Contributions to the literature
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Informs and guides future D&I initiatives aimed at reducing health disparities in Indigenous communities
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Identifies common D&I barriers that appear salient for Indigenous communities
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Identifies effective mitigating D&I models and strategies to successfully disseminate and implement evidence-based programs in American Indian/Alaska Native (AI/AN), Native Hawaiian/Pacific Islander (NH/PI), and Canadian Indigenous communities
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Informs the development of culturally tailored D&I strategies to improve efforts to scale-up effective interventions among Indigenous communities
Background
Dissemination and implementation models
Implementation strategies
Methods
Step 1. Identify research questions
Step 2. Search for relevant studies
Keywords | Mesh terms |
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Disseminationa | Information dissemination; dissemination; diffusion of innovation; health information exchange; health information management; Public health surveillance; informatics; information management |
Implementationb | Implementation; health plan implementation; implementation science; regional health planning; social planning |
Assessment | Process assessment; process measures |
AI/AN; NH/PI communities | Tribes; natives; native-born; American Indian; Alaska Native; Native Hawaiian; Pacific Islander; Indigenous populations; Indigenous communities; Canadian aboriginals |
Interventions | Interventions; preventive health services; programs; health promotion programs |
Inclusion criteria
Exclusion criteria
Step 3. Selection of studies relevant to the research questions
Steps 4 and 5. Data charting and collation, summarization, and reporting of results
# | Author/country | Study design | Sample (size) | Priority population | Stakeholders | Intervention/program topic area | D&I theory/framework |
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1 | Barlow (2018) [16] (USA) | Case study | Choctaw (n = 220,000), Apache (n = 17,000), Kodiak (n = 226), & Native American Health Center (n = 7,200) | AI/AN mothers and infant caregivers | Indigenous home visitors; Staff from Urban Indian Center | Evaluation of the Tribal Maternal and Early Childhood Home Visiting (MIECHV) legislation supporting the delivery of home-visiting interventions in low-income AI/AN communities | None |
2 | Black (2018) [17] (USA) | Randomized controlled trial | AI/AN youth from program delivery sites in tribal communities (n = 16) | AI/AN youth | Tribal partners (funding agencies, academic institutions); Chief program officers; Program staff; Community advisory group | Implementation of a sexual health intervention for AI/AN youth. | CBPR |
3 | Jernigan (2020) [20] (USA) | Case study series | Community-based organization on major Hawaiian Islands (n = 30) (KaHOLO Project); indigenous adolescents (n = 200) across 10 urban communities across California (MICUNAY); 1,640 shoppers from Chickasaw Nation and Choctaw Nation of Oklahoma (THRIVE Study) | Native Hawaiians at risk of CVD and HT (KaHOLO Project); Urban Native American Youth (Motivational Interviewing and Culture for Urban Native American Youth-MICUNAY); shoppers from Chickasaw Nation and Choctaw Nation of OK (THRIVE Study) | Hula community; Native Hawaiian Health Task Force; Community members; Health care providers; Tribal government; Commerce; Health sectors | Assessment of three D&I case studies of NIH-funded intervention research to improve Native American Health (IRINAH) | CBPR (KaHOLO Project & MICUNAY); Reach, Efficacy, Adoption, Implementation, & Maintenance (RE-AIM) Framework (THRIVE study) |
4 | Counil (2012) [13] (Canada) | Qualitative | 5 participants (Inuk leader; Inuk student; southern student; southern nutritionist; and southern researcher) | Inuit communities in Greenland & Northern Canada | Inuk leader; Inuk student; southern student; southern nutritionist; and southern researcher | Implementation of a reduction of the trans-fat content of food sold in Nunavik | None |
5 | Craig Rushing [12] (2018) (USA) | Pilot | 50 states and 73 countries | AI/AN youth | Representatives from community-based organizations; Tribal health educators; advocates; teachers; school counselors; university partners | Assessing the reach and usability of the Healthy Native Youth website including culturally acceptable sexual health curricula | None |
6 | Douglas (2013) [18] (Canada) | Pilot | First Nation children with asthma and their caregivers (n = 13) | First Nation children with asthma in Canada | National advisory group; instructors; health professionals; academics with expertise in asthma education | Adaptation of the “Roaring Adventures of Puff Program” for First Nation Children with asthma | Knowledge-to-Action Framework |
7 | Gates (2013) [19] (Canada) | Case study | First Nations youth attending one school in Kashechewan, Ontario (sample size not specified) | First Nations youth | School administrators; university researchers; community key stakeholders | Lessons learned following the implementation of a school-based snack program for Native Youth | CBPR |
8 | Jernigan (2016) [20] (USA) | Cross-sectional | Key stakeholders in Oklahoma (n = 100) and California (n = 75) | AI stakeholders in two reservations (California and Oklahoma) | Community advisory board; university research center | Assessing obesity through policy and environmental approaches in two AI communities | CBPR |
9 | Jiang (2013) [21] (USA) | Quasi-experimental | Participants from AI/AN communities (n = 2,553) | 80 AI/AN tribes served by 36 healthcare programs | IHS-contracted health programs; IHS hospitals/clinics; lifestyle coaches | Evaluation of the special diabetes program for Indians Diabetes Prevention | CBPR |
10 | Kaufman (2018) [22] (USA) | Cross-sectional | Stakeholders involved with sexual health and well-being of AI/AN youth (n = 142) | AI/AN youth | Expert task force (local technicians, CDC, IHS personnel, experts in HIV/STD) | Identification and assessment of the parameters facilitating the uptake of a sexual risk reduction EBI (RESPECT) | Diffusion of Innovation |
11 | Markham (2016) [10] (USA) | Randomized controlled trial | AI/AN youth (12-14 yrs.) from 13 urban (n = 13) & rural/tribal (n = 12) settings in AK, AZ, OR, ID, WA. | AI/AN youth | Regional staff; site coordinators (teachers, counselors, nurses, wellness coordinators, and college students) | Assessing the impact of the internet in the delivery of evidence-based health programs | None |
12 | Martindale-Adams (2017) [23] (USA) | Randomized controlled trial | Caregiving dyads from a federal or Tribal health care program serving one of the 546 federally recognized Tribes, an Urban Indian Health program, or awardees of the ACL/AOA Native American Caregiver Support Program (NACSP) | AI/AN with Alzheimer’s disease or early dementia | Staff from tribal healthcare programs; public health nurses; community health representatives; university research center | Implementation of REACH (Resources for Enhancing Alzheimer’s Caregivers Health) for an EBI Alzheimer’s EBI | Implementation Process Model |
13 | Mokuau (2008) [24] (USA) | Qualitative | Native Hawaiian elders seeking health services at the National Resource Center established at the University of Hawaii | Native Hawaiian elders | University of Hawaii research center; congressional leaders; national leaders in Native elder health; leaders at the University of Hawaii; gerontologists; Native Hawaiian leaders in the community | Development of a National Resource Center for Hawaiian elders to decrease disparities in accessing health services | CBPR |
14 | Moleta (2017) [25] (USA) | Quasi-experimental | Community Health Workers (CHWs) (n = 46) | Community Health Workers in Native communities | Ulu network members; Center for Native and Pacific Health Disparities Research | Development, Implementation, and Evaluation of “Heart 101”, a cardiovascular disease training program in Hawaii | CBPR/Adult Learning Theory |
15 | Nadin (2018) [26] (Canada) | Quasi-experimental | 7 client and family members; 22 healthcare providers | First Nation elderly people | Community care program staff; federal and provincial government; funding agencies; external resources; healthcare providers; elders; members of the Band council and administration | Process evaluation of a pilot implementation of a community-based palliative care program (Wiisokotaatiwin) | CBPR |
16 | Orians (2004) [15] (USA) | Multisite case study design | 141 interviews with key informants and 16 focus groups (132 AI/AN eligible women) | AI/AN eligible women | Program site staff; tribal members; health educators; outreach workers | Assessment of the tribal programs’ implementation of the public education and outreach component of CDC’s National Breast and Cervical Cancer Early Detection Program | CBPR |
17 | Pei (2019) [28] (USA) | Qualitative | 35 participants in the Parent-Child Assistance Program for fetal alcohol spectrum disorder | First nation communities enrolled in fetal alcohol spectrum disorder services | First Nation community; leaders; program staff; university research members | Assessment of mentors' perceptions of the impacts and suitability of a relational, trauma-informed, and community-based approach to service delivery in First Nation communities | CBPR |
18 | Rasmus (2019) [29] (USA) | Case Study | Alaska Native communities suffering from the burden of suicide and alcohol misuse (sample size not specified) | AN communities | Indigenous researchers; Zuni tribal members and teachers; local community advisory; advisory committee; tribal/university collaboration; elders | Development of an Indigenous knowledge theory-driven intervention to guide researchers in indigenous communities who seek to create Indigenously informed and locally sustainable strategies for the promotion of health and well-being | Theory of Change framework/Indigenous Knowledge and Cultural Logic Model of Contexts |
19 | Short (2014) [30] (Canada & USA) | Systematic review | 10 Indigenous communities suffering from motor vehicle crashes (MVC) | Indigenous communities | Child restraint technicians; police officers; prenatal and child safety seat clinic staff; Head Start staff | Successful dissemination and implementation strategies used in the development and implementation of MVC interventions | None |
20 | Walters (2020) [31] (USA) | Case study series | Yappalli Choctaw Study: Choctaw women (sample size not specified); the Qungasvik (Toolbox) Prevention Approach: AN youth 12–18 years old (sample size not specified); KaHOLO Project: Native Hawaiian adults at risk of cardiovascular disease and hypertension (sample size not specified) | Native communities | Choctaw health leaders; non-Native support staff; Native allies; Choctaw community members; community and cultural leaders; Choctaw elders; research team; elders; hula members; teachers; community-based organizations; investigations from the University of Hawaii and Washington state; health providers; housing representatives; environmental departments; cultural leaders; knowledge keepers; youth; parents | Implementation strategies, indigenous worldviews, and protocols derived from five diverse community-based Native health intervention studies | Culturally grounded models of health promotion: original instructions; relational restoration; narrative-embodied transformation; and indigenous CBPR |
21 | Young (2017) [32] (Canada) | Case Study | 15 Canadian Aboriginal communities | 50 Canadian Aboriginal communities | Aboriginal children | Planning discussions on challenges and best practices to implement a children’s well-being assessment tool | None |
Study (year) | Barriers (n = 100) | Socio-ecological model (SEM) level* | Barrier category** | ||||||||||||
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Ind | Inter | Org | Comm | Soc/Pol | Social determinants of health in communities | Personnel challenges and high turnover | Funding | Lack of integration with cultural values | Limited retention and high attrition | Technology barriers | Distrust | Insufficient evaluation skills | Climate conditions | ||
Barlow (2018) [16] | Socioeconomic, geographic, and structural challenges | X | X | X | X | X | X | ||||||||
Poverty, economic, and human resource challenges that strain home-visiting implementation | X | X | X | X | X | X | X | ||||||||
Lack of reliable vehicles to drive to homes and implement intervention | X | X | |||||||||||||
Complex issues of historical oppression and trauma that burden families | X | X | X | X | |||||||||||
Homelessness as a serious challenge for clients and their “home visitors” | X | X | X | X | |||||||||||
Black (2018) [17] | Insufficient broadband | X | X | ||||||||||||
Poorly maintained computers | X | X | |||||||||||||
Financial Instability | X | X | |||||||||||||
Loss of interest in the program and attrition | X | X | |||||||||||||
Jernigan (2020) [8] | None | ||||||||||||||
Jernigan (2016) [20] | Inability to compare readiness scores across different stakeholder groups | X | X | X | |||||||||||
Community members identifying themselves as members of multiple stakeholder groups | X | X | |||||||||||||
Changes in program leadership | X | X | |||||||||||||
Changes in funding support | X | X | |||||||||||||
Limited resources influencing readiness levels | X | X | X | ||||||||||||
Counil (2012) [13] | Isolation from food production and distribution centers | X | X | X | |||||||||||
Communities isolated from each other | X | X | |||||||||||||
Extreme climate weather conditions | X | X | |||||||||||||
Cost of transportation | X | X | X | X | X | ||||||||||
High price of imported goods | X | X | X | X | |||||||||||
High costs of healthcare professionals and health promotion campaigns | X | X | X | ||||||||||||
High turnover of healthcare professionals, store managers, and volunteers | X | X | |||||||||||||
Risk of food insecurity in community | X | X | X | ||||||||||||
Clash of dietary cultures | X | X | |||||||||||||
Lack of language-sensitive and culturally sensitive dietary recommendations | X | X | |||||||||||||
Sedentary settlement due to school, trading posts, and other governmental incentives | X | X | X | X | |||||||||||
Structural violence | X | X | |||||||||||||
Craig Rushing (2018) [12] | Infrastructure shortcomings (internet connection; mobile broadband use) | X | X | X | |||||||||||
Low funding for the network of technical assistance | X | X | |||||||||||||
Lack of funding to host kick-off events to build community awareness | X | X | X | ||||||||||||
Lack of funding to secure approval from local tribal communities | X | X | X | ||||||||||||
Douglas (2013) [18] | Contextual barriers to knowledge use including individual health (comorbidities) | X | X | ||||||||||||
Lack of proper diagnosis within the healthcare system | X | X | |||||||||||||
Low funding levels at the level of the health system | X | X | X | X | X | ||||||||||
Competing healthcare staff demands | X | X | |||||||||||||
Strain of acute care on health system | X | X | X | X | |||||||||||
Access to care in remote areas | X | X | X | ||||||||||||
Childcare when in need of healthcare services | X | X | X | ||||||||||||
Negative healthcare experiences | X | X | X | ||||||||||||
Capacity of family to respond to healthcare stressors | X | X | X | X | |||||||||||
Capacity of schools to respond to stress, variety of caregivers, and socioeconomic factors | X | X | X | X | X | ||||||||||
Capacity of community to respond to stress, variety of caregivers, and socioeconomic factors | X | X | X | X | X | ||||||||||
Lack of asthma awareness and low reading levels | X | X | X | ||||||||||||
Gates (2013) [19] | Challenges to improved dietary intakes and sustainability in the first year | X | X | X | |||||||||||
Jiang (2013) [21] | Skepticism of grantee staff about the importance and success of evaluation | X | X | X | |||||||||||
Staff had no experience in evaluating other rigorous programs | X | X | X | ||||||||||||
Challenge of participant retention | X | X | |||||||||||||
Scheduling difficulties | X | X | X | ||||||||||||
Participants moving away | X | X | |||||||||||||
Compromised attendance of participants due to stressful lifestyles | X | X | X | ||||||||||||
Challenge to sustain intervention effects for long periods of time | X | X | X | X | X | X | |||||||||
Kaufman (2018) [22] | Integration of new routines into settings often imbued with particular cultural expectations of care and service | X | X | X | X | ||||||||||
Limited financial and material resources | X | X | X | X | |||||||||||
Markham (2016) [10] | Frozen screens (4/6 programs) | X | X | X | |||||||||||
Long loading time of activities | X | X | |||||||||||||
Trouble navigating programs | X | X | |||||||||||||
Technical and connectivity issues at sites | X | X | |||||||||||||
Martindale-Adams (2017) [23] | Staff concern about identification of caregivers in cases of loss of memory | X | X | X | X | ||||||||||
Lack of awareness of public health nurses about patient memory concerns | X | X | |||||||||||||
Family members not identifying themselves as caregivers | X | X | |||||||||||||
Mokuau (2008) [24] | None | ||||||||||||||
Moleta (2017) [25] | Short duration of staff training for the amount of material covered | X | X | ||||||||||||
Limited information on alternative and traditional medicine practices | X | X | |||||||||||||
Limited strategies to help uninsured clients | X | X | X | ||||||||||||
Nadin (2018) [26] | Limited funding for palliative care and community care services | X | X | X | |||||||||||
Lack of service delivery funds | X | X | |||||||||||||
Lack of housing infrastructure and overcrowding | X | X | |||||||||||||
Difficulty in assessing system-level outcomes | X | X | |||||||||||||
Orians (2004) [15] | Limited experiences of tribes in providing and participating in federally funded health promotion and disease prevention programs | X | X | X | X | X | |||||||||
Limited resources for chronic disease care | X | X | X | X | X | X | |||||||||
Inadequate mammography services | X | X | X | X | |||||||||||
Pei (2019) [28] | Lack of community awareness about fetal alcohol spectrum disorder | X | X | ||||||||||||
Stigma around the disease | X | X | X | ||||||||||||
Reluctance of women to admit using substances | X | X | |||||||||||||
Complex needs of clients served by Parent-Child Assistance Program | X | X | X | ||||||||||||
Rasmus (2019) [29] | None | ||||||||||||||
Short (2014) [30] | Lack of integration of specific cultural and contextual variables of a given community | X | X | ||||||||||||
Timing of the intervention | X | X | X | X | |||||||||||
Lack of integration of local customs and cultural values into program activities | X | X | X | ||||||||||||
Having no tribal police department and a secondary enforcement law | X | X | X | X | |||||||||||
Shortage of police officers | X | X | X | ||||||||||||
High turnover in police chief positions | X | X | X | X | |||||||||||
Large geographic distance between the community and the evaluation team | X | X | X | ||||||||||||
Limitations in evaluating community outcomes | X | X | |||||||||||||
Conflicts in scheduling community meetings | X | X | |||||||||||||
Walters (2020) [31] | None | ||||||||||||||
Young (2017) [32] | Communication differences | X | X | X | X | ||||||||||
Capacity/turn-over | X | X | |||||||||||||
Building trust over distance | X | X | |||||||||||||
Negative historical experiences with research | X | X | X | X | |||||||||||
Local complexities | X | X | X | ||||||||||||
Multiple service providers | X | X | X | ||||||||||||
Timeline uncertainties | X | X | |||||||||||||
Total | 22 | 6 | 49 | 41 | 26 | 38 | 29 | 18 | 11 | 9 | 7 | 6 | 3 | 2 |
#a | Strategy | Domaind | Rank | Strat. (%) | Imp.b | Feas.c |
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21 | Build partnerships (i.e., coalitions) to support implementation | Develop stakeholder interrelationships | 1 | 86 | ||
22 | Capture and share local knowledge | Develop stakeholder interrelationships | 2 | 81 | x | |
17 | Tailor strategies | Adapt and tailor to context | 3 | 71 | ||
23 | Conduct local consensus discussions | Develop stakeholder interrelationships | 4 | 52 | ||
37 | Conduct educational meetings | Train and educate stakeholders | 5 | 38 | ||
9 | Monitor the progress of the implementation effort | Use evaluative and iterative strategies | 5 | 38 | x | |
57 | Involve students, family members, and other staff | Engage consumers | 5 | 38 | ||
39 | Conduct ongoing training | Train and educate stakeholders | 5 | 38 | x | |
35 | Use advisory boards and workgroups | Develop stakeholder interrelationships | 6 | 33 | ||
43 | Make training dynamic | Train and educate stakeholders | 6 | 33 | x | x |
28 | Inform local opinion leaders | Develop stakeholder interrelationships | 7 | 29 | ||
24 | Develop academic partnerships | Develop stakeholder interrelationships | 7 | 29 | ||
42 | Distribute educational materials | Train and educate stakeholders | 7 | 29 | x | |
40 | Create a professional learning collaborative | Train and educate stakeholders | 8 | 24 | ||
58 | Prepare families and students to be active participants | Engage consumers | 8 | 24 | ||
13 | Peer-assisted learning | Provide interactive assistance | 8 | 24 | ||
14 | Provide practice-specific supervision | Provide interactive assistance | 8 | 24 | ||
12 | Facilitation/problem-solving | Provide interactive assistance | 9 | 19 | x | |
15 | Provide local technical assistance | Provide interactive assistance | 9 | 19 | ||
16 | Promote adaptability | Adapt and tailor to context | 9 | 19 | ||
29 | Involve governing organizations | Develop stakeholder interrelationships | 9 | 19 | ||
44 | Provide ongoing consultation/coaching | Train and educate stakeholders | 9 | 19 | x | |
1 | Assess for readiness and identify barriers and facilitators | Use evaluative and iterative strategies | 9 | 19 | ||
7 | Develop instruments to monitor and evaluate core components of the innovation/new practice | Use evaluative and iterative strategies | 9 | 19 | ||
34 | Recruit, designate, train for leadership | Develop stakeholder interrelationships | 9 | 19 | ||
68 | Change/alter environment | Change infrastructure | 9 | 19 |