Intercultural Communication Workshop

描述（由申请人提供）：自第二次世界大战以来，美国在各级医疗保健系统中越来越依赖外国出生的医疗保健提供者。今天，110万移民占美国所有医疗保健提供者的13%。（Paral，2004年）。外国出生的从业者，无论是在美国还是在国外接受教育，都面临着巨大的挑战，以适应美国语言，文化和医疗保健实践的差异（Doutrich，2001; McMahon，2004; Yi & Jezewskii，2000; Xu & Davidhizar，2004）。我们建议开发一种多媒体教育工具，将整合语言，文化和美国的教学。医疗保健实践，以提高外国出生的医疗保健提供者的整体沟通能力。跨文化交流研讨会（1C研讨会）将提供提高可理解性，词汇，沟通技巧和美国知识的策略。教学将嵌入临床场景中，并通过演示和实践的交互音频/视频模拟来丰富。随着学习者需求的变化，1C研讨会可以重新审视，对交际能力的综合评估将使用户能够设定学习目标并衡量他们的进步。沟通能力基线评估（BACC）将根据母语、英语使用年限、在医疗保健系统的就业水平以及在四个教学维度上的表现生成用户档案，这将指导用户在第二阶段进行有针对性的教学。基于计算机的研讨会可以作为正式课程和方向计划的辅助手段，也可以作为自定进度的教学。讲习班将在课程结束后提供持续的实践和强化机会。外国出生的雇员、雇主、教育工作者和专业协会将为1C工作室提供相当大的市场。在第一阶段，我们将开发和现场测试多媒体BACC和第一个语音清晰度模块。第一阶段的评估和模块将针对菲律宾护士，这是外国出生的卫生保健劳动力中最大的部分之一。我们还将开发用于从BACC创建用户配置文件的软件，以及用于基于规则的分支的软件，这些分支将引导用户到第二阶段的相关指令。我们的第一阶段的目标是证明的可行性，基于计算机的评估交际能力，并建立初步的结构效度的BACC。

DESCRIPTION (provided by applicant): In the years since World War II, the U.S. has grown increasingly dependent on foreign-born health care providers at all levels of the health care system. Today 1.1 million immigrants account for 13 percent of all health care providers in the U.S.(Paral, 2004). Foreign-born practitioners, whether educated in the U.S. or abroad, face tremendous challenges adjusting to differences in language, culture and healthcare practices in the U.S. (Doutrich, 2001; McMahon, 2004; Yi & Jezewskii, 2000; Xu & Davidhizar, 2004). We propose to develop a multi media educational tool that will integrate instruction in language, culture, and U.S. healthcare practices to improve the overall communicative competence of foreign-born health care providers. The Intercultural Communication Workshop (1C Workshop) will provide strategies for improving intelligibility, vocabulary, communication skills, and knowledge of U.S. culture as it shapes health care. Instruction will be embedded in clinical scenarios and enriched with audio/video simulations of interactions for demonstration and practice. The 1C workshop can be revisited over time as learners' needs change and an integrated assessment of communicative competence will allow users to set learning goals and measure their progress. The Baseline Assessment of Communicative Competence (BACC) will generate user profiles based on native language, years speaking English, level of employment in the health care system, and performance on the four dimensions of instruction which will direct users to targeted instruction in Phase II. The computer-based workshop can be used as an adjunct to formal courses and orientations programs or stand alone as self-paced instruction. The workshop will provide ongoing opportunities for practice and reinforcement when courses have been completed. Foreign-born employees, employers, educators, and professional associations will make up a sizable market for the 1C Workshop. In Phase I we will develop and field test the multimedia BACC and the first module on speech intelligibility. The Phase I assessment and module will target Filipino nurses, one of the largest segments of the foreign-born health care labor force. We will also develop software for creating user profiles from the BACC and for rule-based branching that will direct users to relevant instruction in Phase II. Our Phase I goals are to demonstrate the feasibility of a computer-based assessment of communicative competence and establish preliminary construct validity of the BACC.