Stronger When Combined
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This document summarizes an interprofessional service learning program between the University of New England and the Cumberland County Jail. Students from various health professions conduct weekly wellness workshops at the jail, addressing issues like health education, support groups, and exercise training. The program aims to enhance student learning through hands-on experience, apply interprofessional skills, and increase understanding of other roles. Evaluations found students gained cultural knowledge of inmate experiences and disparities, as well as confidence in collaborative addressing of health issues.
Stronger When Combined
- 1. Stronger When Combined: Interprofessional Service Learning at the County Jail Kerry Dunn, JD, PHD, MSW Shelley Cohen Konrad, PhD, LCSW, FNAP Kris Hall, MFA April 10, 2015 Interprofessional Health Care Summit Armstrong State University
- 2. • Urban and Oceanside Campuses • 13 Health Professions; 8085 • Educates Majority of Maine’s Health Professionals • Robust IPE Infrastructure IPE Collaborative Center for Excellence Core IPE Curriculum & Classrooms Signature Events IP Team Immersion Student-led Mini-Grants IP Honors Distinction IP Service Learning IP Grants Clinical Education Sites IP Faculty Development IPCP Community Summits
- 3. • Translate and implement IPEC Competencies into community- based practices • Expose students to community-based practice and service in a range of settings with vulnerable, underserved and marginalized populations • Prepare students for work with a broader teamwork paradigm Multiple workers from different professional and service backgrounds providing comprehensive health and health- related services working with individuals, families, caregivers and communities to deliver the highest quality of care across settings Framework for Action on Interprofessional Education & Collaborative Practice WHO, 2010
- 4. IPE Service Learning: Objectives • Enhance critical and reflective learning through hands on, community-based activities. • Apply interprofessional knowledge and skills to real life situations. • Gain lived knowledge of others’ professional roles and scopes of practice • Achieve a sense of civic and social responsibility through community partnerships. (Kolomer, Quinn, & Steele, 2010)
- 5. UNE-CCJ Collaboration • Over 100 UNE students and 10 faculty, engaging in health and wellness projects at the Cumberland County Jail • Projects designed by students, inmates, jail staff, and faculty working together to identify ways to use university resources to address needs at CCJ
- 6. Cumberland County Jail Current population: 450 Budget: $14,335,838; Staff: 200
- 7. Health Challenges in Jails Jail inmates have higher than average rates of: oCommunicable disease (MRSA, TB, Hep B&C) oHIV/AIDS oChronic disease (diabetes, hypertension, asthma) oMental Illness oAddiction oSuicide risk
- 8. Security v. Rehabilitation oFew education opportunities for inmates oMinimal health, dental, and mental health services oLimited preparation for re-entry oShort length of stay oSignificant fiscal restraints
- 9. Inside-Out Classroom Model: Transformation • “Inside-Out” model: college and inmate students study issues of crime and justice as peers. • Designed to create a ‘safe enough’ environment for the expression of multiple perspectives, experiences, and agendas (Pompa, 2005).
- 10. Learning With and From in Context • Distinctive Learning Elements: • Absence of personal freedom enforced by institutional culture • Students experience restrictions & jail customs • Stereotypes and stigma • Political nature of crime policy and controversial role of prisons in U.S. society. • Learning Outcomes: • Greater affective understanding of the experiences, challenges, & needs of incarcerated people • Firsthand experience of health disparities.
- 11. IPE Faculty Challenges • Acknowledgement that respect is earned one encounter at a time. • Meet curricular needs in a way that does not exploit the inmates for the benefit of student learning. • Recognition that students are engaged in an interactive cultural immersion experience with individuals whose life circumstances may be markedly different from their own. • Acknowledgement of faculty assumptions and biases. • Necessary Debriefing
- 12. UNE-CCJ Collaboration PROCESS Collaboration Mutual BenefitDialogue
- 13. WWW at CCJ (Weekly Wellness Workshops) • Health Education (Hygiene; Stress) • Support Groups • Exercise Training Social Work, Nursing, Physician Assistant & Physical & Occupational Therapy
- 14. Evaluation and Refinement • Evaluation based on participatory action research principles “look-think-act” loop (Stringer, 1999). • Students and inmates “look” at the issues together, they “think” about solutions, “act” to implement their solution, then “look” at the results. • From 2013-2014 students debriefed the final “look” portion of the “look-think-act loop” (1) a whole-group debriefing session (2) completion of open-ended surveys.
- 16. Student Transformation • The health and social disparities faced by people incarcerated at the jail – cultural knowledge. • Awareness of “… the diversity that exists among inmates - their backgrounds, social status, education, and family lives.” • Confidence in the ability to collectively address these disparities; change is possible – “break the cycle” • Value of learning and working in interprofessional teams; broadened definition of teamwork and team membership. Students not only saw inmates as human but the complexity of their humanness.
- 17. References • Kolomer, S., Quinn, M. E. & Steele, K. (2010). Interdisciplinary Health Fairs for Older Adults and the Value of Interprofessional Service Learning. Journal of Community Practice, 18(2-3), 267-279. • Pompa, L. (2005). Service-learning as crucible: Reflections on immersion, context, power, and transformation. In D.W. Butin (Ed.), Service learning in higher education. New York: Palgrave/Macmillan. • Stringer, E.T. (1999). Action Research 2nd Ed. Thousand Oaks, CA: Sage. • World Health Organization (2010). Framework for Action on Interprofessional Education & Collaborative Practice. Washington, D. C., National Academies Press.
- 18. Kerry Dunn: kdunn5@une.edu Shelley Cohen Konrad: scohenkonrad@une.edu Kris Hall: chall4@une.edu http://www.une.edu/wchp/ipec/ceipe
Editor's Notes
- #2: SCK/KH mutual introductions
- #3: SCK Faculty and University Hubs; Embedded Curriculum; Co-/Extracurricular and service learning opportunities; Clinical education and faculty development opportunities (train-the-trainers model)
- #4: SCK Goals of SL
- #5: SCK
- #6: SCK
- #7: KH Jail VS Prison
- #8: KH – Rich in opportunities for students of many professions to help…
- #9: KH Dentist visits fro 8 hours a month, slips to fill out for health care – most often results in a tylenol Trend to reduce number of non-violent criminal offenders.
- #10: SCK
- #11: KH
- #12: KH “population”
- #13: SCK
- #14: KH
- #15: SCK
- #16: KH – Mini-Grants The clearest benefits identified by students was the value placed on “hands-on” learning, or learning through engagement with others students, onsite workers, and members of the target population. Working with students from other professions in real life program that had an impact. Interaction with inmates’ lives and stories. Work with an especially stigmatized population. Exposure to the impact and outcomes of low resources.