Academic-Community Partnership for Medical Missions: Lessons Learned and Practical Guidance for Global Health Service-Learning Experiences

BackgroundElectronic data capture is essential to advancing family-centered coordinated care in early intervention (EI). The purpose of this paper is to report on EI service coordinator response to piloting an electronic parent-reported outcome (e-PRO) assessment as part of their routine workflow, including lessons learned that may inform future phases of e-PRO implementation.MethodsThis second pilot study involved families enrolled in a large EI program (n=1040 families) in concert with their implementation of a statewide quality improvement initiative for care plan development and outcomes reporting. A total of 22 EI service coordinators and supervisors were engaged in 3 phases: initial e-PRO intervention, peer-mentor enhancement, and standard recruitment protocol.ResultsImplementation of the e-PRO intervention and peer-mentoring enhancement yielded low enrollment rates over the first 6 months (n=17). A standard recruitment protocol has resulted in enrollment growth (n=83) towards the targeted enrollment rate (n=832).ConclusionsThis study reports on early insights for building and sustaining a productive academic-community partnership for e-PRO implementation to support family-centered coordinated care. Lessons learned from this academic-community partnership with respect to strategies for enhancing community significance, collaboration, return, and control are discussed as they inform further development of this intervention before scale-up.

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Global health and service learning: lessons learned at US medical schools

Medical Education Online ◽

10.3402/meo.v17i0.18848 ◽

2012 ◽

Vol 17 (1) ◽

pp. 18848 ◽

Cited By ~ 12

Author(s):

Mark Stoltenberg ◽

Natalia Rumas ◽

Kayhan Parsi

Keyword(s):

Service Learning ◽

Global Health ◽

Medical Schools ◽

Lessons Learned

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Global Health Training Collaborations: Lessons Learned and Best Practices

American Journal of Tropical Medicine and Hygiene ◽

10.4269/ajtmh.21-0193 ◽

2021 ◽

Author(s):

Kathy Z. Chang ◽

Kristina Gracey ◽

Brooke Lamparello ◽

Bridget Nandawula ◽

Nancy Pandhi

Keyword(s):

Service Learning ◽

Best Practices ◽

Global Health ◽

Historical Context ◽

Implementation Strategies ◽

Lessons Learned ◽

Health Training ◽

International Partnerships ◽

Governmental Organization ◽

Learning Programs

Interest in global health training experiences among trainees from higher income countries has grown. The Working Group on Ethics Guidelines for Global Health Training (WEIGHT) clarified best practices in 2010 based on expert consensus. These guidelines address both balancing priorities in international partnerships and local sustainability concerns related to short-term experiences. However, the guidelines can be difficult to implement in actual practice. Because our organization predated the availability of these consensus guidelines, we reviewed our current set of practices for hosting service–learning programs at our rural Ugandan clinic for adherence to the WEIGHT guidelines. The discrete activities and standardized processes developed over 10 years of hosting experiences were grouped into broader hosting categories, with consensus among the hosting and sending volunteer coordinators of our non-governmental organization partnership. These practices were then mapped to the WEIGHT guidelines. We found our implementation strategies map these guidelines into a clear checklist of actions that can be used by coordinators involved in global health training programs. We include some of the historical reasons that led to our current processes, which may help other partnerships identify similar practice gaps. We anticipate that this action-oriented checklist with historical context will help accomplish the difficult implementation of best practices in global health training collaborations.

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Academic-Community Partnership Development Lessons Learned

Journal of Nursing Care Quality ◽

10.1097/ncq.0000000000000071 ◽

2014 ◽

Vol 29 (4) ◽

pp. 379-385 ◽

Cited By ~ 2

Author(s):

Frances Lee-Lin ◽

Lisa J. Domenico ◽

Lauren A. Ogden ◽

Venus Fromwiller ◽

Nancy Magathan ◽

...

Keyword(s):

Academic Community ◽

Lessons Learned ◽

Community Partnership ◽

Partnership Development

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In Our Own Words: Baccalaureate Nursing Students Describe Academic Service Learning Experiences

SAGE Open Nursing ◽

10.1177/23779608211010960 ◽

2021 ◽

Vol 7 ◽

pp. 237796082110109

Author(s):

Lora Humphrey Beebe ◽

Lizanne M. Elliott ◽

Helen Whitaker ◽

Colby Gladson

Keyword(s):

Nursing Students ◽

Service Learning ◽

Baccalaureate Nursing ◽

Day Treatment ◽

Learning Experiences ◽

Baccalaureate Nursing Students ◽

Lessons Learned ◽

Community Partner ◽

Care Community ◽

Academic Service Learning

Introduction Service learning integrates community service, didactic and student self-reflection while at the same time striving to identify and meet needs of the community partnership agencies involved. Project Descriptions. In this manuscript, two baccalaureate nursing students describe their service learning experiences while embedded in an integrated primary care community partner site for two years. In project one, students designed and conducted an educational group for mental health clients in a rural day treatment program. In project two, the student revised a diabetic clinic educational form to reduce client burden. Project management and outcomes: Projects were designed in collaboration with community partners and faculty. Project one resulted in increased knowledge of coping mechanisms in a majority of group participants. Three months after implementation of the revised form designed in project two, a majority of diabetic clients served in the clinic had A1c reductions. Discussion Lessons learned by students during the experiences include communication skills such as developing rapport with specific client groups, steps of change management, professional team interactions and increased civic engagement. Conclusion To our knowledge, this is the first manuscript wherein baccalaureate nursing students add their voice to the literature describing the benefits of academic service learning. Our next step is an online follow up 9 months post-graduation, to examine whether benefits and skills are maintained.

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Preservice Physical Education Teachers’ Service Learning Experiences Related to Comprehensive School Physical Activity Programming

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2016-0191 ◽

2017 ◽

Vol 36 (4) ◽

pp. 430-444 ◽

Cited By ~ 5

Author(s):

Collin A. Webster ◽

Danielle Nesbitt ◽

Heesu Lee ◽

Cate Egan

Keyword(s):

Physical Activity ◽

Physical Education ◽

Service Learning ◽

Learning Experiences ◽

Physical Activity Promotion ◽

Comprehensive School ◽

Lessons Learned ◽

After School ◽

Physical Education Teachers ◽

Activity Promotion

Purpose:The purpose of this study was to examine preservice physical education teachers’ (PPET) service learning experiences planning and implementing course assignments aligned with comprehensive school physical activity program (CSPAP) recommendations.Methods:Based on service learning principles, PPETs (N = 18) enrolled in a physical education methods class planned, implemented, and reflected on physical activity promotion events before, during, and after school for youth, staff, and parents. Data sources included focus group interviews, written reflections, field notes, and artifacts. Constant comparison techniques and triangulation guided data analysis and interpretation to identify overarching themes describing the PPETs’ successes, challenges, and lessons learned.Results:Four themes were identified: (a) outcomes with youth, parents, and staff, (b) communication, (c) planning and preparation, and (d) priorities and possibilities.Discussion/Conclusion:This study provides insight into the feasibility and outcomes of CSPAP-related service learning for PPETs, and uncovers promising aspects as well as potential issues with CSPAP implementation.

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Lessons Learned from the Evolution of an Academic Community Partnership: Creating “Patient Voices”

Progress in Community Health Partnerships Research Education and Action ◽

10.1353/cpr.2015.0032 ◽

2015 ◽

Vol 9 (2) ◽

pp. 243-251 ◽

Cited By ~ 3

Author(s):

Meghan K. Chambers ◽

Anna Ireland ◽

Rona D’Aniello ◽

Stephanie Lipnicki ◽

Myron Glick ◽

...

Keyword(s):

Academic Community ◽

Lessons Learned ◽

Community Partnership

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Nursing Student Engagement in Cultural Humility Through Global Health Service Learning: An Interpretive Phenomenological Approach

Journal of Transcultural Nursing ◽

10.1177/1043659619870570 ◽

2019 ◽

Vol 31 (3) ◽

pp. 304-311

Author(s):

Alicia Sedgwick ◽

Stephanie Atthill

Keyword(s):

Student Engagement ◽

Service Learning ◽

Health Service ◽

Global Health ◽

Lived Experience ◽

Nursing Student ◽

Student Nurses ◽

Phenomenological Approach ◽

Cultural Humility ◽

Intercultural Relationships

Introduction: This study explored how global health service learning supported nursing student engagement in the process of cultural humility and how it shaped student understanding of themselves and their ability to develop supportive intercultural relationships. Methods: Written reflections were collected from eight second-year students while on a 9-day practicum in a low-resource Caribbean country. Six students participated in posttrip interviews. Thematic analysis was used to illuminate the students’ lived experience. Results: Four student themes emerged: (1) overcoming challenges, (2) opening our eyes, (3) seeing difference as a strength, and (4) learning with and from each other. While participants were inherently ethnocentric, the process of cultural humility curbed their sense of superiority and enabled the development of supportive intercultural relationships with their hosts. Discussion: This global health service learning was an effective strategy to enhance student nurses’ learning about themselves and intercultural relationships and to develop the attributes of cultural humility.

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