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J Interprof Care ; : 1-8, 2018 Dec 25.
Artículo en Inglés | MEDLINE | ID: mdl-30585089


Four health professions schools at an academic health science university and a partner state university collaborated to develop the Interprofessional Care Access Network (I-CAN), a model of healthcare delivery and interprofessional education that addresses the Triple Aims for vulnerable populations in three underserved neighborhoods. Program goals were achieved through community-based partnerships and the development of a health-care workforce prepared for competent practice in emerging models of care. In the first three years, almost 600 nursing, medicine, dentistry, and pharmacy students worked with clients referred from community partners, providing interprofessional care coordination addressing life instability and social determinants of health. The evaluation has demonstrated substantial improvement of health-related outcomes for clients who began in the first three years of the program and specifically those who completed intake and follow-up documentation (N = 38). There were substantial reductions in the aggregate number of emergency department visits, emergency medical service calls, and hospitalizations when compared to the 6 months prior to starting I-CAN. Estimated cost savings for the 38 clients, based on minimal estimated costs for these indicators alone, were over $224,000. A three-year qualitative review of client progress notes indicated that as a result of interprofessional student team interventions, many clients improved access to health insurance and primary care, and stabilized housing. Since the evaluation was completed, three programs have been added in rural and urban communities, demonstrating the model is scalable and replicable.

J Nurs Educ ; 55(3): 150-4, 2016 Mar.
Artículo en Inglés | MEDLINE | ID: mdl-26926215


BACKGROUND: Service-learning is a teaching-learning strategy in higher education that provides hands-on experiences in authentic clinical environments. Mutual decision making, shared goals, reciprocity, and tangible benefits to organizations and the people they serve are hallmarks of service-learning. However, the literature is sparse pertaining to preceptor experiences with service-learning projects, the extent of reciprocity, or the projects' impact on those who received the service. METHOD: A small phenomenological study was conducted to better understand the experiences of four community-based health professionals who worked with nursing students on service-learning projects. RESULTS: Four themes emerged from face-to-face interviews and written reflections: (a) reciprocity among preceptor, clinical faculty, and student, (b) intentional planning and project clarity, (c) meaningful and authentic experience, and (d) valued and beneficial contributions that addressed a need. CONCLUSION: Insight gained from the experiences of the four preceptors in this study suggest that through careful planning and reciprocity, service-learning can have a positive impact on community-based organizations and the people they serve.

Bachillerato en Enfermería/métodos , Preceptoría
J Prof Nurs ; 31(5): 395-401, 2015.
Artículo en Inglés | MEDLINE | ID: mdl-26428344


Academic partnerships with hospitals and health care agencies for authentic clinical learning have become a major focus of schools of nursing and professional nursing organizations. Formal academic partnerships in community settings are less common despite evolving models of care delivery outside of inpatient settings. Community-Academic partnerships are commonly developed as a means to engage nursing students in service-learning experiences with an emphasis on student outcomes. The benefit of service-learning projects on community partners and populations receiving the service is largely unknown primarily due to the lack of structure for identifying and measuring outcomes specific to service-learning. Nursing students and their faculty engaged in service-learning have a unique opportunity to collaborate with community partners to evaluate benefits of service-learning projects on those receiving the service. This article describes the development of a service-learning framework as a first step toward successful measurement of the benefits of undergraduate nursing students' service-learning projects on community agencies and the people they serve through a collaborative community-academic partnership.

Conducta Cooperativa , Bachillerato en Enfermería , Aprendizaje , Prestación de Atención de Salud , Estudiantes de Enfermería
Fam Community Health ; 38(2): 195-203, 2015.
Artículo en Inglés | MEDLINE | ID: mdl-25739066


The Interprofessional Care Access Network is an innovative model for academic-practice partnership providing care coordination for vulnerable and underserved clients and populations in identified neighborhoods. Interprofessional student teams, including health professions students from nursing, medicine, pharmacy, and dentistry, collaborate with community service organizations and primary care clinics to address social determinants of health identified as barriers to achieving health care outcomes and Triple Aim goals. Teams are supervised by a nursing faculty in residence and address issues such as housing, health insurance, food security, and lack of primary care. Two case studies demonstrate the potential impact of the project.

Área sin Atención Médica , Modelos Educacionales , Características de la Residencia , Estudiantes , Anciano , Servicios de Salud Comunitaria , Conducta Cooperativa , Humanos , Relaciones Interprofesionales , Masculino , Estados Unidos
Nurse Educ Pract ; 13(4): 301-9, 2013 Jul.
Artículo en Inglés | MEDLINE | ID: mdl-23591129


A clinical education model was developed and implemented by nursing faculty in the Oregon Consortium for Nursing Education undergraduate curriculum to improve clinical learning for preparation of nurses to practice in the 21st century. This clinical education model, developed though collaborative work by nursing practice and education representatives throughout the state, moves away from a "random access opportunity" model of clinical education reliant on "total patient care" experiences to an intentional design of clinical learning activities based on course competencies appropriate to student level. Five elements of the model were proposed: case-based, concept-based, intervention skill-based, focused direct client care and integrative experiences. Different elements are dominant in early, middle and late clinical experiences to best support the developmental level of the student. Expectations for faculty, students and clinical staff were also developed to enhance best practices in clinical learning. Preparation of clinical partners for a change in clinical learning and student accountability are essential for optimal learning. This paper provides an overview of the model with clinical application examples for each element with a particular emphasis on case-based, concept-based and integrative clinical experiences.

Competencia Clínica , Bachillerato en Enfermería/organización & administración , Modelos Educacionales , Estudiantes de Enfermería , Curriculum , Predicción , Humanos , Investigación en Educación de Enfermería , Oregon , Innovación Organizacional
J Nurs Educ ; 51(11): 617-22, 2012 Nov.
Artículo en Inglés | MEDLINE | ID: mdl-22978272


This study aimed to determine a poverty simulation's influence on nursing students' attitudes toward poverty. Five cohorts of baccalaureate nursing students participated in the study; two cohorts (experimental group, n = 103) participated in the simulation and three did not (control group, n = 75). The Attitudes Towards Poverty Short Form was administered before the simulation and 6 weeks later; higher scores indicated more positive attitudes toward poverty. Experimental group pretest scores were higher. Higher pretest global scores were negatively correlated with religious affiliation (Spearman's rho = -0.294, p = 0.000) and positively correlated with prior poverty exposure (Spearman's rho = 0.284, p = 0.000) and liberal political views (Spearman's rho = 0.444, p = 0.000). Controlling for pretest differences, posttest mean scores for the experimental group (78.73) were significantly higher (p = 0.007). The poverty simulation is an engaging learning experience providing an opportunity for students to gain sensitivity in working with this population.

Actitud del Personal de Salud , Bachillerato en Enfermería/métodos , Simulación de Paciente , Pobreza/psicología , Estudiantes de Enfermería/psicología , Adulto , Femenino , Humanos , Masculino , Persona de Mediana Edad , Estereotipo , Adulto Joven