“We feel included”: education and inclusion of health care staff with minority language in elder care
Authors Krohne K, Døble B, Johannessen A, Thorsen K
Received 27 June 2018
Accepted for publication 15 October 2018
Published 20 December 2018 Volume 2019:12 Pages 9—19
Checked for plagiarism Yes
Review by Single anonymous peer review
Peer reviewer comments 2
Editor who approved publication: Dr Scott Fraser
Kariann Krohne,1,2 Betty Døble,1,2 Aud Johannessen,1,3 Kirsten Thorsen1,2,4
1Norwegian Advisory Unit on Ageing and Health, Vestfold Hospital Trust, Tønsberg, Norway; 2Department of Geriatric Medicine, Oslo University Hospital, Oslo, Norway; 3Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Vestfold, Norway; 4Norwegian Social Research (NOVA), Oslo Metropolitan University, Oslo, Norway
Background: In Norwegian elder care, an increasing percentage of the health care staff has a migrant background. “The aging and nursing care ABC” educational program offers multicomponent training for municipal care staff to systematically improve their competence in elder care. The program consists of written material organized into booklets, regular multidisciplinary reflection group meetings, and a full-day workshop in each semester. In 2017, a Norwegian municipality included migrant health care personnel in an educational Minority ABC-model (Min. ABC), systematically focusing on processes relevant for interaction between majority and minority health care staff.
Aim: To investigate the experiences of the participants in the Min. ABC-model, focusing on the processes and relationships between native participants with Norwegian language and migrants with other lingual backgrounds.
Method: The study has a qualitative design, and draws on four focus group interviews, one group interview, and four individual interviews with a total of 23 female Min. ABC-model participants. Data were analyzed using an approach outlined by Corbin and Strauss.
Results: Our analysis resulted in six main themes: 1) reaching equality, 2) sharing experiences, 3) communication and language, 4) relations to the elderly, 5) differences and discrimination, and 6) lessons learnt.
Conclusion: Our findings indicate that the Min. ABC-model of the ABC program contributes to better the competence and interaction among personnel with migrant and native lingual backgrounds. The participants describe increased inclusion at work, as well as integration into a more holistic form of teamwork in elder care.
Keywords: educational program, elder care, health care professionals, integration, migrant and native personnel, staff training
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