scholarly journals Teaching Social Determinants of Health Through Mini-Service Learning Experiences

MedEdPORTAL ◽  
2011 ◽  
Vol 7 (1) ◽  
Author(s):  
Norman Fredrick
2018 ◽  
Vol 9 (4) ◽  
pp. 79 ◽  
Author(s):  
Margaret A. Avallone ◽  
Renee Cantwell ◽  
Staci Pacetti

Background/objective: Baccalaureate nursing clinical experiences must prepare graduates to assess and support the health of vulnerable populations within communities. Clinical experiences need to align with theoretical coursework throughout the entire curriculum. This pilot project evaluated an innovative method to introduce second-semester Accelerated Baccalaureate Students (ABS) into a service-learning community experience using a peer-mentoring strategy.Methods: Eleven second-semester and twelve fourth-semester ABS students were paired in learning dyads in a low-income, ethnically diverse urban housing development, along with community health workers and social workers.  Second-semester students were peer-mentored by fourth-semester students. Second-semester students performed health screenings, health promotion education, and medication reconciliation guided by fourth-semester students. Learning objectives and changes in knowledge were evaluated before and after the experience in a retrospective pretest/posttest format for all students. Additionally, second-semester students reported their perception of the mentoring experience on self-confidence, satisfaction, and helpfulness.Results: The learning objective rated highest related to the role of social determinants of health in the overall health of the residents (M = 4.38). Paired t-test analysis revealed significant positive increases in levels of knowledge about social determinants of health, role of culture, and importance of the interprofessional team. On a scale of one to five, second-semester students reported increased self-confidence (M = 4.2), satisfaction with the learning experience (M = 4), and help providing health promotion strategies (M = 4.4) due to mentorship by the fourth semester students.Conclusions: Students’ comments reflected an appreciation of the complexity of healthcare issues affecting vulnerable members of the community. Second-semester students reported more confidence and perceived themselves to be more effective due to the mentorship of the fourth semester students when providing education to residents with complex health needs.


2021 ◽  
pp. 237337992110358
Author(s):  
Ameena Batada ◽  
Audrey E. Thomas ◽  
Danielle Holtz

Community-engaged (or service) learning is a common approach in health promotion and undergraduate education and can provide students with an opportunity to learn about the social determinants of health and policy change and advocacy. Students can support organizations with policy advocacy to promote more equitable resource allocation in communities close to campus and take these skills into their future professions. This article presents an overview of and the lessons learned from a “data-to-action” approach, as well as a summary of students’ perceptions on being part of a class taking this approach. In partnership with community organizations advocating for policy change, a data-to-action approach engages and guides students in primary and/or secondary data collection, analysis, and reporting. Through the projects described in this article, students observed how policy change can affect the social determinants of health, and they contributed to advocacy efforts for policy change, such as extending bus routes, reducing the marketing and sales of tobacco, and prioritizing resources for people who are houseless. Overall, students reported that they gained familiarity with local communities and with research and other professional skills. A data-to-action approach has the potential to benefit both students and community organizations’ local advocacy efforts.


PRiMER ◽  
2020 ◽  
Vol 4 ◽  
Author(s):  
Orlando Solá ◽  
Crystal Marquez

Introduction: Social determinants of health (SDOH) are often incorporated to some degree within preclinical medical education, but no validated curriculum exists for the incorporation of SDOH and the competencies necessary to address nonclinical contributors to health, within clinical educational programming. The COVID-19 pandemic provided an opportunity to implement this programming in a virtual setting. Methods: Using pedagogy developed by Freire and Dewey, we created a service-learning curriculum supported by reflection sessions, workshops on implicit bias, and journal clubs. We used flipped classroom and adult-learning theory to develop and implement this curriculum. Results: Learners showed significant enthusiasm for this novel curriculum, identifying the incorporation of SDOH and related competencies in clinical education as unique and imperative, requesting that the content be further integrated within the clinical experience of State University of New York Downstate Health Sciences University. Conclusion: We developed a service-based curriculum that succeeded in developing further understanding of how patients experience their health in Central Brooklyn, and provided a space for students to generate emotional and interpersonal expertise that is important for the growth of clinicians in caring for patients in underserved and underresourced communities.


2018 ◽  
Vol 29 (5) ◽  
pp. 473-479 ◽  
Author(s):  
Keneshia Bryant-Moore ◽  
Ashley Bachelder ◽  
Larronda Rainey ◽  
Kimberly Hayman ◽  
Alexa Bessette ◽  
...  

Introduction: It is important for graduate-level nursing students to be competent in the issues involved in the social determinants of health and health disparities and have the tools to address them as graduates. Method: As part of a nursing workforce diversity program, master’s-level nursing students were required to participate in a service learning project exposing them to an issue not directly linked to health—long bus rides for students as a result of school consolidations—to achieve educational goals and objectives while providing a service to an advocacy agency. Results: Eighteen students completed the project, providing the advocacy agency with firsthand accounts about the impact of long bus rides and in-depth reviews of literature on the topic and laws and regulations of other states. Conclusion: These results further support providing nursing students opportunities to fully engage with multicultural communities to gain a broader understanding of health disparities and social determinants of health.


2019 ◽  
Vol 101 (4) ◽  
pp. 357-395 ◽  
Author(s):  
Saty Satya-Murti ◽  
Jennifer Gutierrez

The Los Angeles Plaza Community Center (PCC), an early twentieth-century Los Angeles community center and clinic, published El Mexicano, a quarterly newsletter, from 1913 to 1925. The newsletter’s reports reveal how the PCC combined walk-in medical visits with broader efforts to address the overall wellness of its attendees. Available records, some with occasional clinical details, reveal the general spectrum of illnesses treated over a twelve-year span. Placed in today’s context, the medical care given at this center was simple and minimal. The social support it provided, however, was multifaceted. The center’s caring extended beyond providing medical attention to helping with education, nutrition, employment, transportation, and moral support. Thus, the social determinants of health (SDH), a prominent concern of present-day public health, was a concept already realized and practiced by these early twentieth-century Los Angeles Plaza community leaders. Such practices, although not yet nominally identified as SDH, had their beginnings in the late nineteenth- and early twentieth-century social activism movement aiming to mitigate the social ills and inequities of emerging industrial nations. The PCC was one of the pioneers in this effort. Its concerns and successes in this area were sophisticated enough to be comparable to our current intentions and aspirations.


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