For first-generation immigrants, juggling in-person visits, phone calls, and emails about appointments can feel like navigating a labyrinth. Despite a universal healthcare system in Canada, many folks with limited English proficiency face barriers when trying to access healthcare. This struggle can lead to feelings of inadequacy and a heightened dependency on family members for guidance and support in health-related daily interactions.
My father is the reason I decided to work on this project. After thorough research and analysis, I created a thoughtful solution. Through tailored support, communication aids, and targeted language training, this course aims to not only fill in knowledge gaps, but also enhance confidence in navigating daily healthcare settings independently.
the following learning gaps were identified:
Learners, primarily first-generation immigrant seniors with diverse language skills, necessitate tailored approaches to training. Analysis of their tasks highlights key responsibilities in managing email, phone, and in-person appointments.
The training setup must ensure responsive design and stable internet, particularly for at-home training. Additionally, when volunteers lead sessions, learners require headphones and volunteers need to familiarize themselves with the content before delivering the training effectively.
To achieve effective training for immigrant seniors, I devised a design that simulates real-life interactions on a smartphone and used storytelling to immerse learners immediately.
Curriculum Development
I started by creating a formal training plan to ensure the success of the learning experience. While the training primarily takes place in an interactive eLearning environment, I recognize the importance of developing supplementary materials, including print communication aids, external resources for language learning, and multimedia content. Activities were designed to mimic real-life scenarios commonly encountered in healthcare settings. For instance, in module 1, learners engage in tasks such as managing appointments using an email app.
Storyboarding
To visualize the training content effectively, I created a detailed storyboard outlining the flow of training scenarios, navigation, and interaction details. This allowed for a clear understanding of how learners would engage with the training material and provided a blueprint for future development.
Script Development
Simultaneously, I drafted a script for the eLearning modules, focusing on clear and concise language that addresses the learning objectives. While the script underwent minor revisions throughout the design and development phases, the core content remained consistent to ensure alignment with the project goals.
Style Guide
background distinguishes the in-person simulation from the rest of the training that takes place on the smartphone interface.
Once satisfied with the style guide, I proceeded to develop a working prototype in Figma. This involved creating a cohesive visual design and integrating interactions using the prototyping tool. The prototype included nearly 200 frames, simulating various scenarios and responses to ensure a realistic learning experience.
Prototyping
Once satisfied with the style guide, I proceeded to develop a working prototype in Figma. This involved creating a cohesive visual design and integrating interactions using the prototyping tool. The prototype included nearly 200 frames, simulating various scenarios and responses to ensure a realistic learning experience.
Iterative Review
To refine the design, feedback from UI/UX experts was sought through rounds of feedback and iteration. This process ensured an intuitive and effective learning environment.
Storyline Development
Onboarding: Addressed the challenge of allowing learners to change their language settings without losing progress. Utilized a "chat" format to familiarize learners with the type of interactions they would encounter later on.
Module Hub: Used variables to ensure learners complete modules in order. Module 2 unlocks only after finishing Module 1, and so on. Learners can also replay any modules they've completed.
Audio-Based Choices: Developed an interactive feature simulating in-person interactions with doctors or receptionists. The design evolved significantly from the prototype to enhance realism and usability.
Phone Call Simulations: Building a realistic phone call experience in Storyline was quite the challenge. Used loads of tricks with variables to create a lifelike experience, even simulating those automated answering machines commonly by clinics.
Supplementary Resources
Communication Aid Printout: Created printouts in English, French, and Mandarin filled with useful phrases to aid communication in healthcare settings.
Email Templates: Developed email templates for learners to use when communicating via email in the future, providing guidance and structure for effective communication.
Linked Translation and Communication Tools: Conducted research on existing translation and communication tools, linking them in the resource hub to provide learners with additional support and resources.
To ensure the course's effectiveness, my father, the target learner, trialed it, providing valuable insights for improvement. This feedback loop ensured the training addressed the needs of immigrant seniors effectively.
While currently a personal initiative, this course holds potential for adoption by non-profits seeking to enhance healthcare accessibility for immigrants. In-person implementation with a facilitator could mitigate technology hurdles for less tech-savvy participants. A facilitator's guide could streamline the learning experience and offer support. Moreover, integrating the course into an organization's Learning Management System (LMS) would enable self-enrollment. Utilizing xAPI within the LMS could track learner progress and highlight common errors, guiding course enhancements or additional modules.
By adopting these implementation strategies, the course could broaden its reach and amplify its impact on healthcare accessibility for immigrant seniors.
Feedback played a pivotal role in refining this solo project. Iterations based on input from friends, family, and colleagues led to notable enhancements such as adding subtitles and redesigning pop-up overlays.
However, opportunities for improvement persist. Integrating a feature to replay audio segments would benefit learners with weaker English proficiency, while expanding language options would increase accessibility.
Continued feedback collection will be essential for ongoing enhancement, ensuring the course remains effective and relevant to its audience.
In conclusion, the creation of this training course marks a pivotal advancement in enhancing healthcare accessibility for immigrant seniors. With thorough analysis, creative design, and iterative enhancements, the course provides a tailored learning path addressing language, communication, and navigation barriers in healthcare.
Though opportunities for refinement exist, this project showcases the potency of empathy, creativity, and collaboration in fostering inclusive solutions. Looking ahead, continued evaluation and enhancement will sustain the course's efficacy, empowering immigrant seniors to navigate healthcare autonomously and significantly enhancing their quality of life.
