Morton Jennifer
Department of Nursing, Physician Assistant Program, Graduate Programs in Public Health, University of New England, Portland, ME, USA.
Work. 2012;41(3):303-12. doi: 10.3233/WOR-2012-1297.
This paper describes a model for interprofessional and transcultural learning established by the author and supported by the University of New England and Ghana Health Mission, Inc. The model for interprofessional immersion in cultural settings represents a guiding framework predicated on a conceptual "brick and mortar" process for building cultural proficiency among individuals and within teams. It encompasses social, clinical and behavioral components (brick) and personal desire, cultural humility and values (mortar). The ``bounty'' aspect of the model is achieved by way of successful student learning outcomes, positive interprofessional and community-based collaborations, and finally, and to be measured over time, favorable patient and population (programmatic) outcomes.
In partnership with the Ghana Health Mission, Inc and local community health workers, students and faculty from a range of health professions took part in a cultural-clinical experience known as Transcultural Immersion in Healthcare. The goal of the experience was to advance cultural proficiency and knowledge through intensive cultural immersion. An urban setting in Ghana, located in West Africa served as the setting for this unique experience.
The transcultural immersion in healthcare experience achieved its ``bounty'' as seen in the enhanced cultural proficiency of students and faculty, seamless interprofessional communication and collaboration, and provision of primary care and related services to patients and the Ghanaian community. Future research is in development to test the Model for Interprofessional Immersion in Cultural Settings (MIICS) in a variety of other settings and with a cross section of health disciplines.
本文描述了一种由作者建立并得到新英格兰大学和加纳卫生使命公司支持的跨专业和跨文化学习模式。这种在文化环境中进行跨专业沉浸式学习的模式代表了一个指导框架，其基于一个概念性的“砖石”过程，旨在培养个人和团队的文化能力。它涵盖社会、临床和行为成分（砖）以及个人意愿、文化谦逊和价值观（灰浆）。该模式的“收获”方面是通过学生的成功学习成果、积极的跨专业和基于社区的合作来实现的，最终，随着时间的推移进行衡量，还包括良好的患者和人群（项目）成果。
与加纳卫生使命公司和当地社区卫生工作者合作，来自一系列卫生专业的学生和教师参与了一项名为“医疗保健中的跨文化沉浸式体验”的文化临床体验。该体验的目标是通过强化文化沉浸式体验来提高文化能力和知识。位于西非的加纳一个城市环境成为了这种独特体验的场所。
医疗保健中的跨文化沉浸式体验实现了其“收获”，体现在学生和教师文化能力的提高、跨专业沟通与合作的无缝衔接以及为患者和加纳社区提供初级保健及相关服务。未来的研究正在开展，以在各种其他环境中并针对不同卫生学科的横截面测试文化环境中的跨专业沉浸式学习模式（MIICS）。
