Navigator Training Research Articles

Abstract B167: Genomics and cancer clinical trials navigator training: Results from a systematic review of the literature

Abstract Introduction: Trained cancer navigators have demonstrated success in improving outcomes for cancer patients. Trainings provided by the American Cancer Society and other organizations equip navigators with the knowledge, skills and experience to support patients and address barriers to cancer-related care and survivorship. Racial/ethnic minorities continue to be underrepresented in cancer clinical trials and are less likely to receive genomic counseling and testing. There is a notable gap in the availability of cancer navigator training in genomic and clinical trials. This study used a systematic review of the literature and consultations with Genomics and Cancer Clinical Trial (CCT) experts to inform the development of cancer navigation training curriculum. Methods: Two reviewers searched the PubMed database for peer-reviewed studies published through October 2022. Key MeSH terms included cancer, genetics, and training. An ancestor search of relevant articles was also conducted. Following title screening, eleven articles were selected for abstract and full-text review. Eight articles met all the inclusion criteria from which we extracted the 1) trainee population, 2) theoretical frameworks used, 3) program design and format, 4) curricular components, and 5) outcomes. New Data: Only seven articles on the topic of navigator training in genomics within the context of CCT were identified in the search. Training participants were diverse and were located within the United States and abroad. One training program was developed for bilingual (English/Spanish) navigators, one was tailored for cancer survivors who became navigators and two programs trained navigators for specific cancer types (e.g., colorectal cancer). Social cognitive theory (SCT) was used in two of the training programs. Other adult learning theories and intervention mapping for program development were also used in training development. The process for designing navigator trainings included: conducting discussion groups; interviews and surveys; engaging advisory boards; and adapting the National Human Genomics Research Institute modules and other resources. The curricula components included in-person and web-based; single semester or year-long sessions; formal coursework; lectures; role-playing; video viewing; tours of facilities; demonstrations; short writing assignments; action plans; case studies; story- telling; discussion and networking; assessment/evaluation; and refresher sessions. Modules addressed attitudes, barrier assessment and resolution, knowledge, self-efficacy, and communication. Conclusion: The peer-reviewed literature on navigator training describes some curricular elements that measure and address knowledge about genomics and CCT as well as the skills needed to increase self-efficacy to navigate for genetic studies and cancer clinical trials. However, the field of CCT lacks a consistent and widely used program aimed at training navigators in the integral role of genetics in precision medicine. These findings informed the design of our ACS-funded curriculum. Citation Format: Desiree Rivers, Robina Josiah Willock, Victoria Churchill. Genomics and cancer clinical trials navigator training: Results from a systematic review of the literature [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B167.

Abstract B119: Evaluation of a navigator training program to increase clinical trials and genomic research participation among adult African Americans and Hispanics residing in the Southern United States

Abstract Introduction: Patient Navigators (PNs) have have proven to be effective along the cancer care continuum. However, emerging data suggest that the scope of patient navigation should be expanded to include other contexts such as the recruitment of racial/ethnic minorities for cancer clinical trials. Because the processes of recruitment and retention are often linked, the same barriers hindering minority recruitment often hinder minority retention. The potential benefits of studying generalizability and statistical power for subgroup analyses may be lost with disproportionately high attrition among the enrolled minorities. The dual focus of the training curriculum on both recruitment and retention distinguishes it from the few previous efforts focused on the traditional PN model for minority recruitment in clinical trials and genomic research studies. Methods: A two-phased navigator training program was implemented. Components of the training program was adapted in collaboration, with the Joint Cancer Advisory Council and Bioethics Co-Leaders, from the existing UAB IMPACT Patient Navigation Training Curriculum. A systematic literature review will be conducted to identify the most salient genomic educational and resource needs and concerns of AAs and Hispanic populations regarding participation in genomic-focused research and clinical trials. These findings informed the adaptation of the training curriculum based on principles of adult education. Results: We conducted a joint training for the Clinical Trials and Genomic Navigators at each Partnership institution (MSM, TU, UAB) for the proposed project. The Co-Leaders from the Partnership Outreach Cores, the Bioethics Shared Resource, and the Joint Cancer Advisory Council planned and assigned responsibilities and dates for completion of the training activities. The initial training was the GW Navigator On-line Training Program. A supplemental training was held at one of the partnering sites, a safety-net hospital (Grady Cancer Center for Excellence). The in-person training featured an overview presentation on Genetic Risk Assessment in Oncology by a licensed genetic counselor, followed by a case study approach to enrollment and the implementation of a research study with training materials such as tablets provided by the training conductors. An evaluation was completed by the team for training conductors. The third training was held at Tuskegee University and ttopics included the importance of consent training. For this presentation, we will present the qualitative and quantitative findings. Conclusions: The training outcomes were standardized and included input from the Bioethics Co-Leaders and JCAR members. We measured changes over time (pre vs. posttest) in: 1) knowledge and skills of clinical trials and genomic research; 2) ability to identify barriers and solutions to participation in research, 3) ability to implement the two toolkits, and 4) level of ease in identifying open protocol research studies and clinical trials. Citation Format: Osato Eke, Makeeta Rayton, Teresa Hall, Lleana Barrios-Zermeno, Jennier Culbertson, Angela Morris, Vivian Carter, Yu-Mei Schoenberger, Victoria Churchill, Desiree Rivers, Stephen Sodeke, Mohamed Mubasher, Roland Matthews, Brian Rivers. Evaluation of a navigator training program to increase clinical trials and genomic research participation among adult African Americans and Hispanics residing in the Southern United States [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B119.

Digital Navigator Training to Increase Access to Mental Health Care in Community-Based Organizations.

Providing human support for users of behavioral health technology can help facilitate the necessary engagement and clinical integration of digital tools in mental health care. A team conducted digital navigator training that taught participants how to promote patrons' digital literacy, evaluate and recommend health apps, and interpret smartphone data. The authors trained 80 participants from 21 organizations, demonstrating this training's feasibility, acceptability, and need. Case studies explore the implementation of this training curriculum. As technology's potential in mental health care expands, training can empower digital navigators to ensure that the use of digital tools is informed, equitable, and clinically relevant.

Adapting a Remotely Delivered Patient Navigation Program for Colorectal Cancer Screening in Primary Care: Important Considerations for Rural Contexts.

Colonoscopy is a critical component of colorectal cancer (CRC) screening and patient navigation (PN) improves colonoscopy completion. A lay navigator remotely providing navigation across rural primary care organizations (PCOs) could increase PN access. In preparation for the Colonoscopy Outreach for Rural Communities (CORC) study, we examined partners' perspectives on contextual factors that could influence CORC program implementation, and adaptations to mitigate potential barriers. We interviewed 29 individuals from 6 partner PCOs and the community-based organization (CBO) delivering the PN program. An analysis approach informed by Miles, Huberman, and Saldana identified critical themes. Results are reported using the Framework for Reporting Adaptations and Modifications-Enhanced (FRAME). Potential barriers included that rural patients are hard to reach remotely and might mistrust the navigator, and the CBO is unfamiliar with the patient communities and does not have patient care experience or pre-existing communication pathways with the PCOs. Program content and navigator training was adapted to mitigate these challenges. Our study highlights contextual factors to account for before implementing a remote, centralized patient navigation program serving rural communities. Gathering partner perspectives led to intervention adaptations intended to address potential barriers while leaving the core components of the evidence-based intervention intact.

Competency development for a volunteer navigation program to support caregivers of people living with dementia: A modified e-Delphi method.

Caregivers of people living with dementia are pillars of the care community. Providing them with adequate support throughout their caregiving journey is essential to their quality of life and may also contribute to improving the care of people living with dementia. Nav-CARE (Navigation - Connecting, Advocating, Resourcing, Engaging) is a volunteer-led navigation program that provides support to older adults with life-limiting illnesses who are living in the community. However, Nav-CARE does not provide support directly to caregivers of people living with dementia. To adapt Nav-CARE to support caregivers, we needed to establish caregivers' needs and the competencies volunteer navigators should be trained in to support caregivers to meet these needs. To do so, a modified e-Delphi method was utilized, which consisted of administering three sequential questionnaires to a panel of 35 individuals with expertise in a variety of dementia related domains. Through this, two final lists of 46 caregivers' needs and 41 volunteer competencies were established to inform the development of volunteer navigator training curriculum. Findings suggest that trained volunteer navigators may be able to support caregivers of people living with dementia throughout the disease trajectory and can be used to inform the development of future dementia navigation programs.

Bridging Culture and Language: Encouraging Bilingual/Multicultural Individuals to Act as Information Navigators for Their Loved-Ones and Communities during the COVID-19 Pandemic

Linguistically diverse communities face barriers to receiving appropriate health information. COVID-19 exacerbated these health-communication inequities. University of Washington researchers surveyed bilingual staff, students, and medical interpreters – desiring training to become effective communicators of COVID-19 information to their social networks and language communities. In response, the COVID-19 Information Navigator Training was developed and pre-tested with professional networks and members of the target audience. The final training comprised three interactive modules and short quizzes. Evaluation surveys measured Information Navigators’ confidence in providing COVID-19 information to their social networks. Surveys included questions on the participants’ language or cultural community, the perceived value of the training, and their ability to communicate COVID-19 information. Among 393 participants who enrolled in the training, 284 completed the survey. Significant differences in confidence before and after the course were found in detecting COVID misinformation in the news and social media (pre-course mean: 3.83, post-course mean: 4.63; absolute mean difference was 0.82 points higher in the post-evaluation on the 5-point likert scale, 95% CI: 0.70–0.93, p < .01). Training multicultural volunteers to disseminate information to their social networks is a promising strategy for reaching linguistically diverse communities with up-to-date information during health emergencies.

A youth-centred approach to improving engagement in HIV services: human-centred design methods and outcomes in a research trial in Kisumu County, Kenya

IntroductionInnovative interventions are needed to improve HIV outcomes among adolescents and young adults (AYAs) living with HIV. Engaging AYAs in intervention development could increase effectiveness and youth acceptance, yet research...

Engineering and navigating calculation the flight of unmanned aircrafts of tactical class

The regulatory documents of the Ministry of Defense of Ukraine provide for navigational training of the crews of unmanned aircraft complexes and establish the necessity of having a navigational plan and an engineering-navigator flight calculation at the workplace of an external UAV pilot. The article notes that today there are no normative documents that would establish the content and scope of engineering and navigational calculations and methods of their implementation for unmanned aircraft complexes of tactical classes. The article as a whole is devoted to the consideration of issues of methodical support of navigator training of crews of unmanned aerial systems of the tactical class with an electric power plant. It is indicated that, based on the tactical and technical capabilities of UAVs of tactical classes, the nature of the tasks performed by them and the typical educational level of their external pilots, the creation of the most simplified methodology for performing basic engineering and navigational calculations of UAV flights is required. The mathematical complexity of such a method should not go beyond general secondary education. When performing navigational calculations of aircraft flights, the main difficulty is created by the problem of taking into account the influence of the wind. Simple algorithms for calculating the correction to the wind drift course, road speed and flight duration on straight sections of the route and sections of U-turns in the presence of wind are proposed. Algorithms for calculating the total need for energy resources for a flight along a given route and for separate sections of the route, including additional energy resource needs for sections of altitude gain, are proposed. Recommendations for evaluating the energy capacity of the battery available for flight performance are given. An algorithm for calculating the critical reserve of energy resources, which is necessary for the possibility of returning the UAV from the farthest point of the route under meteorological conditions for the scheduled flight time, is proposed. Options for full and abbreviated engineering and navigational calculations are offered.

Training community health navigators in the public health workforce to respond during the COVID-19 pandemic.

To describe the process of engaging underserved communities of color that designs, conducts, and evaluates community-engaged COVID-19 Community Health Navigator training on COVID-19: Vaccination, Prevention, and Contact Tracing. The project used a mixed-methods design; 18 community health navigators (CHNs) representing Asian American, Arab American, Black/African American, and Hispanic/Latinx communities completed the pretest, training, and post-test. Demographic characteristics, along with knowledge and confidence level questions regarding COVID-19 issues, were gathered in pre- and post-tests. Qualitative data were collected via open-ended questions in post-tests. Findings suggest that the community health navigator training successfully increased participants' knowledge of COVID-19-related topic areas and confidence in educating community members regarding COVID-19 vaccination and prevention. Qualitative evaluation contained information learned and found most helpful, and application and utilization plans for CHNs' follow-up work. The process of community health navigator training and evaluation results adds important insights to the current COVID-19 pandemic workforce literature and can inform future trainings.

Abstract A019: Impact of COVID-19 on patient navigation services for follow-up colonoscopy after abnormal fecal testing in community health centers

Abstract Introductory sentence about purpose of the study: The PRECISE study tests the effectiveness of a targeted patient navigation program for follow-up colonoscopy after abnormal fecal testing in community health centers. We present adaptations of the patient navigation program resulting from the impact of the COVID-19 pandemic. Brief description of pertinent experimental procedures: Colorectal cancer (CRC) screening by annual fecal immunochemical test (FIT) is an accessible and cost-effective strategy to lower CRC incidence and mortality. However, this mode of screening depends on follow-up colonoscopy after an abnormal FIT result to prevent CRC or find it in early, treatable forms. Unfortunately, almost half of patients with an abnormal FIT result fail to complete this essential screening component. Patient navigation can provide needed support for patients to complete a follow-up colonoscopy. PRECISE is a collaboration with a large community health center whose patient population is 37% Latino. Eligible patients were aged 50-75, had an abnormal FIT result in the past month, and were due for a follow-up colonoscopy. Patients were randomized to patient navigation or usual care. Patient navigation was delivered by a bilingual (English and Spanish) patient navigator using a six-topic phone-based protocol, adapted from the New Hampshire Colorectal Cancer Screening Program. Summary of new, unpublished data: A total of 985 patients were enrolled in the PRECISE study, 489 randomized to the intervention arm and 496 to the control arm. Due to the COVID-19 pandemic, we made adaptations to the navigator training program and navigation delivery. We converted our in-person training program to a virtual navigation training series combining pre-recorded videos and live webinars. Additionally, we strengthened relationships with GI practices to expedite referrals, improve scheduling processes, and better understand COVID-related policy changes including the conversion of some pre-procedure consultations to a phone-based platform and COVID-19 testing requirements prior to the colonoscopy. Finally, we adapted patient navigator messages to address fear and anxiety about getting medical care during the peak COVID-19 pandemic. Preliminary patient navigation outcomes will be available in September 2022. Statement of conclusions: This innovative clinical trial highlights the importance of patient navigation to improve CRC screening in community health centers. Rapid response to COVID-19 provided the opportunity to adapt our navigator program for a virtual setting allowing for 1) the sustainability of patient navigation during the pandemic and 2) the broadening of training resources for patient navigators and community health workers. Citation Format: Jamie H. Thompson, Jennifer Rivelli, Jennifer Schneider, Amanda F. Petrik, Gloria D. Coronado. Impact of COVID-19 on patient navigation services for follow-up colonoscopy after abnormal fecal testing in community health centers [abstract]. In: Proceedings of the AACR Special Conference on Colorectal Cancer; 2022 Oct 1-4; Portland, OR. Philadelphia (PA): AACR; Cancer Res 2022;82(23 Suppl_1):Abstract nr A019.

Primary Care Clinician Perspectives on Patient Navigation to Improve Postpartum Care for Patients with Low Income.

Birthing individuals experience significant physical and psychosocial transitions during the postpartum period. Despite amplified health needs, many individuals do not successfully transition from obstetric to primary care. Patient navigation provides a patient-centered solution that has been applied to other health care specialties resulting in improved care coordination and patient engagement for populations in greatest need. Our objective was to understand primary care clinician perspectives regarding the role of navigators in improving postpartum care for individuals with low income. In this qualitative investigation, we conducted focus groups with primary care clinicians from family and internal medicine specialties. Semistructured interview guides addressed clinician perceptions of navigator roles during the postpartum period and recommendations for navigator training. Focus group discussions were digitally recorded, transcribed, and analyzed via a constant comparative method. Twenty-eight primary care clinicians, including 26 physicians and 2 advanced practice registered nurses, participated in 8 focus groups. Participants reported favorable attitudes toward implementation of a postpartum patient navigation program. Themes regarding useful navigation services included streamlining obstetric to primary care transition, enhancing visit effectiveness, creating personalized postpartum care, and providing patient- and clinician-focused education. Recommendations for navigator training included education on basic medical concerns that are common in the postpartum period, health information privacy and electronic health record use, health care systems, and community resources. Primary care clinicians were highly receptive to the concept of patient navigation as a process to improve health in the postpartum period through enhanced care coordination and improved patient knowledge, engagement, and self-efficacy.

Training cancer caregiver navigators: experiences from implementing the eSNAP and caregiver navigator intervention.

Patient navigation is increasingly common in cancer care. While navigation programs often involve informal family caregivers, few navigation interventions specifically target the family caregiver. We developed the eSNAP and Caregiver Navigator Intervention to help cancer family caregivers identify and capitalize on informal and formal social support resources. While the skill set for patient navigators may be adequate for supporting caregivers, other skills and areas of knowledge expertise are needed. In addition, sparse documentation of navigator training best practices creates further challenges for dissemination and implementation. Our goal is to describe the education and training of cancer caregiver navigators within key competencies used to prepare and support navigators to deliver our manualized intervention. Nationally recognized navigation competencies, related to developing a sensitivity to ethical, cultural, and professional issues, knowledge development, skills development, and practice-based learning, were identified and adapted. Performance goals were identified within each competency. Training activities were selected to support competency development. Based on adult learning theories, we emphasize multiple learning strategies, including experiential learning and critical reflection. Two caregiver navigators engaged in initial training between December, 2019 and February, 2020. Initial training was supervised by study leadership, who coordinated with experts and stakeholders. Navigators completed initial training. We describe lessons learned. To ensure that navigators are well-equipped to provide effective services, evidence-based training programs that include navigation and protocol-specific competencies are needed. Given the lack of detailed training programs in the literature, we created a flexible, multimodal learning approach that other teams may adopt.

Training student volunteers as community resource navigators to address patients' social needs: A curriculum toolkit.

IntroductionFew resources are available to train students to provide patients assistance for obtaining needed community-based services. This toolkit outlines a curriculum to train student volunteers to become “community resource navigators” to serve patients via telephone at partner health sites.MethodsUniversity students co-designed the Help Desk navigator program and training for volunteer navigators as part of an academic-community partnership with a local Federally Qualified Health Center (FQHC). The multi-modal curricula consisted of five components: didactic instruction on social determinants of health and program logistics, mock patient calls and documentation, observation of experienced navigator interaction with patients, supervised calls with real patients, and homework assignments. In 2020, training materials were adapted for virtual delivery due to the COVID-19 pandemic. Trainees completed a survey after completion to provide qualitative feedback on the training and preparedness.ResultsThe training was offered for the first cohort of 11 student volunteer navigators in 2019, revised and then offered for 13 undergraduate and nursing students over 6 weeks in 2020. In the training evaluation, trainees described the new knowledge and skills gained from the training, the long-term benefits toward their educational and professional career goals, and helpful interactive delivery of the training. Trainees also highlighted areas for improvement, including more time learning about community resources and practicing challenging patient conversations.ConclusionsOur peer-to-peer, multi-modal training prepares student volunteers to become community resource navigators. Student, eager for meaningful clinical experiences, are an untapped resource that can help patients with their social needs.

Navigation programs relevant for African American men with prostate cancer: a scoping review protocol

BackgroundThe excess incidence and mortality due to prostate cancer that impacts African American men constitutes the largest of all cancer disparities. Patient navigation is a patient-centered healthcare system intervention to eliminate barriers to timely, high-quality care across the cancer continuum and improves health outcomes among vulnerable patients. However, little is known regarding the extent to which navigation programs include cultural humility to address prostate cancer disparities among African American men. We present a scoping review protocol of an in-depth examination of navigation programs in prostate cancer care—including navigation activities/procedures, training, and management—with a special focus on cultural context and humility for African American men to achieve health equity.MethodsWe will conduct comprehensive searches of the literature in PubMed, Embase, Web of Science, and CINAHL Complete, using keywords and index terms (Mesh and Emtree) within the three main themes: prostate cancer, patient navigation, and African American men. We will also conduct a search of the gray literature, hand-searching, and reviewing references of included papers and conference abstracts. In a two-phase approach, two authors will independently screen titles and abstracts, and full-text based on inclusion/exclusion criteria. All study designs will be included that present detailed data about the elements of navigation programs, including intervention content, navigator training, and/or management. Data will be extracted from included studies, and review findings will be synthesized and summarized.DiscussionA scoping review focused on cultural humility in patient navigation within the context of eliminating disparities in PCa care among African American men does not yet exist. This review will synthesize existing evidence of patient navigation programs for African American prostate cancer patients and the inclusion of cultural humility. Results will inform the development and implementation of future programs to meet the unique needs of vulnerable prostate cancer patients in safety net settings.Systematic review registrationPROSPERO 2021 CRD42021221412

Learning from reflective journaling; the experience of navigators in assisting patients access to health and social resources in the community

ABSTRACT We developed and implemented a person-centered navigation model integrated in primary care where patients were referred to the Access to Resources in the Community (ARC) study by their primary care provider (PCP). The purpose of this paper is to explore the lay navigators’ learning experience as reflected in their journals and present implications for education and health promotion practice. Sixty-six journal entries from two navigators were analysed. To code the data, we used a newly developed framework based upon the theory-informed lay navigator training programme. Five unique themes were identified: 1) Gaining and Building Trust, 2) Developing Empathy, 3) Experiencing Hope and Optimism, 4) Feeling Helplessness and 5) Celebrating Gains and Successes. The five themes identified paint a sequential picture of the journey of leading individuals from primary care to health and social community resources. This innovative approach has expanded our understanding of how navigators learn in practice, more specifically how they learn from patients and how they develop knowledge and skills in person-centered care. Incorporating reflective journaling as a regular practice provides situational awareness and leads to enhanced learning. Practising person-centered care also develops when a trusting and empathetic relationship is established.

Obstetric Provider Perspectives on Postpartum Patient Navigation for Low-Income Patients.

Patient navigation programs have shown promise for improving health but are not widely used in obstetric care. Our objective was to understand obstetric provider perspectives on how to implement patient navigation to optimize care during the postpartum period for low-income patients. Focus groups were conducted with obstetric physicians, nurses, and social workers who care for low-income pregnant and postpartum patients in an academic medical center. Semistructured interview guides were developed to elicit conversations about the potential value of patient navigators, recommendations for navigator training, and how navigators could be most effective in improving postpartum care. Analysis of themes was based on the constant comparative method. Twenty-six obstetric providers (six focus groups) discussed elements for a successful obstetric navigation program. Successful implementation themes included selecting navigators with appropriate interpersonal attributes, arranging navigator training, and identifying the most valuable services navigators could render. Desirable navigator attributes included persistence in patient advocacy, consistency, relatability, and a supportive manner. Training recommendations included learning the health care system, identifying where to obtain health system and community resources, and learning how be effective health educators. Suggested services were broad, ranging from traditional care coordination to specific educational and resource-driven tasks. Obstetric providers perceive patient navigation to be a potentially beneficial resource to support low-income patients and offered recommendations for navigation implementation. These included suggestions for patient-centered navigators, with specific training and services focused on promoting care continuity and coordination.

Bridging the postpartum gap: best practices for training of obstetrical patient navigators

The postpartum period represents a critical window of opportunity to improve maternal short- and long-term health, including optimizing postpartum recovery, providing effective contraception, caring for mood disorders, managing weight, supporting lactation, initiating preventive care, and promoting cardiometabolic health. However, inadequate postpartum care, especially for individuals facing social and structural barriers, is common in the United States and contributes to suboptimal health outcomes with lasting consequences. Patient navigation is a patient-centered intervention that uses trained personnel to identify financial, cultural, logistical, and educational obstacles to effective healthcare and to mitigate these barriers to facilitate comprehensive and timely access to needed health services. Given the emerging evidence suggesting that patient navigation may be a promising method to improve health among postpartum individuals, our team developed a postpartum patient navigator training guide to be used in the Navigating New Motherhood 2 and other obstetrical navigation programs. Navigating New Motherhood 2 is a randomized trial exploring whether patient navigation by a trained, lay postpartum navigator for individuals with a low income can improve health and patient-reported outcomes during and after the postpartum period. Hiring and training patient navigators without health professional degrees are integral components of initiating a navigation program. However, patient navigator training is highly variable, and no guideline regarding key elements in such a training program exists for obstetrics specifically. Thus, this paper aimed to describe the core principles, content, and rationale for each element in a comprehensive postpartum patient navigator training program. Training should be centered around the following 6 core elements: (1) principles of patient navigation; (2) knowledge of pregnancy and postpartum care; (3) health education and health promotion principles; (4) cultural sensitivity and health equity; (5) care coordination and community resources; and (6) electronic medical record systems. These core elements can serve as a basis for the development of adaptable curricula for several institutions and contexts. In addition, we offer recommendations for the implementation of a navigator training program. A curriculum with built-in flexibility to meet community and institutional needs may promote the effective and sustainable use of patient navigation in the postpartum context.

320 Obstetric clinician needs assessment for a postpartum patient navigation program for low-income patients

Patient navigation, or the use of trained non-clinician personnel to reduce barriers and facilitate health care access, has been demonstrated to improve health and reduce disparities in non-obstetric populations, but is not yet widely used in obstetric and postpartum care. Our objective was to understand obstetric clinician perspectives on how to implement navigation to optimize care for low-income patients. In this qualitative study, focus groups were conducted with obstetrician faculty, fellows, residents, nurses, and social workers who care for low-income pregnant and postpartum patients in a tertiary healthcare center. Semi-structured interview guides were used to conduct focus groups on clinicians’ views about navigation and navigators, their recommendations for navigator training, and their perspectives on how navigators can be most effective. Analysis of themes from transcribed sessions was based on the constant comparative method. Twenty-six obstetric providers participated in 6 focus groups in which they discussed key elements for a successful obstetric or postpartum navigation program. Major navigation implementation themes included ideal navigator attributes, the training that would be most beneficial, and the services they could render (Table). Specifically, key navigator attribute themes included consistency, relatability, supportive manner, and advocacy. Training recommendations included learning the healthcare system, identifying where to obtain resources, and learning basic health education. Suggested services were broad, ranging from traditional care coordination to specific educational and resource-driven tasks. Clinicians also offered a framework for a flexible patient risk assessment to promote tailored navigation services (Figure). Obstetric clinicians perceive patient navigation to be a potentially beneficial resource to support low-income patients and offered recommendations on navigator training and services. Understanding clinician needs and preferences is essential to integration of patient navigator programs into obstetrical practice.View Large Image Figure ViewerDownload Hi-res image Download (PPT)

Information technologies in the implementation of Language education in a non-linguistic University

The possibilities of using information technologies in the implementation of language education in a non-linguistic University in the conditions of full transition to distance education due to the COVID-19 pandemic are revealed. Language education is recognized as a synthesis of learning and education in the interests of the individual, society and the state. However, the relevant section studying the implementation of online language education has not yet been properly developed in pedagogical science, so we are taking a step in an attempt to systematize the accumulated experience. Based on the analysis of domestic and foreign scientific sources and accumulated pedagogical experience, the effectiveness of online pedagogy is investigated. The research material includes: educational websites, educational platforms of MGIMO and Plekhanov Russian University of Economics, free applications (Google classroom, etc.) and platforms (Moodle, Edmodo.com etc.) in the implementation of the base of distance education in a foreign language. The study analyzes the practice of effective use of online pedagogy in the context of the implementation Of the Ministrys order No. 398, using the example of teaching a foreign language at the Moscow state Institute of international relations University) Ministry of foreign Affairs of the Russian Federation Odintsovo branch (Moscow region, Russia) and Plekhanov Russian University of Economics (Moscow) in March-July 2020. To achieve the goal of language learning under the COVID-19 quarantine, ICTs were used in four areas: educational platforms, online conferences, educational sites and applications for free language learning, and sites (with duplicate applications) for creating tests. Educational platforms Moodle, Edmodo, Google classroom, etc., allow teachers to create and conduct remote classes in off-line mode and have a rich educational potential for learning the language. The positive impact of distance learning on the final certification was recorded. The use of information provided on Internet resources can be effective in the implementation of language education, and the material posted on the sites can be selected taking into account the direction of training and adapted to a variety of innovative teaching methods and current needs of students. it is important now to focus on the search for a new didactics the didactics of mixed learning, the development of a new model of shifting emphasis: from focusing on your own content to public types of content; from reproductive methods of learning to active ones; from final assessment to formative; new formats of educational interaction horizontal /joint/mutual learning (peer-to-peer), etc. You should also create a new model of competencies of the teachers to work in the paradigm of online student -oriented pedagogy, which requires an understanding of the role of learning environment as Navigator training, ownership integration technologies full-time and e-media, external resources and systems of learning (MOOCS, adaptive systems, external platforms) and build on these foundations training route.

Adopting a lay navigator training programme in primary care

Introduction: There is growing interest in the role and use of patient navigators within the health care system. Currently, qualifications and training expectations documented in the literature vary tremendously depending on context and patient population. This paper details the theoretical and pedagogical principles used to develop, implement and evaluate a training programme for lay patient navigators working in a primary care setting. Methods: The planning process involved (a) conducting an educational needs assessment, (b) identifying the theory underpinning the curriculum, (c) developing learning objectives and teaching strategies, (d) formulating evaluation methods, (e) implementing the programme and (f) refining the curriculum based on evaluation feedback and lessons learned. The training programme was first implemented in May 2017 and has evolved over the past 3 years based on our observations and feedback from the programme participants. Results: The training programme involves a total of 25 hours of online and face-to-face education sessions, and ongoing community mentorship from experienced navigators. All training components are rooted in theoretical principles and proven pedagogical approaches. The knowledge, skills and abilities acquired are also tied to core competencies of the role of lay patient navigator. Conclusion: The development of this lay navigator training programme was carefully designed with evidence-based competencies and practical realities to ensure rigour in preparing and supporting navigators’ work in primary care settings.