A. Linn

S. Willard

W. Holzemer

Annals of Global Health

Directory of Open Access Journals

A n n a l s o f G l o b a l H e a l t h , V O L . 8 2 , N O . 3 , 2 0 1 6 Human Resources and WorkforceM a yeJ u n e 2 0 1 6 : 4 7 3 – 5 1 0507other crucial health services. Pap smear results, contraception, andSTI treatments are delivered in country. Follow-up, funded byHHA, is arranged in collaboration with promotores and Ashonplafa.Outcomes & Evaluation: This year 21 students, 1 resident, and 3attending physicians provided care and health education to nearly600 women. HHA continues to work with local partners to ensurewomen receive planned follow-up and treatment for abnormal papsmear results. For complicated cases (beyond the capability ofAshonplafa) treatment is arranged at a large national hospital.HHA strives to improve services and adapt to evolving needs ofthe communities through continuous feedback from patients, pro-motores/partners, and students.Going Forward: Our steering committee, physician advisors, andstudent leadership help HHA to determine the best way to adaptto our continued growth each year. We are also investing domesticviolence resources for women and want to serve as many women aspossible, but must do so within our means and without sacrificingquality of care, or student education.Funding Source: The majority is student fundraising. Travel sup-ported by the UNC SOM Office of International Affairs.Abstract #: 2.083_HRWThe Disaster Essentials for Healthcare Providers (DHEP)course- A multidisciplinary training approach to global andlocal emergency preparedness and disaster response forUtah medical traineesK.M. Wells1, M.L. Fix1, K.M. McCulley2, J.E. Lazzara3,M.B. Shah4; 1Division of Emergency Medicine, The University of UtahSchool of Medicine, Salt Lake City, UT, USA, 2The Utah Departmentof Health, Salt Lake City, UT, USA, 3The University of Utah College ofNursing, Salt Lake City, UT, USA, 4Intermountain Center for DisasterPreparedness, Utah Emergency Physicians, Salt Lake City, UT, USAProgram/Project Purpose: Global estimates predict that 250million people worldwide are affected by natural disasters each year,this does not include those affected by slow onset disasters such as thoserelated to civil discourse, and pandemics. Locally the Utah GeologicSociety estimates that Salt Lake County is at high risk for a magnitude7.0 earthquake, which would affect over 1 million residents, of which9,000 may be critically injured with an additional 2500 deaths. Thiscould create severe infrastructure damage, including damage to hospi-tals. A pandemic in Utah would create a crisis situation with significanthealth care resource shortages.To address the preparedness needsof thiscommunity; the multi-disciplinary Disaster Essentials for HealthcareProfessionals (DEHP) course was developed in 2012.Structure/Method/Design: The DHEP course was developed bythe Intermountain Center for Disaster Preparedness in cooperationwith the University of Utah, with grant support and guidance fromthe Utah Department of Health. In 2013, the course becamea component of the Inter-Professional Education (IPE) programat multiple University of Utah professional schools, to fosterimproved cross-disciplinary teamwork. The DHEP is a one-daycourse with topics on basics of disasters, triage, governmentresponse, resiliency, and challenges of disaster response. Didactictime has been minimized to allow for immersive simulations anddebriefings. The course focuses on teaching crisis resource manage-ment strategies over fact-based knowledge acquisition.Outcome & Evaluation: The DHEP course has been taught 4times per year 2012-2015 (n¼ 12). We have taught 621 students:medical students (40%), nursing students (30%), nurse practitionerstudents (15%) physician assistant students (10%), and pharmacystudents (5%). The course is a requirement for senior Universityof Utah medical students and bachelor of nursing students. Onpost course surveys, trainees indicate that they are more likely toengage in future courses and drills, and that they are more interestedin responding should a disaster arise.Going Forward: Disaster preparedness education should be imple-mented on a systems basis with shared learning objectives anduniversal competencies to allow multidisciplinary students to learnrole responsibilities that fit into a larger disaster response framework.Funding: Grant support from the Utah Department of Health.Abstract #: 2.084_HRWImproving global nursing’s research capacity - the rutgersglobal nursing research collaborativeS. Willard, A. Linn, W. Holzemer; Rutgers School of NursingProgram/Project Purpose: While 90% of healthcare worldwide isdelivered by nurses, research for and by nurses has been limited.Factors are varied however, lack of doctorally prepared nurse scien-tists are often cited. To address this, an innovative program wasdeveloped by Rutgers University School of Nursing to create oppor-tunities for collaboration, mentoring and capacity building for ourglobal nursing workforce.Structure/Method/Design: The workshop was an active processthat included training on research methodology as well as workingas a team. Drawing on the strengths and connections of Rutgersnursing faculty, the participants in the Collaborative work togetherto develop research questions related to global health and nursingscience. The resulting multi-site studies aim both to answer thesequestions as well as develop the capacity of the nurse researchersimplementing the research. Sessions included an overview of collab-orative research and the development of a research question, quan-titative and qualitative methods, and the IRB process. Second, thefull three-day workshop provided a venue for the development ofresearch questions as well as didactic sessions on the ethics of collab-orative research, examples of successful international collaborativeresearch partnerships, and resources available through collaborationRutgers.Outcome & Evaluation: The inaugural workshop was attended by33 nurse scientists from 7 countries. Groups collaborated to formresearch questions around four subjects: nurse willingness toembrace technology, an exercise-related intervention for pre-opera-tive breast cancer patients, factors related to adolescent HIV disclo-sure, and mental health among migrant and refugee populations.The groups were tasked with the submission of a full proposal2 months after the workshop.Going Forward: While we were very pleased with the outcome ofthe inaugural workshop, the bulk of the work is yet to occur. We willHuman Resources and Workforce A n n a l s o f G l o b a l H e a l t h , V O L . 8 2 , N O . 3 , 2 0 1 6M a yeJ u n e 2 0 1 6 : 4 7 3 – 5 1 0508be challenged to sustain collaboration due to constraints in funding,time and energy. We anticipate hosting biannual meetings andproviding seed funding to groups who are successful in submittingproposals.Funding: All funding for this project has been provided by RutgersUniversity.Abstract #: 2.085_HRWLeadership lessons in health disparities: What do studentslearn in student- vs. program-directed field experiences?B.C. Williams, J. Williams, A. Haig, P.B. Mullan; University ofMichigan, Ann Arbor, MI, USABackground: Leadership training is advocated as an essentialcomponent of health professions’ education. Most curricula arebased on ‘best concepts’ from business or organizational leadershipliterature. We sought to describe medical students’ perceptions ofhigh-value leadership lessons derived from field experiences relatedto health disparities, and compare lessons from student- vs.program-directed projects.Methods: Ninety second-year medical students in the University ofMichigan Global Health and Disparities Path of Excellence during 3academic years (2012-15) formed teams to complete field projects. InYears 1 and 3 students pursued questions of interest through engage-ment with an organization or person in health disparities. In Year 2teams were assigned to collaborate with pre-selected community-basedorganizations (CBOs) to deliver a ‘product’ useful to the CBO. In allyears students were introduced to the GRPI (Goals, Roles, Processes,and Interpersonal Relations) model of organizational analysis. Years 1and 3 project reports described “lessons in physician leadership” inopen-text format. In Year 2, reports included a structured analysis basedon GRPI, and an open-text description of “lessons/reflections”. Open-text responses from all years were abstracted and phrases describinglessons in leadership were extracted. Responses were sorted into cate-gories by consensus among the authors.Findings: Eight categories were identified: 1) personal commit-ment, 2) work-life balance, 3) personal leadership skills, 4) organi-zational development, 5) strategic planning, 6) coalition building,7) interdisciplinary work, and 8) patient-centeredness. Themes ofpersonal and commitment, strategic planning, and coalition buildingwere represented across all years. Themes of personal development,work-life balance, and interdisciplinary work appeared in Years 1and 3 but not Year 2.Interpretation: Medical students’ high-value learning in healthdisparities leadership occurs across a broader range of domains thancurricula based on business models, reflecting their exploration of theunique challenges of a career related to addressing health disparities.Student-directed, field-based projects allow students to learn acrossa wider range of domains than program-directed curricula. Leadershipcurricula should provide conceptual frameworks for learning leadershipopportunities, then provide opportunities for student-directed flexiblelearning experiences. Other areas of leadership learning of high valueto medical students may be identified in future research.Abstract #: 2.086_HRWThe intercultural development inventory as a culturalcompetency and sensitivity measure for medical students optinginto Project CURA, a student-run local and global service learningorganization at Creighton University School Of MedicineJ. Wu1, A. Lai2, A. Roedlach3, T. Townley4, D. Munley5; 1CreightonUniversity School of Medicine, 2Creighton University School of Medi-cine, 3Creighton University School of Medicine Department of InternalMedicine, 4Creighton University Department of Cultural and SocialStudies; Creighton University School of Medicine Department ofPsychiatry, 5Creighton University School of MedicineProject Purpose: Physician intercultural sensitivity and insight areessential aspects of professionalism, effective team collaboration, andpatient care1. Cultural sensitivity formation for medical students andphysicians remains an increasingly important consideration formedical institutions preparing graduates to practice effectivelyboth locally and globally. The Intercultural Development Inventory(IDI) is a validated measure assessing attitudes and orientationtowards other cultures to evaluate intercultural perspectives ina group and individual context2. Although the IDI has been usedin multiple disciplines of healthcare, business, and educationmeasure intercultural mindsets, it has never been applied to medicalstudents in their pre-clinical years.3,4,5 The purpose of the study is to(1) apply the IDI to a novel population over a one-year period and(2) Assess the IDI as an evaluation tool for service learningprograms.Structure/Methods/Design: We offered the IDI v.3 to 31 firstyear medical students opting into Project CURA, a student-runlocal and global service-learning organization, to assess interculturalattitudes before intercultural formation experiences involving pre-departure training and a 4-6 week service-learning experience atinternational sites. The IDI v.3 consists of 50 quantitative items,19 demographic items, and 4 qualitative questions.Outcome/Evaluation: Analysis and discussion focuses on IDIdevelopmental stages of Denial, Polarization, Minimization, Accep-tance, Adaptation, and Cultural Disengagement in medical studentsas well as predictors and factors impacting intercultural formation.Perceived intercultural orientation scores and actual developmentalorientation scores are measured.Going Forward: This study examines the utility and effectivenessof the IDI in evaluating intercultural formation programs in medicaleducation. Future steps include investigating the impact of ProjectCURA on intercultural sensitivity and personal development byadministering the IDI to participating students following immersionexperiences. Implementation and further critical analysis of intercul-tural training programs in medical education can benefit universities,student organizations, and community partners. Such intention andpurpose can improve intercultural training for medical students andmove institutions towards egalitarian partnerships in addressinghealth disparities.Funding: The study was funded by application fees from ProjectCURA participants without external funding.1. Liza Altshuler, Nan M. Sussman, and Elizabeth Kachur,“Assessing changes in intercultural sensitivity among physician

Improving global nursing’s research capacity - the rutgers global nursing research collaborative

http://www.annalsofglobalhealth.org/articles/10.1016/j.aogh.2016.04.380/galley/1235/download/

Improving global nursing’s research capacity - the rutgers global nursing research collaborative

Abstract

Similar works

Full text

Available Versions

Directory of Open Access Journals