RESUMO
BACKGROUND: Health professionals are increasingly being called to address the social determinants of health (SDOH) and, to do so effectively, often requires an integrated approach to care. As a result, accreditation standards across multiple professions have emphasised the importance of interprofessional education (IPE). APPROACH: This paper describes large-scale, community-engaged learning that is required annually of students from nursing, pharmacy, public health, and social work. Through a series of asynchronous and synchronous activities that are informed by the Interprofessional Education Collaborative core competencies, students are trained to be SDOH change makers who can readily adopt integrated care service delivery frameworks into their future practice. EVALUATION: Approximately 1000 students have participated in this event since the University launched its IPE curriculum in 2017. Student consistently report achievement of the course learning objectives, with 91% of students reporting that the learning activities enhanced their understanding of their professional roles/responsibilities in regards to addressing poverty and food insecurity. IMPLICATIONS: Two key lessons learned from these efforts are described, including the benefits of a trauma-informed pedagogical approach and special considerations for large-scale learning.
RESUMO
Advanced practice registered nurses (APRNs) are in an excellent position to provide leadership for advancing telehealth initiative. King's social system concepts of role, status, authority, power, and decision-making may be explored in this context. The authors of this article provide insight into the leadership opportunities in telehealth that exist for APRNs in current healthcare systems through a King perspective. The authors discuss some of the major challenges for APRNs in telehealth and how leadership may overcome some of those challenges.
