Community Health Worker Integration with and Effectiveness in Health Care and Public Health in the United States.

Community health workers (CHWs) have worked in a variety of settings in the United States for more than 70 years and are increasingly recognized as an essential health workforce. CHWs share life experience with the people they serve and have firsthand knowledge of the causes and impacts of health inequity. They provide a critical link between marginalized communities and health care and public health services. Several studies have demonstrated that CHWs can improve the management of chronic conditions, increase access to preventive care, improve patients' experience of care, and reduce health care costs. CHWs can also advance health equity by addressing social needs and advocating for systems and policy change. This review provides a history of CHW integration with health care in the United States; describes evidence of the impact of CHW programs on population health, experience, costs of care, and health equity; and identifies considerations for CHW program expansion.

Integrated self-management support provided by primary care nurses to persons with chronic diseases and common mental disorders: a scoping review.

AIM: To map integrated and non-integrated self-management support interventions provided by primary care nurses to persons with chronic diseases and common mental disorders and describe their characteristics. DESIGN: A scoping review. DATA SOURCES: In April 2020, we conducted searches in several databases (Academic Research Complete, AMED, CINAHL, ERIC, MEDLINE, PsycINFO, Scopus, Emcare, HealthSTAR, Proquest Central) using self-management support, nurse, primary care and their related terms. Of the resulting 4241 articles, 30 were included into the analysis. REVIEW METHODS: We used the Rainbow Model of Integrated Care to identify integrated self-management interventions and to analyze the data and the PRISMS taxonomy for the description of interventions. Study selection and data synthesis were performed by the team. Self-management support interventions were considered integrated if they were consistent with the Rainbow model's definition of clinical integration and person-focused care. RESULTS: The 30 selected articles related to 10 self-management support interventions. Among these, five interventions were considered integrated. The delivery of the interventions showed variability. Strategies used were education, problem-solving therapies, action planning, and goal setting. Integrated self-management support intervention characteristics were nurse-person relationship, engagement, and biopsychosocial approach. A framework for integrated self-management was proposed. The main characteristics of the non-integrated self-management support were disease-specific approach, protocol-driven, and lack of adaptability. CONCLUSION: Our review synthesizes integrated and non-integrated self-management support interventions and their characteristics. We propose recommendations to improve its clinical integration. However, further theoretical clarification and qualitative research are needed. IMPLICATION FOR NURSING: Self-management support is an important activity for primary care nurses and persons with chronic diseases and common mental disorders, who are increasingly present in primary care, and require an integrated approach. IMPACT: This review addresses the paucity of details surrounding integrated self-management support for persons with chronic diseases and common mental disorders and provides a framework to better describe its characteristics. The findings could be used to design future research and improve the clinical integration of this activity by nurses.

The Physician Experience Teaching an Integrated Curriculum to First-Year Medical Students.

Introduction The authors review a model of early medical student education that leverages the strengths of physician educators in curriculum development and small-group instruction in the first year of medical school. Objective The objective of this study was to understand the experience of practicing physicians who helped to design, implement, and deliver the first-year curriculum at a new medical school. Methods Survey data were collected for all first-year physician instructors and first-year medical students at the new Kaiser Permanente Bernard J. Tyson School of Medicine during the inaugural 2020-2021 academic year. Physician involvement in curriculum design and implementation, time required for teaching preparation, ratings of collaboration with basic scientists, and confidence and satisfaction of the clinician educators with first-year medical student education, as well as student satisfaction with physician educators, were all explored. Results Despite extensive time commitment from the physician educators and some reported variability in confidence ratings for course content, physicians rated their experience teaching first-year medical students at the new medical school highly. They rated their collaboration with basic scientists highly as well. Medical students rated their physician educators highly across multiple assessment domains. Conclusion The successful combination of basic scientists with physician educators in first-year medical education may provide a road map for other medical schools seeking to further integrate clinical sciences into basic science education.

Integração básico-clínica no internato médico: Psiquiatria e Farmacologia / Basic clinical integration in medical internship: Psychiatry and Pharmacology

O presente estudo avaliou o ganho de conhecimentos de estudantes do curso médico que participaram de uma atividade integradora básico-clínica de Farmacologia e Psiquiatria no quinto ano, bem como verificou a opinião deles quanto à relevância em participar dessa atividade. Foi realizado estudo quali-quantitativo, utilizando avaliação pré e pós-teste, e a técnica do Discurso do Sujeito Coletivo (DSC) para a análise do conteúdo linguístico. Observou-se aumento significativo na porcentagem de acertos no pós-teste em relação ao pré-teste (p < 0,001). As ideias centrais obtidas na análise do DSC foram: atividade muito pertinente; ampliação desta atividade para outros estágios; dificuldade nas disciplinas básicas; aplicação de avaliação cognitiva; e participação ativa do professor nas discussões. Estes resultados sugerem que a integração entre a Farmacologia e as atividades práticas do internato em Psiquiatria possibilitou ampliar conceitos de Farmacologia, tornando o aprendizado significativo. Embora os estudantes tenham apontado a necessidade de melhor ajuste da atividade, o seu nível de aceitação foi verbalizado por meio da sugestão de que ela se estenda aos demais estágios do quinto ano.

This study quantifies fifth year medical students' knowledge after their participation in a basic clinical integration activity of psychiatry and pharmacology and investigates their opinions on the importance of the activity. A quali-quantitative study was performed using pre- and post-test assessment (multiple choice) and linguistic content analysis using the Discourse of the Collective Subject (DCS) technique. A significant increase in the percentage of correct answers in the post-test assessment was found compared to pre-test (p <0.001). The central ideas obtained from the DCS content analysis were: very relevant activity; expansion of the activity to other internships; difficulty in basic disciplines; application of cognitive assessment; and teacher's active participation in discussions. These results suggest that integration between pharmacology and the practical intern activities in psychiatry allowed pharmacological concepts to be broadened, rendering the learning meaningful. Although students identified the need for better organization of the activity, its the level of acceptance was verbalised through the suggestion that it could be extended to the other fifth year internships.