Guidance for Genuine Collaboration: Insights from Academic, Tribal, and Community Partner Interviews on a New Research Partnership

Using personal narrative to promote person-centered values in aging, dementia, and caregiving

Personal narrative is a powerful way to include people in their care and to understand their values that drive their needs. In this paper, we describe a program designed to teach oral history to clinicians and trainees in the field of aging, dementia and caregiving. The training uses empathic listening, open-ended interviewing, and the discovery of individual values and experience to breakdown stigma and preconceptions of what it means to age with cognitive impairment. Sharing these stories of aging, dementia, and caregiving becomes an important tool to break down stereotypes, promote person-centered care, and advocate for the unheard. The profound impact of the oral history process is felt by the narrator, the interviewer and the listener. Human beings are wired for stories, and oral history taps into that power to connect us and provide better care through better understanding.

Partnership to Develop and Deliver Curriculum Supporting Student-led Air Quality Research in Rural Washington State

BACKGROUND

This article describes the process and educational materials developed and implemented for high school students through a partnership between an urban public university and a rural, non-profit university. This specific partnership was novel but originated within a long-standing community-academic partnership. This project took place in a rural community impacted by air pollution and a higher asthma hospitalization rate compared with the rest of the state.

OBJECTIVES

The objectives of this article are to describe the development and implementation of a high school program where students conducted their own research on local air quality using low-cost monitors with the guidance of undergraduate student mentors.

METHODS

University faculty, researchers, and students collaborated to develop an air quality curriculum relevant to local issues. This curriculum was delivered to high school students through an existing after school program, and guided students in conducting their own research on community air pollution. The students used university-provided low-cost monitors for their research, and presented their research to community members. Student learning was supported through hands-on activities and conducting research projects. Student projects examined air quality variation indoors within their school, outdoors in their community, and at home.

CONCLUSIONS

This curriculum can be adapted for use with students in many different communities. It will likely be most successful and engaging if adapted to local air pollution sources and issues, and implemented through an existing programmatic structure with a high mentor to student ratio.