Nguyen-Truong Connie Kim Yen, Fritz Roschelle L, Lee Junghee, Lau Christine, Le Cang, Kim Jane, Leung Holden, Nguyen Thai Hien, Leung Jacqueline, Le Tuong Vy, Truong Anthony M, Postma Julie, Hoeksel Renee, Van Son Catherine
College of Nursing in Vancouver, Washington State University, Vancouver, WA, USA.
School of Social Work, Portland State University, Portland, OR, USA.
Asian Pac Isl Nurs J. 2018;3(4):126-138. doi: 10.31372/20180304.1030.
The voice of diverse communities continues to be minimal in academic research. Few models exist for education and training of new research topics and terminology and building partnership capacity in community-engaged research. Little is known about integrative education and training when building participatory research partnerships for sustainability and developing trust and rapport. Community partners at an Asian community-based health and social services center in a large metropolitan area wanted to explore the cultural context of a health-assistive smart home that monitors and auto-alerts with changes in health. With historical and recent rising trends in culturally insensitive research in several diverse communities, the concept of technology-enabled monitoring in the privacy of one's home brings uncertainty. Academic nurse researchers and community partners co-created a culturally safe integrative education and training curriculum, the Interactive CO-learning for Research Engagement and Education (I-COREE). The purpose was to design, implement, and evaluate the curriculum to respond to the community partners' needs to create a culturally safe space through an integrative education and training to facilitate building partnership capacity for research engagement including developing trust and rapport and addressing uncertainties in health-assistive technologies. Popular education tenets informed the curriculum. Twelve academic and community partners participated, four were team teachers who co-led the session. Implementation of the experiential, multimodal co-learning activities were conducted within ahalf-day. The curriculum evaluation indicated that it helped bridge critical conversations about partners' fears of the unknown, approach culturally sensitive topics safely, and trust and rapport. Key elements may be translatable to other partnerships.
不同社区的声音在学术研究中仍然很少被听到。关于新研究主题和术语的教育与培训以及在社区参与研究中建立伙伴关系能力的模式很少。在建立参与性研究伙伴关系以实现可持续性以及建立信任和融洽关系时，对于综合教育和培训知之甚少。在一个大都市地区的一家以亚洲社区为基础的健康和社会服务中心，社区伙伴们希望探索一个健康辅助智能家居的文化背景，该智能家居可以监测健康状况并在健康状况发生变化时自动发出警报。鉴于在几个不同社区中，文化上不敏感的研究在历史上和最近都呈上升趋势，在个人家中进行技术监控的概念带来了不确定性。学术护士研究人员和社区伙伴共同创建了一个文化安全的综合教育和培训课程，即研究参与和教育的互动共同学习（I-COREE）。目的是设计、实施和评估该课程，以满足社区伙伴的需求，即通过综合教育和培训创造一个文化安全的空间，以促进建立研究参与的伙伴关系能力，包括建立信任和融洽关系以及解决健康辅助技术中的不确定性。大众教育原则为该课程提供了指导。十二位学术和社区伙伴参与其中，四位是共同主持课程的团队教师。体验式、多模式的共同学习活动在半天内完成。课程评估表明，它有助于就伙伴们对未知的恐惧展开关键对话，安全地探讨文化敏感话题，以及建立信任和融洽关系。关键要素可能适用于其他伙伴关系。
