Health Science Graduate Students Research Articles

Examining the pedagogical practices that support cultural proficiency development in graduate health science students

BackgroundHealth disparities are often a function of systemic discrimination and healthcare providers’ biases. In recognition of this, health science programs have begun to offer training to foster cultural proficiency (CP) in future professionals. However, there is not yet consensus about the best ways to integrate CP into didactic and clinical education, and little is known about the role of clinical rotations in fostering CP.MethodsHere, a mixed-methods approach was used to survey students (n = 131) from a private all-graduate level osteopathic health sciences university to gain insight into the training approaches students encountered related to CP and how these may vary as a function of academic progression. The research survey included instruments designed to quantify students’ implicit associations, beliefs, and experiences related to the CP training they encountered through the use of validated instruments, including Implicit Association Tests and the Ethnocultural Empathy Inventory, and custom-designed questions.ResultsThe data revealed that most students (73%) had received CP training during graduate school which primarily occurred via discussions, lectures, and readings; however, the duration and students’ perception of the training varied substantially (e.g., training range = 1–100 hours). In addition, while students largely indicated that they valued CP and sought to provide empathetic care to their patients, they also expressed personal understandings of CP that often fell short of advocacy and addressing personal and societal biases. The results further suggested that clinical rotations may help students attenuate implicit biases but did not appear to be synergistic with pre-clinical courses in fostering other CP knowledge, skills, and attitudes.ConclusionsThese findings highlight the need to utilize evidence-based pedagogical practices to design intentional, integrated, and holistic CP training throughout health science programs that employ an intersectional lens and empowers learners to serve as advocates for their patients and address systemic challenges.

Readiness for interprofessional learning among health science students: a cross-sectional Q-methodology and likert-based study

BackgroundInterprofessional education (IPE) prepares healthcare students for collaboration in clinical practice, but the effectiveness of this teaching method depends on students’ readiness for and perceptions of IPE. Evaluating students’ readiness for and perceptions of IPE is challenging, due to the lack of comprehensive measures. This study characterized the level of IPE readiness and perspectives across first-year undergraduate and graduate health science students using the readiness for interprofessional learning Likert Scale (RIPLS) and Q-methodologies.MethodsThis is a cross-sectional, online study. Students were randomized to answer the Likert-scale version of RIPLS (80%) or a matched Q-methodology survey (20%). An ANCOVA compared RIPLS scores between students from different program levels (graduate/undergraduate) and specialization (health professional and general programs). The Q-data was analysed using a by-person factor analysis.ResultsThree hundred and four (33% response rate) and 71 (30% response rate) students completed the Likert scale and the Q-methodology surveys, respectively. Students from graduate programs demonstrated high readiness for IPE (higher total RIPLS scores p < 0.001) in comparison to undergraduates. Three factors, associated with program specialization (p = 0.04), emerged from the Q-methodology analysis characterizing students learning priorities. Students in undergraduate general programs were focused on IPE relevance and benefits to “the clinical team”, students in graduate programs focused on “the patient”, and those in undergraduate health professional programs focused on themselves (“me”).ConclusionsThis novel mixed-methods approach combining traditional Likert-scales with Q-methodology elucidated not only associations between program and specialization with readiness (Likert) but also which components of IPE were valued the most (Q-methodology) and by whom.

The lived experiences of health science graduate students with anxiety and depression.

Health science graduate programs are intensive experiences in students' lives which can contribute to perceived symptoms of anxiety and/or depression. The consequent impact of these symptoms can have an overall effect on the graduate students' ability to participate in their daily lives, along with their program of study. The purpose of this study was to understand the lived experiences of health science graduate students who experience perceived signs and symptoms of anxiety and/or depression. An open-ended, qualitative phenomenological survey was used to understand the experiences of 56 Doctor of Occupational Therapy, Doctor of Physical Therapy, and Doctor of Pharmacy students at a university in the southeastern United States. Three themes were identified from the data: the cyclic effect of symptoms and triggers; the importance of support systems; and the benefit of coping skill utilization. Future research is needed to understand the effects of preventive and rehabilitative measures to address health science graduate students' mental health.

Canine-Assisted Intervention Effects on the Well-Being of Health Science Graduate Students: A Randomized Controlled Trial

The mental health crisis among college graduate students requires cost-effective interventions to support the increasing number of students experiencing negative mental health symptoms. To assess the effects of a canine-assisted intervention (CAI) on student well-being, including quality of life (QOL), stress, anxiety, occupational performance, and adjustment to the graduate college student role. Random assignment to a treatment or control group. College campus. A total of 104 college student participants were randomly assigned to either the treatment (n = 53) or control (n = 51) condition. Treatment consisted of 35-min weekly sessions over 6 wk. QOL, stress, anxiety, and occupational role. An analysis of covariance revealed that, compared with participants in the control condition, participants who interacted with therapy dogs had significantly higher self-reports of QOL (p < .001) and decreased anxiety scores (p < .045). Within-subject paired t tests confirmed significant stress reductions for participants in the treatment condition (p < .000). No significant differences in self-reports of occupational performance or in adjustment to the graduate college student role were found. These findings add to the body of literature attesting to the efficacy of CAIs in supporting student well-being and optimizing learning conditions. Moreover, this study demonstrated that graduate students in a professional program responded favorably to spending time with therapy dogs. Implications for CAIs and university mental health programming are discussed. What This Article Adds: A CAI may be a valuable tool for students and young adults experiencing mental health challenges, such as stress, anxiety, and decreased QOL.

Comparison of pain, posture, physical activity and sleep quality of undergraduate and graduate students of health sciences

The aim of this study was to investigate pain, posture, levels of physical activity, and sleep quality in undergraduate and postgraduate students along with determine how educational differences affect these parameters.A cross-sectional study. This study conducted with the participation of 60 undergraduate, 58 graduate students. The Short-Form McGill pain questionnaire was used to assess pain, the New York Posture assessment for posture assessment, the International Physical Activity Questionnaire (IPAQ) to determine physical activity levels, and the Pittsburgh Sleep Quality Scale to determine sleep quality. A total of 118 participants (mean age =24.07 years, 72.9% women) were included in the study. Posture and the low IPAQ score had significant differences between undergraduate and graduates (p&amp;#60;0.05), whereas pain, IPAQ total score, and sleep quality were similar (p&amp;#62;0.05). When the literature is briefly mentioned, there are general studies about university students, but it was not clear how the undergraduate and postgraduate status of the students affected the health related factors. Therefore, based on the results of this study, necessary evaluations and improvements should be made regarding the risk factors faced by the students, taking into account the pain, posture, physical activity levels, and sleep quality of undergraduate and postgraduate students.

Preferred Learning Styles of Graduate Health Science Students and the Effect on Academic Performance

Abstract Date Presented 04/02/2022 With increasing rigor in graduate-level programming, a shift from a pedagogical teacher-centered approach to an andragogical student-centered approach may be appropriate. Understanding student learning styles is one way to further the understanding of how learners perceive, understand, and apply information. This information can be used to prepare material and assess performance. Primary Author and Speaker: Jamie Schnabel Contributing Authors: William Conrad, Dianna Lunsford

Exploring the Characteristics Associated With Food Insecurity Experienced by Graduate Students in a School of Health Professions

ObjectivesFood insecurity (FI) affects between 11% and 51% of health sciences graduate students attending universities across the United States. This study aimed to describe the food security status of health sciences graduate students during the COVID-19 pandemic and to determine the educational, social, and economic characteristics associated with having food insecurity. MethodsThis was a secondary analysis of data from a cross-sectional study of 579 health sciences graduate students attending a northeastern university who responded to a survey between January and March 2021. The United States Department of Agriculture (USDA) 6-item Short Form Food Security Survey was used to assess food security status. Descriptive statistics and Chi-Square tests were used to identify factors associated with FI. ResultsThe majority of the sample was female (69.9%), non-white (57.4%), in a doctoral program (73.2%), and had a median age of 26.0 years. Sixty-seven % reported an annual personal income below $25,000, primarily sourced from student loans, grants, and family support; 20% reported supporting someone else with their annual personal income. Nineteen and three-tenths % (19.3%) of the health sciences graduate students had low or very low food security status. Those who financially supported someone else were significantly more likely to have FI (p = 0.04) than who did not financially support someone else. Those who lost employment income during the COVID-19 pandemic were more likely to experience FI. (p < 0.001) than those who did not have lost or reduced income. ConclusionsFactors significantly associated with FI were income loss and financially supporting someone other than themselves. Qualitative research on student finances may further define the characteristics of health sciences graduate students who are at risk for FI. University-sponsored student health screenings for FI and targeted outreach to address it are needed. Funding SourcesDepartment of Clinical and Preventive Nutrition Sciences at Rutgers University funded the gift cards for the raffle.

EFFECT OF BODY COMPOSITION ON AEROBIC CAPACITY AND BLOOD PRESSURE IN UNDER GRADUATE HEALTH SCIENCE STUDENTS

Body composition refers to body weight in terms of the absolute and relative amounts of muscle, bone, and fat tissues. Under graduate health science students are required to undertake various activities while pursuing their course so they are required to be fit. As a result, the students should be well aware of their body composition and how aerobic capacity varies on this basis. To study the effect of body composition on aerobic capacity and blood pressure in under graduate health science students. The objectives include estimation of Body composition by calculating body fat %, VO2 max after completion of Queen’s College Step Test, evaluating the blood pressure, resting &amp; post QCST test protocol in under graduate health science students. 280 under graduate health science students able to complete QCST test were recruited. Documentation of demographic data and baseline parameters were done. Skin fold measurements at various sites were taken to estimate the body fat percentage. The QCST was done and Post-test recovery pulse rate and blood pressure were recorded. The post-test parameters were used to calculate the Vo2 max. The result of the study shows that there is an effect of body composition on aerobic capacity and blood pressure in under graduate health science students thereby supporting the aim of the study. It is clear that body composition does affect the aerobic capacity and blood pressure in undergraduate health science students. Furthermore it is to note that the fitness level of health science students are better if their body fat percentage is lower because they are exhibiting higher aerobic capacity and also the blood pressure values have found to be comparatively lower.

Food Insecurity Among Health Sciences Graduate Students at a Large Northeastern University

ObjectiveTo determine the prevalence of food insecurity and the factors associated with it among health sciences graduate students. MethodsA cross-sectional web-based survey conducted in 2019 on an urban health sciences campus of a large, public northeastern university among health sciences graduate students. Food security status was assessed using the US Department of Agriculture validated 6-item short-form food security module. ResultsOf the 302 respondents (response rate, 8.8%), the mean age ± SD was 28.8 ± 7.30 years; 28.5% were food insecure. After adjusting for other covariates, receiving loans was independently associated with higher odds of being food insecure (P < 0.001). Conclusions and ImplicationsUniversities may consider screening graduate students for food insecurity risk, especially those receiving student loans. Future research on this topic with graduate students and program administrators in other universities may help identify potential interventions. The impacts of the coronavirus disease 2019 pandemic on food insecurity among graduate students merit exploration to develop context-specific interventions.

Cross-Disciplinary Narratives on COVID-19: Local Perspectives from Global Health Science Graduate Students

Cross-Disciplinary Narratives on COVID-19: Local Perspectives from Global Health Science Graduate Students

The contribution of medical educational system of the College of Medicine, and Health Sciences of the University of Gondar in Ethiopia on the knowledge, attitudes, and practices of graduate students of Health Sciences in relation to the prevention and control of nosocomial infections during the academic year of 2018

BackgroundNosocomial infection, also called a hospital-acquired infection, is an infection acquired during admitting patients in health care facilities. Nosocomial infection can be prevented and controlled by giving training to those responsible. This study aimed to assess the contribution of the medical education system on the knowledge, attitudes, and practices of the graduate students of health sciences about the prevention and control of nosocomial infection in the College of Medicine and Health Sciences at the University of Gondar in the Academic Year of 2018.MethodAn institution-based cross-sectional study was conducted among all graduate health science students posted in the different departments at the University of Gondar in the College of Medicine and Health Sciences from February to June 2018. A total of 422 study participants were included. Data were analyzed using SPSS version 20.ResultsOut of a total of 422 respondents, only 40% have taken training for infection prevention; out of which 39% had taken the training for a year ago. Moreover, only 35.5% have good knowledge of nosocomial infections as a result of the training; and only 32.5% have good understanding of the practical training given on prevention and control. Only 36% have good attitude towards its prevention and control.ConclusionThe result shows that only a few of the respondents have taken the infection prevention training. Yet, a smaller proportion of them had good knowledge, attitude, and practice on nosocomial infections. Hence, the Medical Education System should give more attention to the training of the nosocomial infection control by developing different strategies to prepare the students on these issues before they start their clinical attachment.

Quantitative and Qualitative Factors Associated with Social Isolation Among Graduate and Professional Health Science Students

Objective. To determine the prevalence of social isolation and associated factors in graduate and professional health science students. Methods. Quantitative and qualitative data were gathered via an online survey from graduate and professional students in the colleges of dentistry, medicine, nursing, pharmacy, and public health at a Midwestern university. Questions assessed students' demographics, weekly activity hours, support systems, and financial concerns, and included the 20-item UCLA Loneliness Scale. Logistic regression was performed using the binary outcome of feeling socially isolated (yes/no) and examined program-related respondent comments using thematic analysis. Results. There were 427 survey respondents with 398 completing the full survey. Students answering the social isolation question (n=386) were included in the regression analysis. Nearly one-fifth (19.4%) of respondents indicated social isolation, with the highest percentage among nursing respondents (40.7%). Lacking a strong support, being a non-native English speaker, having caregiving responsibilities, and experiencing "lonely" items described in the UCLA Loneliness Scale were positively associated with social isolation. The ability to discuss feelings with friends in their professional program and experiencing "non-lonely" items were negatively associated with social isolation. Ninety-six comments revealed nine risk factor themes in four categories: individual (feeling different from peers, personality, employment), interpersonal (competition/exclusionary atmosphere, faculty relationship), organization (too busy with coursework, isolating program) and community (relocation reduces social support). Student-involvement in organizations (activities encouraging socialization) and community (support from outside the group) were protective factors. Conclusion. Understanding associated factors and designing strategies to reduce student social isolation may enhance the quality and well-being of future health professionals and scientists.

Missing expectations: Windlass tourniquet use without formal training yields poor results.

Despite significant attempts to educate civilians in hemorrhage control, the majority remain untrained. We sought to determine if laypersons can successfully apply one of three commercially available tourniquets; including those endorsed by the United States Military and the American College of Surgeons. Preclinical graduate health science students were randomly assigned a commercially available windless tourniquet: SAM XT, Combat Application Tourniquet (CAT), or Special Operation Forces Tactical Tourniquet (SOFT-T). Each was given up to 1 minute to read package instructions and asked to apply it to the HapMed Leg Tourniquet Trainer. Estimated blood loss was measured until successful hemostatic pressure was achieved or simulated death occurred from exsanguination. Simulation survival, time to read instructions and stop bleeding, tourniquet pressure, and blood loss were analyzed. Of the 150 students recruited, 55, 46, and 49 were randomized to the SAM XT, CAT, SOFT-T, respectively. Mean overall simulation survival was less than 66% (65%, 72%, 61%; p = 0.55). Of survivors, all three tourniquets performed similarly in median pressure applied (319, 315, and 329 mm Hg; p = 0.54) and median time to stop bleeding (91, 70, 77 seconds; p = 0.28). There was a statistical difference in median blood loss volume favoring SOFT-T (SAM XT, 686 mL; CAT, 624 mL; SOFT-T, 433 mL; p = 0.03). All 16 participants with previous experience were able to successfully place the tourniquet compared with 81 (62%) of 131 first-time users (p = 0.008). No one should die of extremity hemorrhage, and civilians are our first line of defense. We demonstrate that when an untrained layperson is handed a commonly accepted tourniquet, failure is unacceptably high. Current devices are not intuitive and require training beyond the enclosed instructions. Plans to further evaluate this cohort after formal "Stop the Bleed" training are underway.

A Mindfulness Workshop for Health Science Graduate Students: Preliminary Evidence for Lasting Impact on Clinical Performance

Introduction. Health science graduate students take high stakes examinations and experience stress and burnout, which can negatively influence performance in clinical courses. The intent of this study was to pilot a curriculum in mindful practice for graduate health science students under high levels of perceived stress. The purpose of this study was to determine the effectiveness of an abbreviated mindfulness workshop to determine if it would provide lasting benefit for students during clinical experiences 9 months later. Methods. Twenty-three graduate students across 4 health professions participated in a 6-week workshop for stress management in March 2017. Students were executed to practice mindfulness activities for 15 minutes daily over the 6 weeks. Weekly meetings included meditation, mindful movement, and small group discussion. A mixed methods approach incorporated pre- and postworkshop measures exploring students' levels of worry, perceived stress, feelings of isolation, self-judgment, self-kindness, overidentification, and mindfulness. Additional survey data were collected 9 months later to determine if the tools learned in the workshop influenced clinical performance. Qualitative comments were coded using generic qualitative analysis, and member checking confirmed themes. Results. Overall, students demonstrated improvements in all measures of stress over the 6-week workshop. Additionally, they reported positive influences on clinical performance in the affective and cognitive domains 9 months later. Four main themes were extracted from the data. These were I Have Tools; Think, Pause, Allow; Silence the Critic; and, I Am Not Alone. Overall, the participants experienced significant improvements in mindfulness scores and self-compassion, and showed improvements in perceived stress and worry (Cognitive-Affective Mindfulness Scale-revised). Discussion and Conclusion. Altogether, these data suggest that (1) graduate students can learn to manage worry, feelings of isolation, and self-judgment using tools and strategies from mindful practices; (2) students who practice mindfulness in a 6-week workshop report lasting effects during clinical performance 9 months later; and (3) students benefit from a community of peers and a shared space to share their thoughts and feelings as emerging health professionals. Suggestions are made for integrating mindful practices into graduate health science education.

Impact of the Classroom Learning Environment on Graduate Health Science Students' Clinical Reasoning

PurposeThe purpose of this study was to investigate how learning in two graduate health science courses at a comprehensive state university was structured and provided opportunities for clinical reasoning. MethodThis study adopted a grounded theory approach. Participants included two graduate instructors, one in Occupational Therapy (OT) and one Communication Disorders (CD), and their students (n = 62). Three data sources included transcripts from 36 h of instructor–student discourse within graduate health science classrooms over the course of a full semester, detailed field notes about the environment and instructor–student interactions, and transcripts from in-depth, open-ended interviews with each instructor focusing on their intended participation frameworks and scaffolding strategies. ResultsThe findings indicate that students' demonstration of clinical reasoning skills in the classroom were impacted by the participation frameworks instructors adopted and that instructor perceptions did not always match recorded interactions. DiscussionThe pedagogies instructors use, the social dynamics in the classroom, class structure and format, and instructor expectations are highly influential on the high-level problem solving required in clinical reasoning that graduate health science students need to demonstrate. ConclusionResults of this study highlight how instructional practices can inadvertently undermine the clinical reasoning skills students demonstrate in the classroom environment and are representative of a common struggle in education.

Web-based CBT for the prevention of anxiety symptoms among medical and health science graduate students

ABSTRACTMedical and health science graduate students report greater anxiety problems than the general population, but they are less likely to seek treatment due to cultural and logistical barriers. One preventative approach that overcomes these barriers is web-based cognitive behavioral therapy (webCBT). It is unknown whether webCBT is effective for preventing anxiety escalation within this population. A randomized controlled trial was conducted, comparing the effects of webCBT versus a control group (CG). Medical university students (n=594; Mage=27; 67% female; 80% Caucasian) completed online baseline measures and four assigned online activities. Measures were re-administered after approximately three months. There was a small interaction effect between time of assessment and treatment condition. Anxiety severity was lower in the webCBT (M[SD]=2.88[3.36]) versus CG condition (M[SD]=3.69 [3.35]) at follow-up. This effect was moderate for students with mild, versus minimal, anxiety at baseline. The proportion of students with possible anxiety disorder was lower in the webCBT (4.5%) versus CG (8.5%) condition, and the proportion of mildly anxious students with a clinically significant increase in symptoms was lower in the webCBT (10%) versus CG (20%) condition. WebCBT may aid in preventing anxiety escalation in this population, particularly for at-risk students who report mild anxiety symptoms.

Interprofessional education for health science students’ attitudes and readiness to work interprofessionally: a prospective cohort study

BackgroundInterprofessional education of healthcare providers is necessary to foster collaborative practice and improve patient outcomes. ObjectiveTo examine the effectiveness of the single-session interprofessional education in improving interprofessional attitudes, increasing knowledge of healthcare professions, and improving perceived-readiness for working interprofessionally and with older adults in students in occupational therapy, physical therapy, and physician assistant graduate programs. MethodsWe used a prospective, pre–post cohort design. Fall risk evaluation for older adults was selected as the topic of the 4-hour interprofessional education session. Graduate students from three professional programs including occupational therapy (n=20), physical therapy (n=26), and physician assistant studies (n=35) participated in the study, and 17 older adults aged 65 years or older volunteered for the session. Our primary outcome measure was the Interprofessional Attitudes Scale measuring interprofessional attitudes, and our secondary outcome measure was the study-specific questionnaire measuring the direct effect of our interprofessional education session. ResultsGraduate students showed significant improvements in the subscale of teamwork, roles, and responsibilities in the Interprofessional Attitudes Scale. Students also showed significant improvements in “understanding of other professions,” “perceived-readiness to work interprofessionally,” and “perceived-readiness to work with older adults” in the study-specific questionnaire. Ceiling effects were observed in most of the subscales in the Interprofessional Attitudes Scale. ConclusionThis study demonstrates that a single 4-hour interprofessional education session can improve interprofessional attitudes, knowledge of other professions, and perceived-readiness of health science graduate students to work interprofessionally and to work with older adults.

Effectiveness of interprofessional education in renal physiology curricula for health sciences graduate students.

The primary purpose of conducting an interprofessional education (IPE) experience during the renal physiology block of a graduate-level course was to provide basic science, physical therapy, and physician assistant graduate students with an opportunity to work as a team in the diagnosis, treatment, and collaborative care of a patient with acute kidney injury. The secondary purpose was to enhance the understanding of basic renal physiology principles with a patient case presentation of renal pathophysiology. The overall purpose was to assess the value of IPE integration within a basic science course by examining student perceptions and program evaluation. Graduate-level students operated in interprofessional teams while working through an acute kidney injury patient case. The following Interprofessional Education Collaborative subcompetencies were targeted: Roles/Responsibilities (RR) Behavioral Expectations (RR1, RR4) and Interprofessional Communication (CC) Behavioral Expectations (CC4). Clinical and IPE stimulus questions were discussed both within and between teams with assistance provided by faculty facilitators. Students were given a pre- and postsurvey to determine their knowledge of IPE. There were statistically significant increases from pre- to postsurvey scores for all six IPE questions for all students. Physical therapy and physician assistant students had a statistically significant increase in pre- to postsurvey scores, indicating a more favorable perception of their interprofessional competence for RR1, RR4, and CC4. No changes were noted in pre- to postsurvey scores for basic science graduate students. Incorporating planned IPE experiences into multidisciplinary health science courses represents an appropriate venue to have students learn and apply interprofessional competencies.

Developing a Curriculum for Information and Communications Technology Use in Global Health Research and Training: A Qualitative Study Among Chinese Health Sciences Graduate Students.

BackgroundRapid development of information and communications technology (ICT) during the last decade has transformed biomedical and population-based research and has become an essential part of many types of research and educational programs. However, access to these ICT resources and the capacity to use them in global health research are often lacking in low- and middle-income country (LMIC) institutions.ObjectiveThe aim of our study was to assess the practical issues (ie, perceptions and learning needs) of ICT use among health sciences graduate students at 6 major medical universities of southern China.MethodsTen focus group discussions (FGDs) were conducted from December 2015 to March 2016, involving 74 health sciences graduate students studying at 6 major medical universities in southern China. The sampling method was opportunistic, accounting for the graduate program enrolled and the academic year. All FGDs were audio recorded and thematic content analysis was performed.ResultsResearchers had different views and arguments about the use of ICT which are summarized under six themes: (1) ICT use in routine research, (2) ICT-related training experiences, (3) understanding about the pros and cons of Web-based training, (4) attitudes toward the design of ICT training curriculum, (5) potential challenges to promoting ICT courses, and (6) related marketing strategies for ICT training curriculum. Many graduate students used ICT on a daily basis in their research to stay up-to-date on current development in their area of research or study or practice. The participants were very willing to participate in ICT courses that were relevant to their academic majors and would count credits. Suggestion for an ICT curriculum included (1) both organized training course or short lecture series, depending on the background and specialty of the students, (2) a mixture of lecture and Web-based activities, and (3) inclusion of topics that are career focused.ConclusionsThe findings of this study suggest that a need exists for a specialized curriculum related to ICT use in health research for health sciences graduate students in China. The results have important implications for the design and implementation of ICT-related educational program in China or other developing countries.

Graduate student service learning in medically underserved communities

Introduction : This qualitative analysis aimed to ascertain the impact of community-oriented service learning experiences on community engagement of nurse practitioner students through the analysis of written student experience reflections. The UCSF Elev8 Healthy Students & Families project marked the beginning of an ongoing interprofessional academic-practice partnership in which health science graduate students have been assigned to service learning projects in school based health centers located in medically underserved neighborhoods. Methods : Semi-structured self-reflections were collected from nurse practitioner and dental students between 2011 and 2015. Sixty graduate students provided written reflections before, during and after their service learning experiences. Dimensional analysis, a form of grounded theory, was employed as the primary analytic strategy. Results : Several major processes were identified, including interprofessional learning and communication development. Tangible experiences with the social determinants of health proved centrally important to effective learning. Important conditions impacting the student experience were whether or not students were from or had experience in underserved communities and how they perceived the orientation/preparation. Conclusions : This project provided valuable opportunities for growth as clinicians, including familiarization with community engagement, communication skills, interprofessional opportunities, and role modeling possible career pathways for community youth. Academic institutions partnering with community health sites for service learning should integrate thoughtful orientation to sites and community health topics. Finally, creating a space to discuss how a student’s own personal background impacts their experiences is critical and may serve to enrich the opportunity for all students involved.