Nguyen-Truong Connie K Y, Leung Jacqueline, Micky Kapiolani
Washington State University College of Nursing in Vancouver, Washington, United States.
Micronesian Islander Community and Oregon State University, College of Public Health and Human Sciences in Global Health, United States.
Asian Pac Isl Nurs J. 2020;5(2):73-88. doi: 10.31372/20200502.1086.
The purpose of this innovative capacity building pilot project was to develop, implement, and evaluate a nine-workshop curriculum, , 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. Community-based participatory research and Popular Education tenets and reflection were used as a guide in the development of the 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. 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. Key elements of the 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.
这个创新能力建设试点项目的目的是开发、实施和评估一个由九个工作坊组成的课程，为社区和学术伙伴在密克罗尼西亚岛民社区开展社区组织工作做好准备。该伙伴关系的目的是建立团队领导力和研究能力，为在医疗保健和学校系统中实施变革奠定基础。通过实践学习的方法，合作有助于确保获得共同领导权，从而实现一种具有文化响应性的方法来建立可持续的伙伴关系。基于社区的参与性研究以及大众教育原则和反思被用作课程开发的指导。在一年的时间里举办了九个工作坊（八个工作坊每次两小时，一个工作坊三小时）。社区和学术伙伴共同制定了学习目标、能力建设主题、体验式活动以及关于优势和改进领域的评估。该伙伴关系包括七名密克罗尼西亚岛民家长领袖，他们是来自广大社区的居民；密克罗尼西亚岛民社区组织，包括执行董事，他是一名社区主要研究员和认证社区卫生工作者；一名密克罗尼西亚岛民认证社区卫生工作者工作人员；以及来自华盛顿州立大学的学术主要护士研究员和另一名学术护士研究员。每次工作坊有五到十名伙伴参加，平均为八人，其中平均有五名密克罗尼西亚岛民家长领袖参加。密克罗尼西亚岛民社区组织的社区伙伴和学术主要护士研究员共同主持了四个工作坊。密克罗尼西亚岛民社区组织的社区伙伴和密克罗尼西亚岛民家长领袖分别主持了两个工作坊；学术护士研究员伙伴主持了一个工作坊。我们确定了三个主要主题：最初害羞谦逊的密克罗尼西亚岛民家长领袖通过参与转变为有话语权的人；团结——来自不同岛屿和学术界；以及需要更多地向密克罗尼西亚岛民进行外展。该课程的关键要素可能适用于其他社区和学术伙伴关系。具有文化响应性的研究不仅仅是开展一项研究的过程。这需要持续投入以建立和维持真实的伙伴关系，以便与密克罗尼西亚岛民社区进行研究。
