Behavioral and Mental Wellbeing in Indigenous Communities: A Protocol for Developing an Educational Program for Nurses, Community and the Health Care Workforce Serving Indigenous Communities

Background/Objective: The Behavioral and Mental Wellness in Indigenous Communities (BMWIC) education program was created to address mental health (MH) resource gaps in the Fort Belknap Community (FBC). Designed to enhance MH literacy, task-shifting capacity, and MH care coordination skills, the FBC partnered with Johns Hopkins School of Nursing (JHSON) to co-develop a culturally aligned MH training program. This protocol outlines the development of the BMWIC curriculum. Methods: Steps 1–5 of the 6-step Collaborative Participatory Adaptation Model (CPAM) guided the development of the BMWIC, including collaboration, review of evidence-based models, cultural adaptation of materials, and the creation of a robust evaluation plan to be conducted. Four courses were ultimately developed on: historical trauma, culturally informed MH screening and care, risk and protective factors and health-related Tribal, state and federal legal jurisdiction in American Indian and Alaska Native (AI/AN) communities. Discussion: The BMWIC development process serves as a prime example of translating community priorities into an educational intervention through a combination of best practices in health science education with Indigenous ways of knowing (IWK). Targeted training and task shifting, such as through the BMWIC, may have the potential to expand MH-related knowledge and strengthen the capacity of community health systems to identify psychological and behavioral concerns early, coordinate care more effectively, and improve access to MH care and resources at the community level. Conclusions: This protocol may be useful for academic-community partnerships creating culturally informed educational programs across disciplines and specialties in service to Indigenous communities. The next steps will involve piloting and evaluating the curriculum and collaborating with healthcare organizations to determine sustainable pathways for scaling the BMWIC where it is most needed.

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Publication Details

Journal
Nursing Reports
Published
2026-07-28
DOI
https://doi.org/10.3390/nursrep16080260
Primary Topic
Indigenous Health, Education, and Rights
Type
article
Field-Weighted Citation Impact
0.00
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article

Behavioral and Mental Wellbeing in Indigenous Communities: A Protocol for Developing an Educational Program for Nurses, Community and the Health Care Workforce Serving Indigenous Communities

Karan Kverno, Rita D’Aoust, Katie E. Nelson, Michelle Kahn‐John et al.
Nursing Reports
Indigenous Health, Education, and Rights
article

Behavioral and Mental Wellbeing in Indigenous Communities: A Protocol for Developing an Educational Program for Nurses, Community and the Health Care Workforce Serving Indigenous Communities

Karan Kverno, Rita D’Aoust, Katie E. Nelson, Michelle Kahn‐John, Brinda Sivaramakrishnan, Mina Kazemi, Jessica Meese, J Williams, Nora Bambrick, Tamar Rodney, Lisa Dickson, Julie Nanavati, Joshuaa Allison-Burbank, Deserae Kill Eagle, Teresa Brockie
article en

Abstract

Background/Objective: The Behavioral and Mental Wellness in Indigenous Communities (BMWIC) education program was created to address mental health (MH) resource gaps in the Fort Belknap Community (FBC). Designed to enhance MH literacy, task-shifting capacity, and MH care coordination skills, the FBC partnered with Johns Hopkins School of Nursing (JHSON) to co-develop a culturally aligned MH training program. This protocol outlines the development of the BMWIC curriculum. Methods: Steps 1–5 of the 6-step Collaborative Participatory Adaptation Model (CPAM) guided the development of the BMWIC, including collaboration, review of evidence-based models, cultural adaptation of materials, and the creation of a robust evaluation plan to be conducted. Four courses were ultimately developed on: historical trauma, culturally informed MH screening and care, risk and protective factors and health-related Tribal, state and federal legal jurisdiction in American Indian and Alaska Native (AI/AN) communities. Discussion: The BMWIC development process serves as a prime example of translating community priorities into an educational intervention through a combination of best practices in health science education with Indigenous ways of knowing (IWK). Targeted training and task shifting, such as through the BMWIC, may have the potential to expand MH-related knowledge and strengthen the capacity of community health systems to identify psychological and behavioral concerns early, coordinate care more effectively, and improve access to MH care and resources at the community level. Conclusions: This protocol may be useful for academic-community partnerships creating culturally informed educational programs across disciplines and specialties in service to Indigenous communities. The next steps will involve piloting and evaluating the curriculum and collaborating with healthcare organizations to determine sustainable pathways for scaling the BMWIC where it is most needed.

Nursing ReportsVol. 16(8)
Johns Hopkins University (US), Johns Hopkins Medicine (US)
Quality Education
Openalex Percentile: Top 6%
Indigenous Health, Education, and Rights
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