and understanding to the patient's perception of the problem, explaining the provider's perception, addressing causes of distrust, and recommending a treatment plan in collaboration with the patient. The goal is to create a mutually agreed-upon plan for treatment that respects the patient's culture and experiences. Stefani emphasizes the importance of using non-stigmatizing language and acknowledges the patient's role in their treatment journey.

In this paragraph, Stefani delves deeper into motivational interviewing (MI), an evidence-based approach designed to help individuals change their behavior. She explains that MI is collaborative, goal-oriented, and focuses on the language of change. Stefani outlines the fundamental processes of MI, including engaging, focusing, evoking, and planning. She provides examples of how to use open-ended questions, affirmations, reflections, and summaries to facilitate conversations with patients. The aim is to empower patients by drawing out their own motivations for change and supporting their commitment to treatment.

Stefani guides participants through a Communication Strategies Worksheet activity, which involves converting closed-ended questions to open-ended ones, providing probing questions, and assessing patient understanding. The activity aims to improve participants' communication skills and help them better engage with patients. Stefani provides examples and prompts participants to share their responses, encouraging interactive learning and application of the strategies discussed.

Stefani presents three different patient scenarios (Anna, Diya, and John) and asks participants to apply the communication strategies learned. Each scenario presents unique challenges and points of intersectionality, such as cultural beliefs, immigration status, and personal experiences with healthcare. Participants are encouraged to consider the patients' perspectives, identify potential microaggressions, and suggest appropriate communication strategies to build trust and understanding. The activity reinforces the importance of cultural sensitivity and patient-centered care in TB education and treatment.

Stefani concludes the webinar by emphasizing the importance of being a culturally safe person in all interactions, whether with patients, staff, or family and friends. She encourages participants to continue learning and practicing cultural safety, and to strive to treat others the way they wish to be treated. Stefani also mentions that resources and references will be sent out after the webinar to support ongoing learning. She opens the floor for any final questions and acknowledges the contributions of participants during the webinar.