Interactive CO-learning for Research Engagement and Education (I-COREE) Curriculum to Build Capacity Between Community Partners and Academic Researchers

Self Cite

Background: The purpose of this innovative capacity building pilot project was to develop, implement, and evaluate a nine-workshop curriculum, Rekki Lemnak [Thinking of] Parent Leadership, to prepare community and academic partners for community organizing within the Micronesian Islander community. The purpose of the partnership was to build team leadership and research capacity to lay a foundation for implementing a change in healthcare and school systems. Working collaboratively helped ensure access to shared leadership through the learning by doing approach, enabling a culturally responsive method to build a sustainable partnership. Approach: Community-based participatory research and Popular Education tenets and reflection were used as a guide in the development of the Rekki Lemnak [Thinking of] Parent Leadership curriculum. Nine workshops (two hours for eight workshops and three hours for one workshop) were held over a period of a year. Community and academic partners developed the learning objectives, capacity building topics, experiential activities, and an evaluation on the strengths and areas for improvement. The partnership consisted of seven Micronesian Islander parent leaders who are residents from the community at large, the Micronesian Islander Community organization including the Executive Director who is a community primary researcher and certified community health worker, and a Micronesian Islander-certified community health worker staff member, and the academic primary nurse researcher and another academic nurse researcher from Washington State University. A range from five to 10 partners with an average of eight attended the workshops, of which an average of five Micronesian Islander parent leaders attended the workshops. Community partners from the Micronesian Islander Community organization and the academic primary nurse researcher co-led four workshops. Community partners from the Micronesian Islander Community organization and MI parent leaders led two workshops respectively; academic nurse researcher partners led one workshop. Outcomes: We identified three main themes: initially shy and humble MI parent leaders who through their participation transformed to empowered voices, togetherness—coming from different Islands and academia, and the need for more outreach to Micronesian Islanders. Conclusions: Key elements of the Rekki Lemnak [Thinking of] Parent Leadership curriculum may be translatable to other community and academic partnerships. Culturally responsive research is more than a process in conducting a study. This requires an ongoing investment to establish and sustain authentic partnerships to conduct research with MI communities.

Section: Designmentioning

confidence: 99%

Development of a Culturally Specific Leadership Curriculum through Community-Based Participatory Research and Popular Education

Nguyen-Truong

Leung

Micky

2020

Self Cite

“…There are historical and rising trends with culturally insensitive research methodologies, interactions, and implementations of projects in several diverse communities (Bozzo, Bali, Evaniew, & Ghert, 2017;Centers for Disease Control and Prevention, 2015;Li et al, 2018;Pobutsky, Buenconsejo-Lum, Chow, Palafox, & Maskarinec, 2005;Skloot & Turpin, 2010). Trust, rapport, and safety in dialogues are important for sustainable relationships with communities of color who have suffered historical trauma (Nguyen-Truong, Closner, & Fritz, 2019;Nguyen-Truong et al, 2018). To understand community perspective from a culturally sensitive lens and to build dialogue for community-driven action planning and solutions, academic partners must build rapport and trust within the community.…”

Section: Building Safe Didactic Dialogues For Action Model: Mobilizinmentioning

confidence: 99%

“…We used Popular Education tenets (i.e., empowerment) to be culturally sensitive to the human experience (Wiggins, 2012). Tenets included the following: learning with our heads (i.e., cognitive), hearts (i.e., affective), and bodies (i.e., psychomotor); creating an open and trusting environment for learning where community and academic partners can share their perspectives and experiences; promoting equality between partners as stakeholders; validating knowledge acquired through life experience is equally important as knowledge acquired through formal education; actively participating in learning; and using artistic teaching as important tools for mobilizing community (Nguyen-Truong et al, 2018;Wiggins, 2012). Group reflection of the MI parent leaders, community partners from the Micronesian Islander Community (MIC) organization, and academic nurse researchers (collectively referred to as partners) occurred throughout Building Safe DDA model and was used for evaluation of the group interaction and responses regarding the utility of this educational method.…”

Section: Designmentioning

confidence: 99%

Untitled

2020

Background: Despite mandates by the United States (U.S.) government to ensure the inclusion of women and minorities in federally funded research, communities of color continue to participate less frequently than non-Latinx Whites. There is limited research that examines maternal health outcomes and early childhood resources. Pacific Islanders (PI) have grown substantially in a county in the Pacific Northwest region of the U.S. (from 4,419 to 9,248, of which 52% are female). About 62.7% of PI women are not accessing prenatal care in the first trimester, and this is substantially higher than the national target of 22.1%. Researchers found that PI children are leaving school to take care of family obligations. The purpose of the educational innovative project, Building Safe Didactic Dialogues for Action model, was to respond to Micronesian Islanders (MI) parent leaders' need to feel safe and to build a close kinship to encourage dialogue about difficult topics regarding access and utilization of early education systems and prenatal/perinatal health for community-driven model for action planning and solutions. Approach: Popular education tenets were used in the project to be culturally sensitive to the human experience. The MI community health worker outreached to MI parent leaders in an urban area in the Pacific Northwest region of the U.S. Eight partners participated in this project: parent leaders from the MI community-at-large, community partners from the MI Community organization, and academic nurse researchers. Didactic dialogues lasted two hours per session for four. Topics included: collaborative agreements, MI parent leaders' identified needs and existing resources regarding preschool and immunization, parent-child relationship (stress and trauma, adverse childhood experiences), and MI experience regarding prenatal care access and postpartum depression. Group discussion on reflection was used to evaluate utility. Outcomes: Building Safe Didactic Dialogues for Action model was foundational via mobilizing community with MI, trust and rapport building, and engaging in a safe and courageous space for dialogues for action planning and solutions as community and academic partners as stakeholders. Conclusion: Many previously unspoken issues such as abuse, language, and cultural beliefs including barriers were openly shared among all partners. Dynamic thoughts towards identifying needs for change and then planning steps toward creating positive change created an atmosphere of empowerment for change.

“…Today this is made far easier than in the past, due to the internet. If surveys on e-learning are administered to culturally and linguistically diverse populations, academic researchers must first establish a relationship of trust and rapport with community partners that supports a safe space for communication (Nguyen-Truong et al, 2018). As a result, special designations of e-learning courses could be made available according to these health professionals' needs (Vaona et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Nurses’ Attitudes Toward Lifelong Learning via New Technologies

Rodríguez

Taxtsoglou

Iliadis

et al. 2020

Introduction: Lifelong professional education is considered as a qualitative indicator in the health discipline, as it can improve health professionals’ knowledge and skills, as well as nursing care. Purpose: The purpose of this original research is to examine and record the attitudes and behavior of nurses working in state-run hospitals in the Municipality of Thessaloniki regarding lifelong education through new technologies. Identification of nurses’ motivations for lifelong distance education, recording of nurses’ perception of the need for continuing nursing education, and determining how nurses pursue lifelong learning are the objectives of this study. Methodology: The study was conducted between January and March 2019. The sample of the study consisted of 124 nurses (n = 124) from three state hospitals of the Municipality of Thessaloniki. A questionnaire consisting of 5 parts was used as a research tool. SPSS 23 statistical software platform was used for statistical analysis. Results: The sample consisted of 124 participants, 12 were men and 112 were women. The mean age of the participants was 42.37 years and the mean experience in the field was 16.78 years. Two main reasons for continuing education were attributed to the upgrade of the nursing profession and the need to improve the quality of care provided. Conclusions: Nurses believe that continuing education is essential and their professional knowledge must periodically be enriched and renewed.