Browsing by Author "Foster, Pamela Payne"

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    Bringing Community and Academic Scholars Together to Facilitate and Conduct Authentic Community Based Participatory Research: Project UNITED
    (MDPI, 2016) Lewis, Dwight, Jr.; Yerby, Lea; Tucker, Melanie; Foster, Pamela Payne; Hamilton, Kara C.; Fifolt, Matthew M.; Hites, Lisle; Shreves, Mary Katherine; Page, Susan B.; Bissell, Kimberly L.; Lucky, Felecia L.; Higginbotham, John C.; University of Alabama Tuscaloosa; University of Alabama Birmingham
    Cultural competency, trust, and research literacy can affect the planning and implementation of sustainable community-based participatory research (CBPR). The purpose of this manuscript is to highlight: (1) the development of a CBPR pilot grant request for application; and (2) a comprehensive program supporting CBPR obesity-related grant proposals facilitated by activities designed to promote scholarly collaborations between academic researchers and the community. After a competitive application process, academic researchers and non-academic community leaders were selected to participate in activities where the final culminating project was the submission of a collaborative obesity-related CBPR grant application. Teams were comprised of a mix of academic researchers and non-academic community leaders, and each team submitted an application addressing obesity-disparities among rural predominantly African American communities in the US Deep South. Among four collaborative teams, three (75%) successfully submitted a grant application to fund an intervention addressing rural and minority obesity disparities. Among the three submitted grant applications, one was successfully funded by an internal CBPR grant, and another was funded by an institutional seed funding grant. Preliminary findings suggest that the collaborative activities were successful in developing productive scholarly relationships between researchers and community leaders. Future research will seek to understand the full-context of our findings.
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    Racial Anxiety among Medical Residents: Institutional Implications of Social Accountability
    (Johns Hopkins University Press, 2019) Bradley, Lilanta Joy; Clem, Jennifer; Godsil, Rachel; MacFarlane, Jessica; Foster, Pamela Payne; University of Alabama Tuscaloosa; Rutgers State University Newark
    As the U.S. population becomes more racially diverse, physicians need to have cultural skills for optimal health outcomes; however, the literature is sparse for cultural skill application of medical trainees. This paper focuses on Family Medicine residents' perceptions of racial anxiety and their preparedness to manage cross-racial interactions. Of the 24 respondents, the majority were female. The ethnicities of respondents were 16 non-Hispanic White, five African American, and three Native American. Most participants demonstrated good general knowledge and/or self-efficacy on racial anxiety, but produced lower scores in workplace skills and actions related to racial anxiety. Thus, physician training programs should incorporate more skill development around racial anxiety. More research is needed to examine how medical schools approach multicultural education as a method of disrupting health disparities to reflect trends of social accountability and social justice.
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    Transition program for internationally educated Filipina nurses
    (University of Alabama Libraries, 2019) Delos Reyes, Amelia Espino; Erevelles, Nirmala; University of Alabama Tuscaloosa
    This qualitative study was guided by standpoint theory and cultural competency theory for the purpose of exploring the lived experiences of internationally educated Filipina nurses (IEFNs) who migrated to Alabama to join the U.S. nursing workforce and to help alleviate the critical shortage of nurses. The goal of this research was to address the lack of transition programs for IEFNs in facilitating their transition related to socio-cultural differences, language barriers, and adaptation to their new living and working environment. This study discussed the impact (or the lack thereof) of transition programs for IEFNs. The rate of internationally educated Filipino nurses entering the U.S. nursing workforce has been increasing faster than the rate of new nurses educated in the U.S. since 1998. Despite the increased utilization of IEFNs in the U.S., there is a lack of knowledge of how these nurses transition into the U.S. nursing workforce. Internationally educated Filipino nurses must adapt their practice and communication patterns to that of the new environment in order to successfully deliver safe, quality care to patients (Aiken, Buchan, Sochalski, Nichols, & Powell, 2004). This study therefore focused on the lived experiences of internationally educated Filipina nurses related to socio-cultural differences, language barriers, and adaptation to their new living and working environment. The experience of isolation, intimidation, discrimination and/or marginalization severely affected the transition and adaptation of the Filipina nurses. The development of transition programs based on these Filipina nurses lived experiences will hopefully help and assist in the transition of the newly hired internationally educated Filipino nurses or future internationally educated foreign nurses migrating to Alabama to join the U.S. nursing workforce.