Laura Nimmon

University of British Columbia - Vancouver, Vancouver, British Columbia, Canada

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Publications (5)3.93 Total impact

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    ABSTRACT: We assessed the availability and accessibility of early childhood development (ECD) services to ethno-cultural communities in the Tri-Cities region of British Columbia. Primary participants were recent immigrant and refugee parents from three ethnic communities: Chinese (both Mandarin- and Cantonese-speaking) and Korean-, and Farsi-speaking groups (Iranian and Afghani). Secondary participant groups included ECD service providers, community educators, and facilitators involved in ECD programmes and services. The study employed a participatory community-based approach, aiming to: (1) assess the different meanings, understandings, and practices relating to ECD, (2) examine the ways in which behavioural, cultural, and institutional practices may influence ECD access and use of services; and (3) contribute to the development of a culturally competent definition, measure, and model for ECD that is applicable to ethno-cultural communities. Significant portions of members of the cultural communities do not have adequate access to services, particularly those with special needs children. In addition, individuals have difficulty adapting to Western child development practices, which results in barriers in seeking or participating in childhood development programmes. Finally, language difficulties, cultural beliefs and practices, and adverse perceptions of care providers were barriers to services. The results highlight the need to incorporate new understandings of culture-based perceptions about ECD, and provide an understanding of different models and communications of ECD when planning future programme objectives and goals.
    Early Child Development and Care 01/2013; 183(12).
  • Journal of telemedicine and telecare 10/2012; · 0.92 Impact Factor
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    ABSTRACT: Asthma tends to be less well controlled among ethnic minority groups, and its prevalence in new immigrants increases significantly the longer they are in Canada; mainly due to their lack of familiarity with English and difficulty understanding information regarding the disease, health literacy, cultural issues, housing conditions, and lack of access to appropriate care services. To explore the effectiveness of different formats of culturally relevant information and its impact on asthma patients' self-management within the Punjabi, Mandarin, and Cantonese communities. Using a participatory approach, we developed and tested knowledge and community educational videos (with similar information, but used a different approach, i.e., scientific vs. colloquial) and a pictorial pamphlet. A total of 92 physician-diagnosed adult asthma patients (47 Chinese and 45 Punjabi) were assigned at random to three experimental groups (watched one or both videos) and one comparison group (read pictorial pamphlet) and participated in three in-person interviews and one telephone interview within a 9-month period. Patients received education on asthma self-management via videos and pamphlet and outcomes, including their knowledge of asthma triggers (environmental-related and behavioral-related triggers) and symptoms; inhaler use skills and patient-reported medication adherence were measured. Knowledge of asthma symptoms, inhaler use, and understanding of physician's instructions improved significantly from pretest to 3 months post-intervention follow-up among all participants. Participants performed significantly better at follow-up than they did at baseline assessment, with the most notable improvements observed in the group that watched both community and knowledge videos. The results suggest that short, simple, culturally, and linguistically appropriate interventions can promote knowledge gain about asthma and improve inhaler use that can be sustained over the short term. Such interventions that provide authentic learning materials that draw on patients' life experiences and sociocultural context can overcome certain limitations of conventional patient education approaches.
    Journal of Asthma 06/2012; 49(5):542-51. · 1.85 Impact Factor
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    ABSTRACT: Educational interventions for new immigrants are usually developed without any input from the individuals involved. We examined how community-based participatory research could act as a tool in the development of patient-related educational material to enhance the self-management of asthma within these communities. Concept development focus groups were used to uncover participants' specific beliefs, issues, and concerns about asthma and its management. The analysis included systematically reading and reviewing the notes taken by the moderators, establishing categories of themes, and sorting responses into thematic categories. A total of 29 adult asthma patients of Latin American, Chinese, Iranian and Punjabi descent volunteered to participate in patient-oriented group sessions. The purpose of these sessions was to gather input for the production of a series of asthma-related educational video clips and comprehensive pamphlets that were not only developed in a community's specific language, but also reflected its cultural beliefs and practices. We found that focus group methodology is a useful strategy for developing culturally and content relevant educational interventions for members of new immigrant groups that are typically under-represented in research about asthma and related issues in Canada. In an aim to fully understand the cultural and linguistic issues relevant to asthma patients from the target communities, we integrated and applied common concerns and barriers identified during the group discussions in the development of educational material. We uncovered elements that could be applied when broadening the narrow concepts of the health-related educational interventions, including factors that are beyond the healthcare system's original focus on the management of asthma in underserved communities. This allowed us to describe a range of research and extension activities suitable for participatory health education development that are both culturally and linguistically appropriate.
    Diversity in Health and Care. 02/2011; 8(4):203-215.
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    ABSTRACT: The objectives of this study were to investigate how asthma patients from new immigrant groups are being informed and educated about asthma and its management, and to identify barriers to knowledge transfer. Four focus groups (n = 29) from Latino, Chinese, Iranian and Punjabi cultural communities were conducted with asthmatic patients in the Greater Vancouver Area. Our results from the focus group discussions can be summarized in four broad areas (a) perceptions of and ways of coping with asthma, (b) perceptions of whether the healthcare system is culturally competent, (c) perceptions of language barriers in regards to accessing the healthcare system, and (d) perceptions of how to access reliable asthma information. The results of this study highlight the importance of diverse cultural beliefs and practices as factors that should be taken into consideration when tailoring interventions to improve asthma outcomes in vulnerable populations, including patients from ethno-cultural communities.
    Journal of Immigrant and Minority Health 10/2010; 13(2):315-22. · 1.16 Impact Factor