health professions students at the u.s. - mexico border: decreasing barriers to accessing care...
TRANSCRIPT
Health Professions Students at the U.S. -
Mexico Border: Decreasing Barriers to Accessing Care
Marylyn McEwen, MS, APRN, BC
Marion K. Slack, Ph.D.
University of Arizona
Purpose
• To present a model for preparing interdisciplinary students (pharmacy, nursing, public health, medicine, social work, and nutrition) to provide culturally relevant care that results in decreasing barriers to accessing care for residents in a rural U.S. - Mexico border community.
Barriers to Accessing Care
• Providers not prepared to provide culturally relevant care– Lack of familiarity with:
• Cultural values and beliefs of clients served• Community resources• Eligibility requirements for care / services• Language
• Immigration and Immigrant health policies• Client unfamiliar with U.S. health care system• Cultural, financial, linguistic barriers
Promotoras
• Community Health Workers• Community members• Share clients’ culture and language• Cultural brokers
– Connectors between client, provider, & student– Promote health to groups that have lacked access
to care– Facilitate student cultural self-awareness– Provide social support– Build student cultural self-efficacy
Students
• Graduate and Undergraduate students from the disciplines of:– Pharmacy– Nursing– Public Health– Nutrition– Social Work– Medicine
Clients• Residents of a rural U.S. - Mexico border community• Primarily Hispanic (Mexican) who maintain
connections with family in Mexico• At risk of / diagnosed with diabetes, primarily
diabetes type 2 and gestational diabetes• Age range 14 months - 95 years• Primarily undocumented residents, below poverty
level, underemployed or unemployed• Spanish speaking / limited English language skills
with less than a high school education• Uninsured / underinsured receiving care at private
provider, community health center, and in Mexico
Interdisciplinary Case
Management Model • Structure
– Interdisciplinary rural health training grant– Curriculum modules introduce critical concepts– Two universities partner with local community
health center – Promotoras, local providers, students, and faculty
are members of the interdisciplinary team (IDT)– Client caseload maintained by promotoras– Weekly case management seminars
Model cont’d
• Process– Students have weekly client / promotora
encounters (home visits) – Students / promotoras present clients to the IDT in
weekly seminar– Problem solutions identified in an interdisciplinary
context• Disciplinary knowledge and skills shared• Cultural knowledge shared
– Social support for students
Interdisciplinary Case Management Model - Outcomes
• Client– Receives interventions that increase access to care:
• Teaching / Counseling / Guidance• Case Management / Surveillance
– Increased knowledge and skills for accessing community resources
– Increased knowledge of diabetes and increased self-care abilities related to diabetes
– Increased self-efficacy related to self and family health issues
Outcomes cont’d
• Student– Knowledge of an interdisciplinary case
management model– Knowledge of rural / border health issues– Knowledge of cultural self-efficacy / cultural values
and beliefs– Knowledge of relationship between immigration
and immigrant health policy and access– Increased Spanish language skills
Outcomes cont’d
• Promotora– Knowledge of an interdisciplinary case
management model – Increased knowledge of client health care needs– Increased knowledge of health professions
disciplines– Increased English language skills
Outcomes cont’d
• Provider– Increased knowledge of community health care
systems and resources– Increased awareness of cultural barriers– Formalized knowledge of immigration issues– Increased expertise in using interdisciplinary
models– Increased knowledge of other disciplines
Conclusions• Decreasing barriers to accessing care requires a
multidimensional approach that must address health professions education, education of local providers, and the health care delivery system.
• We maintain an interdisciplinary approach for health professions education and an interdisciplinary case management delivery model facilitates decreasing barriers to accessing care along the U.S. - Mexico border.
• Nuestra Comunidad, Nuestra Salud Project (Spanish for “Our Community, Our Health”) is funded by HRSA Grant No. 2D36 HP 10033-08.