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Browsing by Subject "Health Equity"
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ItemElevating the ‘open’ Conversation: Access to Health Information as a Social Justice Concern(2019-05) Pike, Caitlin; Mehra, Bharat; Odell, Jere D.; St. Jean, BethSocial justice, including equitable access to information and bridging the digital divide, are concepts familiar to many librarians. As a result, these ideas create a natural intersection for advocacy as health information professionals. As a brief background before the panel, we will review the literature on open access and social justice to provide context for the topic, and discuss survey results from undergraduate student opinions regarding open access. Panelists will then speak to the topic from their individual perspectives, and the audience will have an opportunity to engage and ask questions. ItemHealth Equity Starts with Us: Recommendations from the IN-CTSI Racial Justice and Health Equity Task Force(Association for Clinical and Translational Sciences, 2022-04-20) Sotto-Santiago, Sylk; Tucker Edmonds, Brownsyne; Wiehe, Sarah; Moe, SharonN/A Item“I Didn't Know What to Say”: Responding to Racism, Discrimination, and Microaggressions With the OWTFD Approach(Association of American Medical Colleges, 2020-07-31) Sotto-Santiago, Sylk; Mac, Jacqueline; Duncan, Francesca; Smith, Joseph; Medicine, School of MedicineIntroduction Academic medicine has long faced the challenge of addressing health inequities, reflecting on how these contribute to structural racism, and perpetuating negative social determinants of health. Most recently, we have constructed opportunities for dialogues about racism, discrimination, and microaggressions (RDM). As such, we created a professional development program that encouraged participants to (1) openly discuss RDM and the impact they have in academia, (2) learn about tools to address and respond to RDM, and (3) move towards the creation of inclusive environments. The target audience included institutional leaders, faculty, trainees, professional staff, and health care teams. Methods We sought to meet workshop goals by integrating anti-racist dramaturgical teaching, introducing concepts knowledge, and practicing communication tools. To assess learning and evaluate our workshops, participants completed a pre- and postsurvey. Results Results showed that 30 participants were more comfortable with discussing issues related to race/ethnicity, gender identity/expression, sexual orientation, and spirituality after participating in the workshops. Prior to the two workshops, the percentage of learners who felt confident initiating conversations ranged from 29% to 54%. After the workshops, the percentage of learners who felt confident ranged from 58% to 92%. The greatest increase, 100%, was observed in the levels of confidence in initiating conversations related to race/ethnicity. Discussion Despite medical education's commitment to cultural competence and institutional mission statements that value diversity, equity, inclusion, and justice, professional development opportunities are limited. Participants strongly agreed their participation in such a workshop was relevant and important to their professional work. ItemOpen Access and Social Justice (Or, Health Information Access is Important!)(2019-10-25) Pike, Caitlin ItemOpen Access to Health Information: A Social Justice Issue(2019-06) Pike, CaitlinOpen access(OA) publishing has steadily gained traction as an alternative to traditional publishing models since its introduction in the early 2000s. Social justice, including equitable access to information and bridging the digital divide, are also concepts familiar to many librarians. As a result, these ideas create a natural intersection for advocacy as health information professionals. In this workshop, we will briefly review the literature on OA and social justice to provide background on the topic, and discuss survey results on undergraduate student opinions regarding open access as a social justice concern. Following this overview, participants will break into groups, and each group will be given a topic with questions to spark discussion on the subject. Questions such as "Historically, how has access to health information created benefits or barriers to users?" or "When thinking about medical research, what stakeholders are concerned about open access and why?" Each group will select a notetaker to keep track of the responses, and time will be given at the end of the workshop to report out and have a wider discussion with each other. ItemOpen for Health: How Open Access Can Create a More Equitable World(2021-10-08) Pike, Caitlin A.This lesson plan was created for the Scholarly Communications Notebook (SCN). The SCN is a hub of open teaching and learning content on scholarly communications topics that is both a complement to an open book-level introduction to scholarly communication librarianship and a disciplinary and course community for inclusively sharing models and practices. IMLS funded the SCN in 2019. In this lesson plan, there is an optional reading list to review the literature related to OA, health equity, and social justice to provide background on the topics depending on student familiarity. A brief PowerPoint lecture is included to provide an overview, and then students will break into groups, and each group will be given a topic with questions to spark discussion on the subject. Questions such as "Historically, how has access to health information created benefits or barriers to users?" or "When thinking about medical research, what stakeholders are concerned about open access and why?" Each group will select a notetaker to keep track of the responses, and time will be given at the end of the class to report out and have a wider discussion with each other. ItemRacial Equity Considerations in Safe to Sleep Messaging: Learning from the Community(2019) Stiffler, Deborah ItemRacial Equity Considerations In Safe To Sleep Messaging: Learning From The Community(2019) Stiffler, Deborah; Roessner, K.; Amundson, M; Hapke, L.; Harvey, E.; Sizemore, S.; Smith, S.; Matemachani, S.; Crane, L.Black infants are dying at a rate of over twice that of White infants. We know that infants in unsafe sleep positions are more likely to die from Sudden Unexpected Infant Death (SUID). Safe to Sleep® education has led to a dramatic decrease in mortality among white infants, but over 60% of Black families do not follow the Safe to Sleep® parameters. Safe to Sleep® education is given to pregnant women during the prenatal period and prior to hospital discharge, but what is the best way to share this message with Black families? ItemThe Role of Nurses in Eliminating Health Disparities and Achieving Health Equity(SLACK, 2020-12-01) Oruche, Ukamaka M.; Zapolski, Tamika C. B.; School of NursingNurses are the largest and most trusted health care workforce and have both professional and moral responsibility to acknowledge, lead, and act to eliminate health disparities and achieve health equity. However, similar to other health professionals, most nurses indicate that they do not have requisite preparation and, therefore, are not practice-ready to meet the need of patients from diverse backgrounds (Fleckman, Corsco, Ramirez, Begaleiva, & Johnson, 2015; Institute of Medicine, 2011). Nursing students’ preparation and nurse clinicians’ continuing education are increasingly important not only due to the disparities in health outcomes described above, but also due to the increasing diversity of the U.S. population as a whole. ItemTaking an HPV vaccine research-tested intervention to scale in a clinical setting(Oxford University Press, 2018-09-08) Hopfer, Suellen; Ray, Anne E.; Hecht, Michael L.; Miller-Day, Michelle; Belue, Rhonda; Zimet, Gregory; Evans, W. Douglas; McKee, Francis X.; Pediatrics, School of MedicineResearch tested interventions are seldom ready for wide spread use. Successful intervention adaptation to clinical settings demands an iterative process with target audience feedback. We describe the adaptation process of implementing an NCI research tested HPV vaccine intervention, Women's Stories, to a community clinic context (Planned Parenthood). Five phases are described for the adaptation of content and the development of a health kiosk intervention delivery system: (a) informant interviews with the target audience of young adult, predominantly African-American women, (b) translating HPV vaccine decision narratives into prevention messages, (c) health kiosk interface design, (d) conducting a usability study of the health kiosk intervention product, and (e) conducting a waiting room observational study. Lessons learned and challenges in adapting prevention interventions to clinical settings are discussed.