Physical Therapist Student, Nursing Student, and Community Partner Perspectives of Working Together in a Chicago Neighborhood After-School Program

Abstract

Background and Purpose. Racial disparities in health across Chicago have worsened, despite increased attention at federal and local levels. Approaches to addressing health inequity include community-based participatory research (CBPR) and interprofessional education (IPE) experiences. The purpose of this case report is to describe the results of a community-based educational experience in a neighborhood after-school program from the perspectives of health professions students and their community partners. Case Description. The Westside Health Authority (WHA), a community-based organization in the Austin neighborhood of Chicago, approached their CBPR partners at Northwestern University and Rush University and asked for assistance to change an after-school program. In response, university faculty designed an IPE experience, which included six physical therapists (PTs) and seven nursing students. In collaboration with WHA Youth Development Center (YDC) staff, PT and nursing students developed and implemented a 10-week physical activity (PA) and nutrition program titled “Kids in Motion (KIM)”. Physical therapy and nursing faculty members provided oversight of KIM. Outcomes. Fourteen African American youth (6–12 years old) participated in KIM, which consisted of a PA session led by PT students (on Mondays), a nutrition activity conducted by nursing students (on Thursdays), and an integration of learned activities by YDC staff on other weekdays. Quantitative and qualitative measures were used to assess KIM outcomes. Discussion and Conclusion. Focus group findings suggested that the community partners' expectations of the health promotion program for youth were successfully met. In addition, the PT and nursing students indicated increased confidence and preparedness in working with underserved communities to plan programs based on areas of need identified by community stakeholders. Community-based and interprofessional experiences should be considered as sustainable methods to meet both the programming needs identified by community partners and the educational needs of health professions students.