The Significance of Indigenous Field Education: an Analysis of the Social Workers Advancing Through Grounded Education Program.

The United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) is predicated on the inherent sovereign rights that all Indigenous peoples have to their lands, cultural practices, and traditional resources prior to colonization and assimilation. However, Indigenous populations continue to be disproportionately affected by inequitable access to education, workforce development, and physical and mental health care. Opportunities for education and workforce development in the field of social work are essential to strengthening Indigenous communities. Indigenous students must often move outside of their communities to pursue master's-level social work degrees, decreasing their opportunity to practice skills within these communities during required master's-level practica. Universities must offer equitable opportunities to Indigenous students wishing to complete practica within Indigenous communities by providing financial support and curricular preparation. In 2014, the Social Workers Advancing through Grounded Education (SAGE) program was created by the Kathryn M. Buder Center for American Indian Studies to provide these opportunities to MSW students, particularly Indigenous students. SAGE consists of recruitment, classroom training, field training, and partnership development. The program has provided financial and educational support to 53 students and created 43 formal partnerships with Indigenous-serving institutions, with nearly 90% of SAGE recipients identifying as Indigenous. This article presents findings that suggest access to practica with Indigenous populations leads to Indigenous social work students feeling more confident about serving Indigenous communities as social work professionals upon graduation. These results add to literature regarding best practices for creating equitable field education programs suited to enhancing social work in Indigenous communities.

American Indian Social Work Students: Factors that Influence Success in Graduate School.

Introduction: Many barriers exist for American Indian/Alaska Native (AI/AN) students pursuing advanced degrees. The Brown School at Washington University in St. Louis has a higher than average graduation rate for AI/AN students. The purpose of this article is to understand the lived experiences of AI/AN students at the Brown School and how the experiences influence graduation rates.Methods: This study collected data from Brown School alumni who were associated with the Buder Center between 1991 and 2013; nine interviews were analyzed.Results: Six themes were identified: 1) AI/AN student cohort, 2) social work skill development, 3) service to AI/AN communities and people, 4) success as balance, 5) cultural identity, and 6) resiliency.Discussion: Institutional supports were described by participants as factors that affected their success in the program; these combined with student characteristics, beliefs and attitudes influenced the high rate of AI/AN student graduates at the Brown School.

Training American Indian and Alaska Native Social Workers for Indian Country.

This study reviews student's perspectives of an American Indian and Alaska Native Indian Studies center in a Master of Social Work degree (MSW) program from the Brown School at Washington University in St. Louis. The article describes the Kathryn M. Buder Center for American Indian Studies many contributions over the years and how it continues to grow in innovative ways. This article begins by considering the social, economic, and historical circumstances that make Native-focused training in social work critical to the future of Indian Country. The article then discusses the founding of the center, the curriculum, program offerings and the effectiveness of the center's services. Additionally, results of the evidence indicates that financial assistance and support programs are strong factors in recruitment, student motivation to pursue a degree, and persistence to completion of a Master of Social Work credential. Lastly, the paper offers recommendations for recruiting, retaining and graduating American Indian and Alaska Native graduate students.

Speaking out about physical harms from tobacco use: response to graphic warning labels among American Indian/Alaska Native communities.

OBJECTIVE: This study is the first to explore the impact of graphic cigarette labels with physical harm images on members of American Indian/Alaska Native (AI/AN) communities. The aim of this article is to investigate how AI/AN respond to particular graphic warning labels. METHODS: The parent study recruited smokers, at-risk smokers and non-smokers from three different age groups (youths aged 13-17 years, young adults aged 18-24 years and adults aged 25+ years) and five population subgroups with high smoking prevalence or smoking risk. Using nine graphic labels, this study collected participant data in the field via an iPad-administered survey and card sorting of graphic warning labels. This paper reports on findings for AI/AN participants. RESULTS: After viewing graphic warning labels, participants rated their likelihood of talking about smoking risks to friends, parents and siblings higher than their likelihood of talking to teachers and doctors. Further, this study found that certain labels (eg, the label of the toddler in the smoke cloud) made them think about their friends and family who smoke. CONCLUSIONS: Given the influence of community social networks on health beliefs and attitudes, health communication using graphic warning labels could effect change in the smoking habits of AI/AN community members. Study findings suggest that graphic labels could serve as stimuli for conversations about the risks of smoking among AI/AN community members, and could be an important element of a peer-to-peer smoking cessation effort.

Networks of Collaboration among Scientists in a Center for Diabetes Translation Research.

BACKGROUND: Transdisciplinary collaboration is essential in addressing the translation gap between scientific discovery and delivery of evidence-based interventions to prevent and treat diabetes. We examined patterns of collaboration among scientists at the Washington University Center for Diabetes Translation Research. METHODS: Members (n = 56) of the Washington University Center for Diabetes Translation Research were surveyed about collaboration overall and on publications, presentations, and grants; 87.5% responded (n = 49). We used traditional and network descriptive statistics and visualization to examine the networks and exponential random graph modeling to identify predictors of collaboration. RESULTS: The 56 network members represented nine disciplines. On average, network members had been affiliated with the center for 3.86 years (s.d. = 1.41). The director was by far the most central in all networks. The overall and publication networks were the densest, while the overall and grant networks were the most centralized. The grant network was the most transdisciplinary. The presentation network was the least dense, least centralized, and least transdisciplinary. For every year of center affiliation, network members were 10% more likely to collaborate (OR: 1.10; 95% CI: 1.00-1.21) and 13% more likely to write a paper together (OR: 1.13; 95% CI: 1.02-1.25). Network members in the same discipline were over twice as likely to collaborate in the overall network (OR: 2.10; 95% CI: 1.40-3.15); however, discipline was not associated with collaboration in the other networks. Rank was not associated with collaboration in any network. CONCLUSIONS: As transdisciplinary centers become more common, it is important to identify structural features, such as a central leader and ongoing collaboration over time, associated with scholarly productivity and, ultimately, with advancing science and practice.

Mental Health in Diabetes Prevention and Intervention Programs in American Indian/Alaska Native Communities.

American Indian and Alaska Natives youth and adults experience higher rates of type 2 diabetes and mental health problems than the general United States population. Few studies have explored the relationship other than detail the two issues independently. The present review aims to identify programs that seek to prevent/treat type 2 diabetes and mental health disorders in the American Indian and Alaska Native population. Available programs were reviewed for AI/AN adults and youth who suffer with both. As part of the review process, databases were searched for peer reviewed published studies. It was found that very few programs effectively incorporate mental health into the existing diabetes program. Four recommendations for future research are offered based on this literature review.

Simulation training for improving the quality of care for older people: an independent evaluation of an innovative programme for inter-professional education.

INTRODUCTION: This paper describes the evaluation of a 2-day simulation training programme for staff designed to improve teamwork and inpatient care and compassion in an older persons' unit. OBJECTIVE: The programme was designed to improve inpatient care for older people by using mixed modality simulation exercises to enhance teamwork and empathetic and compassionate care. METHODS: Healthcare professionals took part in: (a) a 1-day human patient simulation course with six scenarios and (b) a 1-day ward-based simulation course involving five 1-h exercises with integrated debriefing. A mixed methods evaluation included observations of the programme, precourse and postcourse confidence rating scales and follow-up interviews with staff at 7-9 weeks post-training. RESULTS: Observations showed enjoyment of the course but some anxiety and apprehension about the simulation environment. Staff self-confidence improved after human patient simulation (t=9; df=56; p<0.001) and ward-based exercises (t=9.3; df=76; p<0.001). Thematic analysis of interview data showed learning in teamwork and patient care. Participants thought that simulation had been beneficial for team practices such as calling for help and verbalising concerns and for improved interaction with patients. Areas to address in future include widening participation across multi-disciplinary teams, enhancing post-training support and exploring further which aspects of the programme enhance compassion and care of older persons. CONCLUSIONS: The study demonstrated that simulation is an effective method for encouraging dignified care and compassion for older persons by teaching team skills and empathetic and sensitive communication with patients and relatives.

Generation of novel reporter stem cells and their application for molecular imaging of cardiac-differentiated stem cells in vivo.

Stem cell therapies offer the potential for repair and regeneration of cardiac tissue. To facilitate evaluation of stem cell activity in vivo, we created novel dual-reporter mouse embryonic stem (mES) cell lines that express the firefly luciferase (LUC) reporter gene under the control of the cardiac sodium-calcium exchanger-1 (Ncx-1) promoter in the background of the 7AC5-EYFP mES cell line that constitutively expresses the enhanced yellow fluorescent protein (EYFP). We compared the ability of recombinant clonal cell lines to express LUC before and after induction of cardiac differentiation in vitro. In particular, one of the clonal cell lines (Ncx-1-43LUC mES cells) showed markedly enhanced LUC expression (45-fold increase) upon induction of cardiac differentiation in vitro. Further, cardiac differentiation in these cells was perpetuated over a period of 2-4 weeks after transplantation in a neonatal mouse heart model, as monitored by noninvasive bioluminescence imaging (BLI) and confirmed via postmortem immunofluorescence and histological assessments. In contrast, transplantation of undifferentiated pluripotent Ncx-1-43LUC mES cells in neonatal hearts did not result in detectable levels of cardiac differentiation in these cells in vivo. These results suggest that prior induction of cardiac differentiation in vitro enhances development and maintenance of a cardiomyocyte-like phenotype for mES cells following transplantation into neonatal mouse hearts in vivo. We conclude that the Ncx-1-43LUC mES cell line is a novel tool for monitoring early cardiac differentiation in vivo using noninvasive BLI.