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HS 490 – Assignment 4 – Effective Health Education and Communication

Name: Amy Kaucic
1. Assess the Health Education Pieces:
http://www.ihs.gov/healthcommunications/pe/index.cfm
Website handouts –
#1 – Breastfeeding and Breast Care
#2 – Medicine for High Blood Pressure
a. Simply Put
The message content was appropriate for breastfeeding and breast
care postpartum. Breastfeeding and breast care information in the handout
was necessary, and the most important information was at the beginning,
“What is postpartum breast engorgement?” I also saw information on
cracked nipples at the beginning of the handout, causes of cracked nipples,
and information on cracked, dry nipples repeated again at the end. Action
steps were what you can do for relief, how to latch, and who to talk to or
what to try.
Text appearance included white space with at least ½ inch margins.
Highlighted information was in bold. I did not see any capital letters, and the
text was justified on the left only. A logo was the only visual, and was
located at the end of the handout. Layout and design included bulleted
points. Candida/Thrush term was defined, and medical-grade lanolin was not
defined. Flesh reading ease is low (76). Handout was reviewed in 2011.
b. The Patient Education Materials Assessment Tool (PEMAT) and User’s
Guide (print materials)
The understandability scored 10 out of 19 points, and percentage was
52. Action-ability scored 3 out of 7 points and the percentage was 42%.
Strengths were the material made its purpose evident, and did not have
any distracting information. The language was common, every-day
language, but medical-grade lanolin was not defined. The baby’s lips

were described as having a possible “mother-of-pearl” appearance.
Breast engorgement, and what to do postpartum was defined at the
beginning of the handout. Symptoms of Thrush was explained well, and
how to breastfeed with inverted, flat or very large nipples were explained.
While breastfeeding and after breastfeeding information was appropriate
and understandable. I thought the handout put women at ease knowing
that cracked, dry nipples with a chance of bleeding will not hurt the
nursing infant.
An improvement would be to include a visual aid such as a symptom
checklist for calling the doctor, and I know (from past experience) breast
infections can turn into mastitis. The accountability score could be
improved by including the visual checklist.
c. The quality of the two pieces were plain. Neither of the communication
handouts had any visual aids beside the logos included on the back of
the handout. Both scored a low reading ease. I thought the
breastfeeding handout was appropriate. My most important
recommendation is including a visual checklist for postpartum
breastfeeding. I thought a strength of the breastfeeding handout was
it included “What you can do” twice, and to call your provider after 24
hours not only because of infant nutrition issues, but also because
mastitis is a possibility with engorgement.

2. Press Release

FOR IMMEDIATE RELEASE

CONTACT: Amy Kaucic
ADDRESS: 123 U of I Blvd. Moscow, ID
83843
PHONE: 111-222-3333
EMAIL: kauc5981@vandals.uidaho.edu

Date: May 8, 2016
HEADLINE:
Canoe

Healing of the Canoe Journey Graduates Float a Shovel-Nosed

DESMET, IDAHO – Coeur d’Alene Tribal School youth promoted tribal
identity and belonging at the first annual Healing of the Canoe Journey.
The Canoe Journey is a metaphor for life. Youth participated in sessions
that focused on learning social skills, and gave them hope, optimism and
self-efficacy. Community members and students successfully navigated
the journey without being pulled off-course.
One hundred fourth through eighth graders attended two-day sessions
with a mentor on May 4th through May 6th in Coeur d’Alene, Idaho. The
Coeur d’Alene School gathered together with Lakeside School from Coeur
d’Alene. Sessions took place on the University of Idaho’s northern
campus, and graduation took place at Lake Coeur d’Alene.

Healing of the Canoe Journey project is a collaboration between the Coeur
d’Alene Tribe and the University of Idaho. Cultural connectedness was
woven into the sessions with the community of tribal elders, tribal youth
and tribal traditions, values, beliefs, teachings, practices, and stories.
The Shovel-Nose Canoe Journey around Lake Coeur d’Alene included stops
along the shore to dance, drum, sing and share stories. Graduation on the
last day was celebrated by a community potlatch. The students
celebrated their journey using a traditional shovel-nosed canoe that
honored their ancestors, embraced their Indigenous values and traditions.

“Everyone has input into the project. We review the input and the kids
review the input. It is a good way of doing it. Something everyone
collaborated on. I saw my grandson blossom into a leader.”-adult
community member
Youth participant, “I think that going to or having the Healing of the
Canoe as a class in school definitely helped me, and also made changes in
some of the other kids’ lives. It was a good learning opportunity, and a
great experience. The people that I got a chance to learn with we
strengthened our bond over the three workshops. Gained a better
friendship with the other students.”
The Shovel-Nose Canoe Journey acknowledged youth for the completion of
their journey, and gives them the skills to navigate life’s journey without
being pulled off-course. Hope, optimism, and a positive future orientation
empowers our tribal youth. ###

3. Target Audience Considerations and Strategies

According to the CDC Audience insights, tweens (aged 9-12) are they are
always changing, discovering new things about themselves, and the world
every day. Nearly half of U.S. tweens use a cell phone, and by ages 10-11
own a cell phone. They are too big for child’s play, and buy electronic
equipment by talking their parents into buying it for them. Tweens use
decision making power along with autonomy. This is more than previous
generations. The internet is usually an integral part of their lives. Online
gaming is important to them as 70% of tweens are gamers. They multitask

between cell phones, TV, the internet and music. They are fashionconscious, and filled with attitude. Brands are important to them so they fit
in with their peers.
Targeted health communication is a tween-friendly website. It can help
reinforce messages using exciting colors, graphics, games, music and video
clips. Beauty, glamour, and desire to master a particular task is typical for
female tweens, and males are motivated if messages are about mastery,
expressing power, bravery and conquests of “good vs. evil.” Unique social
messages need to resonate with them.
Communication messages differ for elementary and middle schoolers.
Needs, challenges, and influences dramatically change. TV viewing,
according to Nielson reports, is up 6% over the last five years. Advertising
and visual messages need to reflect a multicultural environment. Language
needs to be lively, fun, interesting, relevant, age and gender appropriate,
logical, positive, welcoming and also challenging. Grabs their interest!

Retrieved from Experiean Simmons and http://www.cdc/Audience Insights

Tweens and Social Media (SPCBHealthMktg@cdc.gov): a large number
of tweens use social media, and 72% have a profile on at least one social
networking site, 54% use MySpace, 35% use Facebook, 45% use another
network profile site, 64% visit social sites at least once per day, and 34%
spend four or more hours per week on sites. Not many used blogs.
Based on the CDC website information I would develop a website that
is tween friendly. Messages developed would be powerful and colorful with
graphics, music and video clips. I might want to develop a Facebook page, or
other social media page for the Coeur d’Alene Tribal School that is safely

monitored. This would be a powerful tool for the project. The Canoe Journey
is relevant to their project that is near completion at the moment.
4. Social Media Strategies

I want to show health in action. The two strategies important to the project are
image sharing, which is low cost, and one moderate strategy that I chose was
online videos to exchange information that is credible, timely, and with accurate
content.
http://www.cdc.gov/SocialMedia/Tools/ImageSharing.html
What is Image Sharing?
Image sharing involves posting images (photos, artwork, etc.) to public
websites where they can be viewed, tagged, categorized, and even used by
others. (Centers for Disease Control and Prevention, 2010b). Graphic images
with exciting colors can help reinforce messages. According to Audience Insights
(CDC.gov), a tween-friendly website can be created for a powerful message. A
multicultural environment reflects diversity using visual imaging.
I think this is an appropriate strategy to use to develop a user-friendly safe
website for the project. It would enhance the Healing of the Canoe curriculum,

and lower levels of substance abuse or help students to not partake in substance
abuses. Healthy People 2020 objective is to increase proportion of at risk
adolescents, ages 12-17, who in past refrain from using marijuana for the first
time. Images of the project would be directed at the target audience on the
school website. Graphics would be eye-catching and appealing to promote a
culturally-grounded curriculum intervention to promote tribal identity. Artwork
and photos would promote positive youth development, and optimistic future
orientation, and reduction of substance use among the Coeur d’Alene Tribal
School.

http://www.reelseo.com/web-video-production-tips-quality/
What is Online Video Sharing?
Online video sharing can be used by partners to share tailored health
communication messages. Online video sites, such as YouTube, MSN and Yahoo
have emerged as popular and powerful video sharing sites. (Centers for Disease
Control and Prevention, 2010d). This is a great way to share information on the
Healing of the Canoe Journey curriculum for substance abuse intervention
prevention. It is easy to upload, view, share and comment on video footage.
YouTube video help provide an engaging experience for students, and the Coeur
d’Alene Tribal community. The online video sharing can be a powerful mechanism
to reach the targeted audience: Tweens. Videos would be short, and ageappropriate. (Six best practices for Online Video Production)
The media strategy is appropriate for the target audience since tweens are
tech savvy. Videos would grab a Tweens interest while remaining relevant to the
topic of substance abuse. Healing of the Canoe Journey curriculum would be
promoted by developing quick YouTube videos. Videos would be produced for the
following: the making of the Shovel-Nose canoes, the canoe sessions, interview

previous participants that have a positive message about the curriculum, and tribalspecific culture, traditions, and values for the Coeur d’Alenes, and the actual canoe
journey in the water. These videos would be linked to the website so students could
easily click on the link to access the YouTubes.
An idea for the future would be to involve students at the school in helping
make a video as a school project. I believe that online video sharing is a fit for the
target audience and the curriculum substance abuse goal. One last benefit, if a
student misses a session they could watch the YouTube if given this option. The
Coeur d’Alene Tribal School and their community would be involved in the project.

5. Cultural Competency
a.

Diversity, inclusion, equity and linguistic competencies are important for my health
topic of substance abuse for the Coeur d’Alene Tribe. The Healing of the Canoe Journey
is a culturally grounded intervention curriculum aimed at preventing substance abuse and
promote tribal identity in northwest tribes. One of the modifiable factors is the lack of
cultural and linguistic needs of individuals. This curriculum meets those needs of
individuals at the Coeur d’Alene Tribal School and its supportive Elders and community.
National CLAS standards align with the HHS Action Plan to reduce racial and ethnic
health disparities (http://www.ThinkCulturalHealth.hhs.gov).
There is an increased focus on the role of historical trauma as a contributor to
substance abuse and mental health issues among American Indian and Alaska Natives.
Disruption of culture, loss of language and traditional ways, along with the resulting grief
has associations with vulnerability to mental health and substance abuse. An increase in
evidence that cultural identity, e.g. one’s sense of belonging to an ethnic group, that is
defined by culture, shared values, traditions and practices, language, cultural continuity
(transmission of core cultural beliefs, values and traditions across the generations), as
well as, connections to the tribe and community are vital for preventing substance abuse.
Community-based and culturally-grounded curriculum may be the most effective
prevention strategy.

b.

Areas that I exhibit strong cultural competencies are my respect for clients that are
from a different culture. I am accepting of others, and understand there may be a
communication disability. Foreign accents and limited English are not a reflection of
reduced intellect. Child-rearing and family dynamics may differ from culture-to-culture.
I realized that when students were not paying attention to Dr. Sean during Culture Day it
did not mean they were being disrespectful. Their life activities may differ, and are to be
respected. Communication may be affected, and I understand that the Coeur d’Alene
Tribal students may communicate differently. Eye contact is not an issue.

I need to work on understanding the indigenous way when communicating with
Elders and the Coeur d’Alene Tribe if I am to promote the Healing of the Canoe Journey
curriculum. The needs of the culture would be met, and I would like experience learning
more of their language so I can be relatable.