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Progr
rams to
o addr
ress dia
abetes d
disparities:
f
are programs that
t address diabetes dissparities. Woomen In Govvernment wiill
The following
contiinue to updatte informatio
on on prograams that adddress diabetees disparities. Feel free tto
contactt us if you haave a program
m you woul d like to include in this llist.
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CULTURA
AL COM
MPETENC
CE PROG
GRAMS
 National Standardss on Culturally and L
Linguisticcally Appro
opriate
Services (CLAS)
(
The CLAS
C
standaards are 14 sttandards enco
ompassing prrinciples andd activities towards
culturral and linguiistically appro
opriate health
h services. T
The Office off Minority Heealth (OMH))
suggeests CLAS recommendatiions be impleemented by hhealthcare orrganizations.
According to OM
MH, the 14 staandards are organized
o
byy themes: Cullturally Comp
petent Care
dards 1- 3), Language
L
Acccess Servicess (Standards 4 - 7), and O
Organizationaal Supports
(Stand
for Cultural Comp
petence (Stan
ndards 8 - 144).
Sourcee: Department of Health andd Human Serviices.
http:/
//minorityheealth.hhs.govv/templates/
/browse.aspxx?lvl=2&lvlID
D=15
Culturallyy Competen
nt Care:
Standard 1: Healthcare organization
ns should enssure that patiients/consum
mers receive
from all sttaff member''s effective, understandab
u
ble, and respeectful care th
hat is provideed
in a mann
ner compatiblle with their cultural healtth beliefs andd practices an
nd preferredd
language.
Standard 2:
2 Healthcare organization
ns should impplement strattegies to recrruit, retain,
and promote at all leveels of the orgganization a ddiverse staff and leadersh
hip that are
representaative of the demographic
d
characteristiics of the serv
rvice area.
Standard 3: Healthcare organization
ns should enssure that stafff at all levelss and across
all discipliines receive ongoing
o
educcation and traaining in cultturally and lin
nguistically
appropriatte service dellivery.
Language Access Seervices
ns must offerr and providee language asssistance
Standard 4: Healthcare organization
ncluding bilin
ngual staff an
nd interpreteer services, att no cost to eeach
services, in
patient/co
onsumer with
h limited Engglish proficieency at all pooints of contaact, in a timelly
manner duuring all houurs of operation.
Standard 5:
5 Healthcare organization
ns must provvide to patiennts/consumers in their
preferred language botth verbal offe
fers and writtten notices innforming theem of their
right to reeceive languagge assistancee services.
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Standard 6:
6 Healthcare organization
ns must assurre the compeetence of langguage
assistance provided to limited Engllish proficiennt patients/cconsumers byy interpreterss
and bilinggual staff. Fam
mily and frien
nds should nnot be used too provide intterpretation
services (eexcept on reqquest by the patient/cons
p
sumer).
Standard 7:
7 Healthcare organization
ns must makee available eaasily understo
ood patientrelated maaterials and post
p signage in
i the languaages of the coommonly enccountered
groups an
nd/or groups represented in the servicce area.
Organizaational Supp
ports for Culltural Comp
petence
Standard 8:
8 Healthcare organization
ns should devvelop, implem
ment, and prromote a
written strrategic plan that
t outlines clear goals, ppolicies, operrational planss, and
managemeent accountaability/oversiight mechaniisms to proviide culturallyy and
linguisticaally appropriaate services.
Standard 9:
9 Healthcare organization
ns should connduct initial aand ongoingg
organizational self-asseessments of CLAS-relatedd activities annd are encouuraged to
integrate cultural
c
and linguistic
l
com
mpetence-relaated measurees into their iinternal
audits, perrformance im
mprovement programs, p atient satisfaaction assessm
ments, and
outcomes-based evaluations.
ons should ennsure that daata on the inddividual
Standard 10: Healthcaree organizatio
r
ethnicityy, and spokenn and writtenn language arre collected iin
patient's/cconsumer's race,
health records, integraated into the organizationn's managemeent informatiion systems,
and period
dically updated.
Standard 11: Healthcaree organizatio
ons should m
maintain a currrent demogrraphic,
cultural, an
nd epidemiological profille of the com
mmunity as w
well as a needds assessmentt
to accurattely plan for and
a implemeent services thhat respond to the culturral and
linguistic characteristic
c
cs of the servvice area.
Standard 12: Healthcaree organizatio
ons should deevelop particcipatory, collaaborative
partnershiips with com
mmunities and
d utilize a varriety of form
mal and inform
mal
mechanism
ms to facilitaate communitty and patiennt/consumerr involvemen
nt in designin
ng
and implementing CLA
AS-related acctivities.
Standard 13: Healthcaree organizatio
ons should ennsure that coonflict and grrievance
resolution
n processes arre culturally and
a linguisticcally sensitivee and capable of
identifyingg, preventingg, and resolviing cross-culttural conflictts or complaiints by
patients/cconsumers.
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Standard 14: Healthcaree organizatio
ons are encouuraged to reggularly make available to
the publicc information
n about their progress andd successful iinnovations iin
implemen
nting the CLA
AS standards and to provvide public nootice in their communitiees
about the availability of
o this inform
mation.
PRO
OGRAMS & RESOURC
CES:
For a full CLAS report visit:
http:/
//minorityheealth.hhs.govv/assets/pdf/
f/checked/finnalreport.pdff
For a CLAS execuutive summary visit:
http:/
//minorityheealth.hhs.govv/assets/pdf/
f/checked/exxecutive.pdf
 National Action Plaan to Imprrove Heallth Literaccy
Healtth literacy is the
t degree to
o which peop
ple are able too obtain, proocess, and un
nderstand
basic health inform
mation needeed to make health
h
decisioons. Withoutt easily-underrstood
resouurces to makee informed decisions,
d
patiients may miiss out on heelpful treatmeents that can
n
save their
t
lives. A better inforrmed public also
a raises heealth awareneess and can p
positively
affectt health behaaviors. The National
N
Actioon Plan to Impprove Health L
Literacy is a multi-sector
effortt to engage organizations
o
, professionaals, policymakkers, and com
mmunities to
owards a
deliveery system which
w
providees services th
hat are undersstandable andd beneficial tto health andd
qualitty of life.
To Access
A
the Naational Action
n Plan to Im
mprove Healthh Literacy vissit:
http:/
//www.healtth.gov/comm
munication/H
HLActionPlaan/pdf/Heallth_Literacy__Action_Plan
n.
pdf
According to the action plan, there are sevven goals thatt will improvve health literracy. The plaan
suggeests strategiess for achievin
ng them:
1. Develop
p and dissem
minate health and safety innformation tthat is accuraate, accessiblee,
and action
nable.
2. Promotte changes in
n the healthcaare system thhat improve hhealth inform
mation,
communiccation, inform
med decision
n-making, an d access to hhealth servicees.
3. Incorpo
orate accurate, standards--based, and ddevelopmentaally appropriiate health
and sciencce informatio
on and curriccula in child ccare and eduucation through the
university level.
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d local effortss to provide adult educatition, English language
4. Support and expand
instruction
n, and culturally and linguuistically apppropriate heallth informatiion services iin
the comm
munity.
5. Build partnerships, develop
d
guid
dance, and chhange policiees.
6. Increasee basic researrch and the development
d
t, implementaation, and evvaluation of
practices and
a interventtions to imprrove health liiteracy.
7. Increasee the dissemiination and use
u of evidennce-based heaalth literacy p
practices andd
interventio
ons.
PRO
OGRAMS & RESOURC
CES:
Centeers for Diseaase Control an
nd Preventio
on (CDC): H
Health Literaccy Programs by State:
The CDC
C
providees resources that include state and loccal collaborattions, academ
mic,
goverrnment, and non-profit organizations
o
focused on hhealth literaccy. The proggrams are inline with
w the Natio
onal Action Plan
P to Imprrove Health L
Literacy. Too check for H
Health
Literaacy Programss in your statte visit: http:://www.cdc..gov/healthliiteracy/
Centeer for Disease Control an
nd Prevention
n (CDC): Heealth Literacyy Training M
Modules:
The CDC
C
lists maaterials and modules
m
for Health
H
Literaacy Training. To access th
he
comp
prehensive lisst of health liiteracy resourrces visit:
http:/
//www.cdc.ggov/healthlitteracy/GetTrraining.html
For specific
s
heallth literacy training programs from
m the CDC website vissit:
Healtth Literacy fo
or Public Heaalth Professio
onals: U.S. C
Centers for D
Disease Contrrol and
Preveention:
http:/
//www.cdc.ggov/healthlitteracy/GetTrrainingCE.httml
A Phyysician's Pracctical Guide to Culturallyy Competent Care: HHS O
Office of Miinority Health
h:
https://cccm.thin
nkculturalheaalth.hhs.gov/
/
Unified Health Co
ommunicatio
on Course: Health
H
Resourrces and Servvices Adminiistration:
http:/
//www.hrsa..gov/publich
health/health
hliteracy/indeex.html
Univeersity of Min
nnesota School of Public Health:
H
Cultuure and Heallth Literacy M
Modules:
http:/
//cpheo1.sph
h.umn.edu/h
healthlit/#a
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Co
ommuniity Pro
ogramss
 Shared Medical
M
Ap
ppointmen
nts (Group Medical V
Visits)
Sh
hared Medical Appointm
ments (SMA), often knownn as group m
medical appoiintments,
alllows a group
p of patients to see a provvider at the ssame time. T
The provider can address
diiabetes and give
g verbal in
nstruction to the group, aas a whole, innstead of indiividual patien
nt
viisits. In ordeer to participate, patients must sign a confidentialiity waiver andd HIPPA
diisclosure form
m. SMA’s have
h
been sho
own to proviide quality caare and reducce costs.
PRO
OGRAMS
Veteran
V
Affairss (VA) Sharedd Medical Apppointments for Patients with D
Diabetes
This
T manual compiles
c
the VA’s processses to facilitaate Diabetes Shared Meddical
Appointments
A
s. It includes challenges and
a solutionss for conductting group seessions.
Additionally
A
provided
p
in th
he manual arre handouts aabout Diabettes Care ABC
C’s to Better
Health
H
and a Diabetes
D
Acttion Plan.
Source: Departm
tment of Veteraan Affairs
http://www.qqueri.research
h.va.gov/too
ols/diabetes//shared-med--appt.pdf
Resident-Driven
R
n Group Mediccal Visits for Diabetes
D
Mellittus in an Ethnnically Diverse Clinic
Population
P
In
n this study, a family med
dicine residen
nt physician iinitiated grouup medical viisits for
diiabetes mellittus at a familly medicine residency
r
clinnic with the ccooperative h
health care
cllinic format. Patients werre ethnically diverse;
d
mosttly of Asian oor Pacific Isllander
an
ncestry. A registered dietiician was preesent at mostt group visitss, and topics discussed
were
w patient driven.
d
Source: Hawaii Medical Journnal.
http://www.n
ncbi.nlm.nih.gov/pmc/arrticles/PMC33123151/
RESO
OURCE:
Amerrican Associaation of Diab
betes Educato
ors SMA Facct Sheet
http:/
//www.diabeeteseducator.org/export/
/sites/aade/__resources/ppdf/research
h/Shared_Mee
dical_
_Appts_PRA
ACTICE_AD
DVISORY.pd
df
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 Commun
nity Pharm
macies
The Role
R of Com
mmunity Ph
harmacies in
n Diabetes C
Care: Eightt Case Studiies
Katherrine Knapp, Max
M Ray, Anaandi Law, Marrk Okamoto, aand Peter Channg
This report
r
descriibes eight pharmacy-based diabetes caare programss. They are diiverse
geogrraphically and
d serve a wid
de variety of patients:
p
richh and poor, rrural and urbaan, Englishspeakking and prim
marily non-En
nglish speakiing. Althoughh programs oof this type aare not
comm
mon, there is increasing in
nterest in maatching the prrofessional skills.
Sourcee: California Healthcare
H
Fouundation
http:/
//www.chcf..org/publicattions/2005/007/the-role-oof-communiity-pharmaciees-indiabeetes-care-eigh
ht-case-studiees
The Asheville
A
Prroject: Long
g-Term Clin
nical and Ecconomic Ou
utcomes of a
Community Phaarmacy Diab
betes Care Program
P
Carolee W. Cranor, Barry
B
A. Buntting, and Dalee B. Christensenn
The City
C of Ashevville, North Carolina,
C
beggan efforts too provide eduucation and h
health
servicces for emplo
oyees with ch
hronic condittions, such as diabetes. E
Employees w
were given
educaation through
h the Mission
n-St. Joseph’s Diabetes annd Health Edducation Cen
nter and weree
then teamed
t
with community pharmacists to ensure medications w
were taken corrrectly.
Pharm
macists develloped thrivin
ng healthcare services whiich let to parrticipant’s im
mproved A1C
C
levelss, total health
h care costs, and
a fewer sicck days.
Sourcce: America
an Pharmaciists Associattion Foundattion
http:///www.pharm
macist.com/A
AM/Templaate.cfm?Sectiion=Ashevillle_Project
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Sch
hool-ba
ased Pr
rogram
ms
 NEEMA:: A Schooll-Based Diiabetes Riisk Preven
ntion Program
Designed
d for Africaan-Americcan Childrren
NE
EEMA is a scchool-based diabetes
d
prevvention progrram for Africcan-Americaan children.
NE
EEMA is imp
plemented viaa four social networks—cclassroom (H
Health and Ph
hysical
Eduucation Classs), after school (Health Club), home ((Family Fun F
Fair) and sch
hool cafeteriaa
(Fo
ood Service Program).
P
Sam
mple teacher and student manuals for a NEEMA pprogram cann be found on
n the Social
and
d Health Reseearch Centerr’s Website. It
I includes cuurriculum, maanuals, and aactivities for:
first grade throuugh eighth grade; cafeteriaa manual; phhysical educattion games an
nd activities;
and
d family proggrams.
Souurce: Social andd Health Reseaarch Center
Forr access to materials:
m
http
p://sahrc.orgg/products.pphp
 Diabetes Education
n in Tribaal Schools (DETS)
Diabeetes in Triball Schools Pro
ogram is desiigned to incrrease American Indian an
nd Alaska
Nativve students understandingg of health, diabetes,
d
and maintaining life in balancce. The
DETS Project is part
p of a natiional effort to
o decrease thhe incidence and improvee the care of
type 2 diabetes am
mong Americcan Indian an
nd Alaska Naatives (AI/AN
N). Using a m
multidiscip
plinary appro
oach, the DETS Project iss a K - 12 cuurriculum thaat consists off units that
incorp
porate Natio
onal Science Education
E
Sttandards, Inqquiry-Learninng (5E modeel), and
AI/A
AN cultural an
nd communiity knowledgge.
Sourcee: Diabetes Edducation in Tribbal Schools, National
N
Instituute of Diabetes Digestive and Kidney Diseasses
http:/
//www3.nidd
dk.nih.gov/ffund/other/d
dets/index.hhtm
To acccess the DE
ETS Curriculuum:
http:/
//www3.nidd
dk.nih.gov/ffund/other/d
dets/currsuppplements.htm
m
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diabe
etes Sup
pport P
Progra
ams
Patien
nts with diab
betes are taskked with the challenge
c
of m
managing insulin, medicaations,
nutrittion choices, and physicall activity. Sh
haring the expperience withh others can make diseasee
manaagement less difficult. Byy interacting with
w peers, ddiabetics can exchange kn
nowledge andd
proviide support th
hrough undeerstanding an
nd empathy. The followinng are samplle programs
which
h can providee peer suppo
ort for those with
w diabetess.
 Project POWER
Project POW
WER is a faitth-based pro
ogram targetinng the Africaan American community..
Project POW
WER provides churches with
w a founddation for inttegrating diab
betes
awareness messages
m
and
d healthy livin
ng tips into thhe life of thee family and cchurch. It
engages the church in a variety
v
of yeaar-round actiivities that prrovide lesson
ns which
improve thee health of ch
hurch membeers living witth diabetes, ttheir families and the
greater com
mmunity as weell.
Source: Projeect Power
http://www
w.diabetes.orgg/in-my-com
mmunity/proograms/africaan-american-programs/p
project-powerr.html
 DiabetesS
Sisters
DiabetesSistters is a natio
onal 501(c)(3) non-profit health organnization whose mission iss
to improve the health an
nd quality of life of womeen with, and those at riskk of
developing diabetes
d
and to advocate on their behhalf. The orgaanization’s kkey initiatives
include the orange:
o
will campaign,
c
SisterMatch Prrogram, sisteerTALK Bloggs, the
Women’s Fo
orum, Ask th
he Experts Column,
C
locall Meetups annd the Annuaal Weekend
for Women Conference..
Source: DiabbetesSisters
http://www
w.diabetessistters.org/
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