Author Information
Mariajose Velasco Burgos, Utah State University, United StatesAbstract
Background:
Immigrant communities in Utah experience persistent barriers to education, healthcare, and workforce entry due to language, immigration status, and systemic exclusion. Community Health Worker (CHW) certification programs are key to addressing these inequities through culturally grounded education and professional development. Utah State University (USU) Extension sought to expand CHW training for Spanish-speaking and refugee populations with limited formal education and competing work or caregiving responsibilities.
Methods:
Between 2020 and 2023, USU Extension, in partnership with the Utah Department of Health and Human Services and the Utah Community Health Worker Association (UCHWA), restructured the CHW program to include flexible, inclusive delivery models. The curriculum was delivered via Zoom and supported by WhatsApp to improve accessibility, engagement, and real-time communication. Cohorts reflected participants’ linguistic and cultural identities. Instruction was bilingual, paced for working adults, and included new modules on trauma-informed care, healthcare navigation, and mental-health awareness.
Results:
The 2023–2024 Spanish-language cohort achieved the highest retention and graduation rates among all Extension-led groups. Over 120 participants—100 Spanish-speaking and 20 Native American—completed certification, representing 25% of Utah’s CHW graduates. Participants reported greater confidence, motivation to pursue further education, and a strengthened sense of belonging.
Conclusion:
This model shows that culturally inclusive, flexible, and community-led programming can expand access to professional training for underserved adults. Integrating bilingual instruction and accessible technology fosters sustained engagement, advancing workforce inclusion and community leadership among immigrant populations in Utah.
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