FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W4245698657> ?p ?o ?g. }

• W4245698657 abstract "PreviousNext You have accessCultural Aspects of Health Care: A Toolkit for Pharmacy EducationCross-Cultural Communicationhttps://doi.org/10.21019/culturaltoolkit-diverse.cross-cultural_communicationAuthors:Imbi Drame, PharmDImbi DrameSearch for more papers by this author SectionsAboutReferences ToolsAdd to favoritesDownload CitationsTrack Citations ShareFacebookTwitterLinkedInRedditEmail Learning ObjectivesModuleDiverse Cultures & BeliefsLearning DomainKnowledgeFocusModelsObjectiveExploreLearner LevelIntroductoryAudienceStudents or health care professionalsInterprofessional Education (IPE)SettingsClassroom or large hall with multiple playing tablesTime Needed2-3 hoursNumber of Learner8 or moreNumber of Facilitators:2 or moreBy the end of this educational activity, learners should be able toreflect on the feelings associated with communicating across disparate culturesidentify areas of potential conflict in order to manage bias and assumptionsrelate personal, workplace, or practice experiences to principles of cross-cultural communication (such as active listening, observation, investigation, and teamwork)BackgroundThe National Standards for Culturally and Linguistically Appropriate Services were established in 2013.1 They established that health care centers and their professionals should provide quality services that are responsive to diverse cultural health beliefs and practices. Such standards were widely adopted by accrediting bodies across health professions as a means of guiding training of future practitioners to communicate cross-culturally.1 Cross-cultural communication encompasses more than traversing linguistic difference. Knowledge in this area is based upon a set of universal principles for human communication. Important are2turn-taking in conversationthe use of iconic signs/gestures to “bootstrap” communicationthe use of mechanisms to address breakdowns in communicationa tendency to simplify and align communication behavior over repeated social interactionsThe best format for teaching principles of cross-cultural communication is often team-based. Simulation exercises are one of the most complex team-based activities available to teach basic concepts.3,4,5 They serve as a means of jump-starting critical thinking by interactively engaging students to develop an understanding of and comfort level with cross-cultural communication skills; they also have the tractability to address interprofessional education. Simulations can take several forms, including vignettes (live, rehearsed patient scenarios) and games.3,4,5 Described here is a game, BARNGA, that can be utilized to build knowledge about cross-cultural communication.6Materials NeededGame Instructions and Materials:BARNGA©Estimated Cost is $35Publisher: Intercultural Press, Copyright 2006IBSN: 978-1-931930-30-7Order Website: https://www.interculturalpressbooks.com/barngaOther Materials:Playing cards (6-20 decks)Round or long tables to seat 4-5 learnersMechanism to display slide presentationMethodsConduct the simulation activity within a live classroom setting. The purpose of the game should be withheld from participants until after all game activity has concluded. Purpose and scope should be discussed during an extensive postgame debrief. The methods for BARNGA are summarized as follows:OverviewThis game involves the use of a card game called “Five Tricks” to guide learners in exploring concepts of intercultural communication. It “entraps” participants into believing that all persons abide by the same rules of engagement and behavior before revealing the inherent challenges in overcoming subtle, yet problematic differences. This game also reveals the rapidness and durability of enculturation and the natural reluctance of many individuals to relinquish unique aspects of their culture in exchange for more fruitful interactions. Others will find that setting aside aspects of one’s own behaviors is a natural and important step forward.ActivityStep 1: PlaySummary: Participants are divided into groups of 5 or less at playing tables and provided with written rules for a card game called FIVE TRICKS. Groups pair off and briefly practice playing against each other. Written rules are then collected and a “gag order” instituted by the facilitator before real play begins. During real play, groups must silently communicate and keep score. Winning pairs rotate to other tables for several rounds until game over is called by the facilitator. Though the rules for play are different at each table, winning pairs are unaware of these differences when they commence play at each table due to the sustained “gag order.” They must silently navigate a game for which playing styles change drastically as they move around. Players are likely to assume that rules will be the same when they visit each table.Step 2: DebriefWhen the game has concluded, the facilitator organizes a debriefing. The debriefing is the most important part, and it should be allotted approximately half of the total time of the simulation game (more time can be allotted if available).Guiding questions should focus on the following areas:How participants felt about events that occurred during the simulation and the game outcomes.What participants observed about the game, their teammates, and opponents.Finally, the facilitator should provide a set of principles that participants should have gleaned from the game. Participants should provide feedback on whether they accept, reject, or would want to modify each principle based upon their perspectives.To conclude the debrief, participants may contribute personal experiences and real-world analogiesthat relate to the principles of BARNGA.Step 3: ReflectFacilitators should use the results of the debrief to assist participants in creating rules of engagement for remaining training sessions, coursework, or their future workplaces. To assist participants with visualizing the rules, the facilitator may use a dry-erase board or large flip chart to document. These written rules should then be transcribed to an electronic platform where participants can view them at their discretion.AssessmentParticipants are instructed to complete a written guided reflection that summarizes their personal takeaways from the simulation game. Similar questions from the debrief can be replicated for the purposes of developing the guided reflection. The completed reflection should be no more than 1 page in length. Guidelines for font style, size, and spacing should be provided to the participants.Example Grading RubricContent Area1234TotalOrganization and Clarity: of viewpoints and responsesViewpoints/ responses are unclear in most partsViewpoints/ responses are clear in some parts, but not over allViewpoints/ responses are mostly clear and orderly in all partsViewpoints/ responses are completely clear; orderly presentation Use of Arguments: reasons to support viewpointLearner provides few or no relevant reasons to support viewpointLearner provides some relevant reasons to support viewpointLearner provides many relevant reasons to support viewpointLearner provides most relevant reasons to support viewpoint Use of Examples and Facts: examples and facts to support reasonsLearner provides few or no relevant supporting examples/ factsLearner provides some relevant examples/factsLearner provides many relevant examples/ factsLearner provides most relevant supporting examples and facts Overall Score MappingPharmacy Center for the Advancement of Pharmacy Education 2013 Outcomes:3.6. Communication (Communicator) – Effectively communicate verbally and nonverbally when interacting with an individual, group, or organization.4.1. Self-awareness (Self-aware) – Examine and reflect on personal knowledge, skills, abilities, beliefs, biases, motivation, and emotions that could enhance or limit personal and professional growth.Other Competencies:Interprofessional Education Collaborative (IPEC) Competencies:Interprofessional communication – Communicate with patients, families, communities, and professionals in health and other fields in a responsive and responsible manner that supports a team approach to the promotion and maintenance of health and the prevention and treatment of disease.Pharmacy Curriculum Outcomes Assessment (PCOA) Competencies:3.8 Professional Communication:3.8.1 Communication abilities (appropriate verbal, nonverbal, visual, and written) with patient and caregivers, including empathetic communication3.8.2 Communication abilities with other health care providers3.8.3 Assertiveness and problem‐solving techniques in relation to difficult social and professional conflicts and situations3.8.5 Development of cultural competency in pharmacy personnel such that services are respectful of and responsive to the health beliefs, practices, and cultural and linguistic needs of diverse patient populationsAdditional ResourcesBaFa’ BaFa’ Kit- Cultural Diversity Schools & Charity Version®Estimated Cost: $350Publisher: Simulation Training Systems, Inc.,Copyright, 1970Order website: https://www.simulationtrainingsystems.com/corporate/products/bafa-bafa/Citations1. Liu M, Poirier T, Butler L, Comrie R, Pailden J. Design and evaluation of interprofessional cross-cultural communication sessions. J Interprof Care. 2015;29(6):622-627. doi:10.3109/13561820.2015.1051215 Crossref, Medline, Google Scholar, 2. Fay N, Walker B, Swoboda N, et al. Universal principles of human communication: preliminary evidence from a cross-cultural communication game. Cogn Sci. 2018;42(7):2397-2413. doi:10.1111/cogs.12664 Crossref, Medline, Google Scholar, 3. Arif S, Cryder B, Mazan J, Quiñones-Boex A, Cyganska A. Using patient case video vignettes to improve students understanding of cross-cultural communication. Am J Pharm Educ. 2017;81(3):56. doi:10.5688/ajpe81356 Crossref, Medline, Google Scholar, 4. Khan Z, Kapralos B. A low-fidelity serious game for medical-based cultural competence education. Health Informatics J. 2019;25(3):632-648. doi:10.1177/1460458217719562 Crossref, Medline, Google Scholar, 5. Intercultural Learning. Barnga. http://intercultural-learning.eu/Portfolio-Item/barnga/. Accessed August 10, 2020. Google Scholar, 6. Thiagarajan S, Thiagarajan R. Barnga: A Simulation Game on Culture Clashes. Boston, MA: Intercultural Press; 2006. Google Scholar, PreviousNext Session Activity Recently Viewed Cross-Cultural Communication Imbi Drame Recently Searched No search history FiguresReferencesRelatedDetails Published: 5 October 2021 Copyright & Permissions© 2021 by the American Pharmacists Association. All rights reserved© 2021 by the American Pharmacists Association. All rights reserved Publisher American Pharmacists Association HistoryPublished: 5 October 2021 Citation Information Imbi Drame, (2021), Cross-Cultural Communication, Cultural Aspects of Health Care: A Toolkit for Pharmacy Education https://doi.org/10.21019/culturaltoolkit-diverse.cross-cultural_communication Loading ..." @default.
• W4245698657 created "2022-05-12" @default.
• W4245698657 creator A5074487903 @default.
• W4245698657 date "2021-09-01" @default.
• W4245698657 modified "2023-09-26" @default.
• W4245698657 title "Cross-Cultural Communication" @default.
• W4245698657 cites W1971285048 @default.
• W4245698657 cites W2221282510 @default.
• W4245698657 cites W2613778976 @default.
• W4245698657 cites W2738894580 @default.
• W4245698657 cites W2883230733 @default.
• W4245698657 doi "https://doi.org/10.21019/culturaltoolkit-diverse.cross-cultural_communication" @default.
• W4245698657 hasPublicationYear "2021" @default.
• W4245698657 type Work @default.
• W4245698657 citedByCount "0" @default.
• W4245698657 crossrefType "book-chapter" @default.
• W4245698657 hasAuthorship W4245698657A5074487903 @default.
• W4245698657 hasConcept C144024400 @default.
• W4245698657 hasConcept C15744967 @default.
• W4245698657 hasConcept C168646138 @default.
• W4245698657 hasConcept C19165224 @default.
• W4245698657 hasConcept C198149105 @default.
• W4245698657 hasConcept C41008148 @default.
• W4245698657 hasConcept C46312422 @default.
• W4245698657 hasConceptScore W4245698657C144024400 @default.
• W4245698657 hasConceptScore W4245698657C15744967 @default.
• W4245698657 hasConceptScore W4245698657C168646138 @default.
• W4245698657 hasConceptScore W4245698657C19165224 @default.
• W4245698657 hasConceptScore W4245698657C198149105 @default.
• W4245698657 hasConceptScore W4245698657C41008148 @default.
• W4245698657 hasConceptScore W4245698657C46312422 @default.
• W4245698657 hasLocation W42456986571 @default.
• W4245698657 hasOpenAccess W4245698657 @default.
• W4245698657 hasPrimaryLocation W42456986571 @default.
• W4245698657 hasRelatedWork W2038972457 @default.
• W4245698657 hasRelatedWork W2353867445 @default.
• W4245698657 hasRelatedWork W2379094391 @default.
• W4245698657 hasRelatedWork W2391635208 @default.
• W4245698657 hasRelatedWork W2412044529 @default.
• W4245698657 hasRelatedWork W2748952813 @default.
• W4245698657 hasRelatedWork W2899084033 @default.
• W4245698657 hasRelatedWork W2943550148 @default.
• W4245698657 hasRelatedWork W3091323705 @default.
• W4245698657 hasRelatedWork W4319349620 @default.
• W4245698657 isParatext "false" @default.
• W4245698657 isRetracted "false" @default.
• W4245698657 workType "book-chapter" @default.