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- All Subjects: Experiential Learning Course
- All Subjects: Interprofessionalism
- Creators: Saewert, Karen
Description
As the complexity of healthcare continues to rise, the need for change in healthcare delivery is more prominent than ever. One strategy identified by the World Health Organization (WHO) for responding to these increasing complexities is the use of interprofessional practice and education to improve patient outcomes, reduce costs, and enhance the patient experience of care (Triple Aim). Interprofessional collaboration among diverse disciplines is evident on the Phoenix Biomedical Campus, integrating a wide variety of institutions and multiple health profession programs; and at the Student Health Outreach for Wellness (SHOW) free clinic, -- a successful tri-university, student-led, faculty mentored, and community-based model of interprofessional learning and care -- based in downtown Phoenix. This project conducted a comparative analysis of interprofessional components of 6 different clinical models in order to provide recommendations for best practice implementation. These models were chosen based on availability of research on interprofessionalism with their clinics. As a result, three recommendations were offered to the SHOW clinic for consideration in their efforts to improve both patient and educational outcomes. Each recommendation was intentionally formulated for its capacity to increase: interprofessionalism and collaboration between multiple disciplines pertaining to healthcare, among healthcare professionals to promote positive patient and educational outcomes. These recommendations include implementing an interprofessional education (IPE) course as a core component in an academic program's curriculum, offering faculty and professional development opportunities for faculty and mentors immersed in the interprofessional clinics, and utilization of simulation centers. Further studies will be needed to evaluate the impact these specific interventions, if adopted, on patient and educational outcomes.
ContributorsMousa, Mohammad (Co-author) / Mousa, Bakir (Co-author) / Johnson, Ross (Co-author) / Harrell, Liz (Thesis director) / Saewert, Karen (Committee member) / Harrington Bioengineering Program (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
This paper discusses the impact of substance use disorder (SUD) stigma on individuals with substance use disorders and details the development of a SUD Stigma Reduction pilot module for the Student Health Outreach for Wellness (SHOW) affiliated course (HCR 494 Complex Health - Immersion) offered at Arizona State University. This course was designed to educate pre-health professional and health professional students on complex health topics in an interprofessional, experiential-learning environment. The SUD and Stigma module developed in this thesis project provided students with information on SUDs and the opportunity to confront stigma, improving their perceptions on individuals with SUD.
The pilot module on SUD Stigma Reduction was researched, designed, and implemented in the HCR 494 course. After students completed the module, a retrospective pre-post survey was administered to evaluate the effectiveness of the module in two areas: content knowledge and personal perceptions. Only one student responded to the survey, placing limitations on analysis. The student’s response showed a general increase in understanding of the module material, matching the stated objectives, and positive changes in perceptions on people with SUDs. Due to the positive evaluation of the course, the pilot module was deemed successful and has been integrated into the HCR 494 course. Further research is necessary to determine the long term impact of stigma reduction modules in experiential learning courses.
The pilot module on SUD Stigma Reduction was researched, designed, and implemented in the HCR 494 course. After students completed the module, a retrospective pre-post survey was administered to evaluate the effectiveness of the module in two areas: content knowledge and personal perceptions. Only one student responded to the survey, placing limitations on analysis. The student’s response showed a general increase in understanding of the module material, matching the stated objectives, and positive changes in perceptions on people with SUDs. Due to the positive evaluation of the course, the pilot module was deemed successful and has been integrated into the HCR 494 course. Further research is necessary to determine the long term impact of stigma reduction modules in experiential learning courses.
ContributorsYee, Anna (Author) / Harrell, Susan (Thesis director) / Saewert, Karen (Committee member) / School of Life Sciences (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05