Background/Aim: To understand the barriers and enablers to providing cardiovascular disease (CVD) and stroke prevention education to culturally and linguistically diverse (CALD) communities.
Methods: One-on-one semi-structured interviews were conducted with cardiovascular and stroke clinicians and key stakeholders via Zoom. Interviews were audio recorded and transcribed verbatim. Data were analysed in NVivo 14 using deductive thematic analysis guided by the COM-B framework for behaviour change.
Results: In total, 13 interviews were conducted with 7 clinicians and 6 stakeholders from the Heart/Stroke Foundation and Multicultural Health in Western Sydney lasting on average 48 minutes (range 35 to 71) in duration. Four key themes were identified: Complexities of providing education, Timing of education, Content and delivery methods and Factors related to provision and uptake of education. The participants highlighted the importance of accounting for factors such as health literacy, cultural nuance, and health beliefs when providing information. They also stressed that the content is simple, evidence-based, and culturally relevant is as or more important than word-for-word translations. Including images, videos, and storytelling also enhances uptake and understanding. The lack of available interpreters, clinicians that are culturally congruent or confident in cross-cultural communication, English language, culturally relevant translated resources were some of the barriers to the effective delivery of education to CALD communities.
Conclusion: Reducing barriers and increasing use of enablers may improve the provision of education aiming to prevent CVD and stroke among CALD communities.