Maximizing Immigrant and Refugee Health: A community-partnered approach

西区社区卫生服务(WSCHS)的研究目标 WSCHS将主要负责培训活跃的社区学者和 为他们与准备好的研究人员会面提供便利。这些措施包括： 目标1：建立一个流程来创建活跃的社区成员和准备好的研究人员。 目标1a。推动活跃社区(培训活跃社区(TAC)学者) 有需要/有兴趣提出问题的拉丁裔、苗族和索马里社区代表 关于他们社区的健康问题，回答将被招募参加该计划。我们的目标是 培养一小批活跃的社区学者，他们可以提出与健康有关的研究问题 对他们的社区或社区组织具有重要意义的人，清楚地阐明他们对其 社区的兴趣和需求，并与研究人员有效合作，产生能够 提供商回答他们的问题。PMT将制定标准来识别九个人(每个人三个 社区)成为TAC学者。少数民族社区组织领导人将提名人员担任TAC 学者和9人将从提名者中招募。这些人可能会参与社区活动。 组织、宗教机构或企业，或者可能是没有特定从属关系的社区积极分子。 虽然参与者不会被要求在项目开始时确定研究问题， 他们将被要求有一个感兴趣的领域，并对参与研究持开放态度。此外，他们还 必须精通英语，了解他们的社区，愿意并致力于两年 程序。我们预计参与者将从多种族群体中受益；他们将了解群体 在多元文化环境中的过程；从其他人那里了解在健康问题上的成功和挑战 难民和移民群体；并可能建立跨社区的伙伴关系。 项目管理团队将起草一份初步课程，以吸引9名参与者参与 CBPAR的原则。培训前将开始与所有TAC学者进行半结构化面试 评估对研究的看法、研究经验和教学培训的优先领域。 这些信息将被用来进一步完善课程，确保最终的方法灵活地 适应参与者的初始目标、不断发展的需求和发展中的研究兴趣领域。作为一种 最初的练习参与者将作为一个小组工作，以建立小组流程的规则和指南，所有 参与者将被要求遵守，包括参与、出席、使命声明和核心目标 为了这次体验。该小组将在三个月的时间里每月聚会两次，进行教学和体验课程。 由项目管理团队、UMN研究人员(应TAC学者要求的主题)介绍，以及 其他社区成员。指导性和经验性的主题将包括：回顾/和练习 关于移民和难民社区的卫生统计、优先事项的确定、研究和研究 企业、团体动态流程(共享领导、沟通策略、冲突解决、 合作规划)和TAC学者在最初的目标设定会议上确定的其他感兴趣的主题。 与CBPAR进程一致，36每届会议结束时都将讨论 这次会议的成功既体现在交谘会学者对参与的舒适度，也体现在会议的成功 会议目标。实现充分参与和会议目标的障碍将由 记录者和领导人将试图在下次会议之前解决这些问题。这些项目的目标是 讨论首先是为了举例说明关于小组过程的讨论对会议是多么重要 合作目标和培训TAC学者使用这些技术；第二，允许领导者改进 课程，以更好地满足学员的需求。参与者将完成一些研究任务，这些任务 开发CBPAR中经常使用的技能。这些将包括定义如何将他们的目标重述为半结构化 面试问题将被用来评估成功的课程开发和 在授课环节结束时实施。额外的练习将包括表演三到四次 主要线人与社区领导人或其他感兴趣的个人进行访谈，以收集更广泛的数据 关于他们研究领域的社区意见。一旦他们的研究主题确定，他们将与 讲师将想法提炼成资产和需求的陈述，作为讨论的基础 在项目的下一个阶段，他们确定一个以大学为基础的研究伙伴。

Research Objectives for Westside Community Health Services (WSCHS) WSCHS will have primary responsibility for the aims that involve training activated community scholars and facilitating their meetings with the prepared researchers. These include the following: Aim 1: Build a process to create activated community members and prepared researchers. Aim 1a. Promotion of Activated Community (Training Activated Community (TAC) Scholars) Latino, Hmong, and Somali community representatives who have a need/interest in having questions regarding their community's health answered will be recruited to participate in the program. The goal is to create a small cadre of activated community scholars who can generate health-related research questions of importance to their community or community organizations, clearly articulate their interpretation of their communities' interests and needs, and work effectively with researchers to generate research projects that can provider answers to their questions. The PMT will develop criteria to identify nine individuals (three from each community) to be TAC Scholars. Leaders in ethnic community organizations will nominate people to be TAC scholars and nine will be recruited from the nominees. These individuals may be involved in community organizations, religious institutions, or businesses, or may be community activists without specific affiliations. While the participants will not be required to have a research question identified at the start of the program, they will be asked to have an area of interest, and be open to participating in research. Furthermore, they must be proficient in English, knowledgeable about their community, and be willing and committed to the twoyear program. We anticipate that participants will benefit from a multiethnic group; they will learn about group process in a multicultural environment; learn about successes and challenges in health issues from other refugee and immigrant groups; and may create cross-community partnerships. The project management team will draft a preliminary curriculum to engage the nine participants around principles of CBPAR. Semi-structured interviews will be initiated with all TAC Scholars prior to the training sessions to assess perceptions of research, experiences with research, and priority areas for didactic training. This information will be used to further refine the curriculum ensuring that the final approach is flexible to accommodate participants' initial goals, evolving needs, and developing areas of research interest. As an initial exercise participants will work as a group to establish rules and guidelines for group process that all participants will be asked to adhere to, including participation, attendance, a mission statement and core goals for the experience. The group will meet twice a month for three months for didactic and experiential classes presented by the project management team, UMN researchers (on topics requested by TAC Scholars), and other community members. Didactic and experiential topics will include: a review of/and exercise in accessing health statistics regarding immigrant and refugee communities, priority setting, research and the research enterprise, a group dynamic processes (shared leadership, communication strategies, conflict resolution, cooperative planning) and other topics of interest identified by TAC Scholars in the initial goal-setting sessions. As is consistent with the CBPAR process,36 each session will conclude with a discussion regarding the success of the session both in terms of TAC Scholar comfort in participation and in the success at meeting the session objectives. Barriers to achieving full participation and meeting objectives will be documented by the note taker and leaders will attempt to address these concerns prior to the next meeting. The goals of these discussions are to first to exemplify how discussions regarding group process are important to meeting collaborative goals and train TAC Scholars in these techniques and second to allow the leaders to improve the curriculum to better meet the participant's needs. Participants will complete a number of research tasks that develop skills often utilized in CBPAR. These will include defining how their goals can be restated as semistructured interview questions that will be utilized to evaluate successful curriculum development and implementation at the end of the didactic sessions. Additional exercises will include performing three to four key informant interviews with leaders or other interested individuals in their community to gather broader data on community opinion on their research area. Once their research topic is identified, they will work with instructors to refine the idea into a statement of assets and need that can be used as the basis for discussion during the next phases of the project where they identify a University-based research partner.