Implementing a Large Scale Interprofessional Poverty Simulation

Autor/inn/en	Peterson, Dawn Taylor; Hitchcock, Laurel Iverson; Holt, R. Lynn; Brown, Michelle R.; White, Marjorie Lee
Titel	Implementing a Large Scale Interprofessional Poverty Simulation
Quelle	In: Journal of Social Work Education, 58 (2022) 4, S.759-767 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peterson, Dawn Taylor) ORCID (Hitchcock, Laurel Iverson) ORCID (Brown, Michelle R.) ORCID (White, Marjorie Lee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.1080/10437797.2021.1957736
Schlagwörter	Poverty; Simulation; Social Action; Interprofessional Relationship; Higher Education; Health Services; Allied Health Occupations Education; Majors (Students); Undergraduate Students; Best Practices; Outcomes of Education; Faculty Development; College Faculty; Medical Education; State Universities; Nursing Education; Counselor Training; Social Work; Urban Areas; Hospitals; Clinical Experience; Alabama (Birmingham) + Suchen Sie Ihr Suchwort? Armut; Simulation program; Simulationsprogramm; Soziales Handeln; Hochschulbildung; Hochschulsystem; Hochschulwesen; Health service; Gesundheitsdienst; Gesundheitswesen; Lernleistung; Schulerfolg; Fakultät; Medizinische Ausbildung; Staatliche Universität; Pflegepädagogik; Soziale Arbeit; Urban area; Stadtregion; Krankengymnast; Krankenhaus
Abstract	This article shares one university's experience in deploying the Community Action Poverty Simulation (CAPS) for interprofessional learning. Little guidance exists for implementing large-scale interprofessional simulations in higher education, especially with students from various healthcare professions. We will present our efforts implementing CAPS with students from a variety of healthcare majors. First, we provide background about our institution and CAPS in an effort to describe our implementation initiative including learners and facilitators. Second, we cover the adaptation of CAPS to include best practices in simulation. Specifically, we review prebriefing and debriefing, as well as logistics in implementing the poverty simulation as an interprofessional activity at a large university. Finally, we discuss learning and institutional outcomes related to CAPS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01