Exploration in Global Health

Exploration in Global Health: Interprofessional Partnership
in Learning via TraveLearn to China
Claire M. Mulry, OTD, OTR, CAPS, Kathleen Neville, PhD. RN, Dana Bartone Communication Disorders and Deafness student, Natanya Lutsky, OTS, Stephanie Pitta, OTS,
Sarah Marie Takla, Public Administration student, Valerie Tabano Nursing student
Abstract
The acquisition of knowledge regarding global
health issues, health care systems, and health care
needs in a global society is now essential for
culturally competent care. Equally important is the
recognition that in order to improve health
outcomes, interprofessional collaboration among
health care providers must be enhanced. The
Institute of Medicine, as well as academic
accrediting organizations, such as the American
Council on Occupational Therapy Education, the
National League for Nursing, the American
Association of Colleges of Nursing, and the
American Speech and Hearing Association now
mandate that curricula include interprofessional
content. Additionally, the Robert Wood Johnson
Foundation in partnership with the American
Association of Colleges of Nursing recently
instituted the international educational initiative,
Quality and Safety in Nursing Education (QSEN,
2009), which has Interprofessional Collaboration as
one of their five core curriculum content areas. This
poster presents a newly developed TraveLearn
course to facilitate Interprofessional collaboration
Interprofessional Education
“It is no longer enough for health workers to be
professional. In the current global climate, health
workers also need to be interprofessional.”
(WHO, 2010, p.36)
“When students from two or more professions
learn about, from, and with each other to enable
effective collaboration and improve health
outcomes.”
(WHO, 2010)
Course Description
Three (3) credit graduate course exploring global
healthcare, universal health problems and concerns
10 students and 2 faculty member representing:
• Nursing
• Occupational Therapy
• Communications, Disorders and Deafness
• Public Administration
• Social Work
• Psychology
11 day trip to Beijing, Wenzhou, and Shanghai
Tours of the Great Wall, the Forbidden City, the
Bund, and Oriental Pearl Tower
Tours and educational lectures/ exchange
• Human Body Museum
• Wenzhou Medical University
• Wenzhou Medical University School of Nursing
• Community Clinic Setting
• First Affiliated Hospital of Wenzhou
• Second Affiliated Hospital of Wenzhou
Course Evaluation Data
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Influence on knowledge of global health issues
Understanding of roles in interprofessional care
Assessment of heath care delivery
Perceived major health issues
Impact on learning and future career
Global Health
Interprofessional
Education
TraveLearn Course
• Wenzhou School for Special Education
Results
Facilitated understanding of interprofessional roles
Interesting to see how many health professionals
work together involved in care
Eye opening experience to witness
interprofessional teams for treatment and consultations
Gained respect and appreciation for all the
different professions
Recognized that everyone has a responsibility to
contribute to make certain every patient receives
excellent care
Knowledge gained global health
Now view things differently and am less
judgmental
Have an understanding of how culture impacts on
health care systems
Realized how different health care systems are
Impact of experience on becoming a health
professional
Learned the need to effectively interact with
others (patients, families, and health professionals)
Exposure to different cultures facilitated greater
acceptance and understanding of others
Saw the need for collaboration between health
professionals from all over the world.
There is much to learn from others.
Recognized the role of each specialty and the
importance of an environment conducive of shared
ideas
References
American Association of Colleges of Nursing and Association of
American Medical Colleges. (2010). Lifelong learning in medicine
and nursing. Washington, DC: American Association of Colleges of
Nursing. American Occupational Therapy Association. (2011).
Accreditation Council for Occupational Therapy Education
(ACOTE®) standards. American Journal of Occupational Therapy,
66, S6-S74.Barr, H. (2011). Engaging with the global challenge.
Journal of Interprofessional Care, 25(5), 319-320. Cooper, C.
(2012). Global health issues fostering interprofessional
collaboration at Queen's University. Occupational Therapy Now,
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Paterson, M. L. (2009). Facilitating and evaluating a student-led
seminar series on global health issues as an opportunity for
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