Looking back, looking forward: New masters-level creative arts therapists reflect on the professional impact of an interprofessional community health internship

Ierardi, Florence; Goldberg, Elissa

doi:10.1016/j.aip.2014.06.002

Cited by 5 publications

(4 citation statements)

References 24 publications

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“…After the learning experience, students often felt increased comfort in working with specific communities (Brown et al, 2007;Dharamsi et al, 2010a;Ierardi and Goldberg, 2014;Loewenson and Hunt, 2011). Gaining an understanding of the social determinants of health also helped the participants advocate for patients from vulnerable populations (Bakshi et al, 2015).…”

Section: Students' Attitudes Awareness Understanding and Skillsmentioning

confidence: 99%

“…The training programs that focused on interprofessionalism or interdisciplinarity often achieved their goals: students valued the inter disciplinary work (Art et al, 2008;Ierardi and Goldberg, 2014) and felt more ready for interprofessional learning (Sheu et al, 2012). Moreover, students learned that interdisciplinarity is important in a context of constrained resources (i.e., collaboration is all the more important when the number of professionals is limited) (Meili et al, 2011).…”

Section: Interprofessionalismmentioning

confidence: 99%

“…Dharamsi and colleagues (2010a) also mention student-reported barriers, such as time limitations and financial obligations. Apart from one study in which students were interviewed 3 or 4 years after the learning experience (Ierardi and Goldberg, 2014), actual long-term effects could not be assessed, as data were most often gathered immediately after the training.…”

Section: Long-term Effectsmentioning

confidence: 99%

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Preparing Today’s Nurses: Social Determinants of Health and Nursing Education

Thornton¹,

Persaud²

2018

Online J Issues Nurs

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Reducing health inequity in the United States is a social mandate for nursing in the 21st century. The World Health Organization and others have defined and identified multiple social determinants of health (SDOH) that may negatively impact patient health and contribute to health inequity. Nurses, on the frontlines of healthcare, are uniquely positioned to assess for social determinants of health and positively address health equity. The purpose of this article is to explore social determinants of health and nursing education, including clinical and classroom opportunities. We also discuss faculty development and diversity as a strategy of impact, and conclude with a call to action and recommendations for nurse educators working to include SDOH in nursing program curricula.

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Section: Students' Attitudes Awareness Understanding and Skillsmentioning

confidence: 99%

Section: Interprofessionalismmentioning

confidence: 99%

Section: Long-term Effectsmentioning

confidence: 99%

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Preparing Today’s Nurses: Social Determinants of Health and Nursing Education

Thornton¹,

Persaud²

2018

Online J Issues Nurs

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“…Service-learning is used by health professions ( Connors et al, 1996 ; McMenamin et al, 2014 ) but it has not been well represented in art therapy literature. In art therapy service-learning has not been used in internship ( Ierardi and Goldberg, 2014 ) classes but not to teach research.…”

Section: Introductionmentioning

confidence: 99%

Art Therapy, Community Building, Activism, and Outcomes

2018

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This article is a descriptive study of two groups who came together through service-learning: The first group is graduate art therapy students enrolled in a research class, who partnered with six community agencies to help them prepare assignments for undergraduate service-learning students in a subsequent semester. The art therapy research students also assisted the agencies with program evaluation. The second group is the six directors of the community agencies who were preparing for service-learning students enrolled in an art history class titled Art as A Social Practice. Service-learning is an experiential pedagogy where community service is integrated into an academic course, and where the services performed meet genuine community needs. The hyphen in service-learning represents the ideal that both the students and community agencies experience benefits from the relationship, although in reality, it is often the experiences of the students rather than the agencies that receive greater attention in the scholarly research literature. The present article places focus on the community agencies that, in the process of planning for service-learners, made two unexpected requests: First they requested that the service-learners stay longer than one semester, and secondly, they requested assistance with evaluating the effectiveness of their programs. This article is about the efforts to respond to these requests through the assistance of art therapy research students. With growing trends in community-based art therapy practice, greater attention to the community agencies where art therapists work is necessary and valuable to art therapy preparation. The present article describes six distinctive communities, illustrating new frontiers of practice. The research students’ experiences and the experiences of the community partners were assessed using qualitative methods that included pre and post-questionnaires, written reflections of students, interviews of agency directors and agency, student, and researcher focus group transcripts. This study will inform other art therapy programs who may want to use a service-learning approach to teaching research. A discussion of the promising practices of service-learning and research, as well as the challenges leads to recommendations for art therapy education.

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