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2017 NAPCRG Annual Meeting

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P423 An Innovative Navigator Training Program in Primary Care

Darene Toal-Sullivan, PhD; Francois Chiocchio; Alain Gauthier, PhD; Denis Prud'Homme; Manon Lemonde; Lisa Dolovich, PharmD, BScPharm, MS; Simone Dahrouge, PhD

11/20/17 10:45 AM - 11:45 AM Sq Dorchester & Parc Mount Royal ABC

Context The Access to Resources in the Community (ARC) project introduces a lay navigator into primary care (PC) practices to support patients with social complexities to overcome barriers to access community health resources. This is a new role in PC practices. The educational preparation for navigators varies in the literature and curricular decisions about program development are often not clearly articulated. The ARC team implemented a rigorous approach to the curricular design process based on educational theory and a competency-based approach. Objective To establish and evaluate a training program for lay navigators working in primary care. Design The program was informed by the literature and stakeholder consultation, and modelled after volunteer training from the McMaster Health TAPESTRY Program. A curriculum mapping activity was undertaken to determine lay navigator roles in PC care and alignment with key competencies. The applied skills and knowledge related to each competency were identified with corresponding training content and assessment strategies. Setting A hybrid learning approach comprised of face-to-face (F2F), e-learning, and community mentorship to train and support navigators working in PC practices. Participants Patient navigators, ARC project members, content experts. Intervention The ARC Navigator Training Program applied social constructivist teaching strategies in which participants were actively engaged in group interaction, role playing, problem-solving, case-based learning, and reflection. Educators with content expertise, and experienced navigators facilitated learning. Main Study Outcome Learner assessment strategies included surveys, case studies, observation, and portfolios. Results Training outcomes indicated attainment of the desired navigator competencies, and application of learning to practice. Conclusions A comprehensive navigator training program was implemented and evaluated based upon sound pedagogical principles. Building upon evidence and prior knowledge of the Health TAPESTRY program was integral to situate the curriculum content in PC. With knowledge gained from the ARC project implementation, we can expand this training program for broader application, making it available in French and English.