Abstract:

Both interprofessional practice and a focus on broader social determinants of health (social, economic, or physical environmental factors that influence the health of individuals and communities) have become increasingly common elements of health sciences curriculum. However, bringing these concepts together into meaningful learning experiences may be challenging due to the abstract and complex nature of the concepts involved. At the same time, addressing the health disparities and inequalities experienced by Canadians continues to be a challenge, with many professionals in the health sector requiring knowledge of how social, economic, or physical environment factors influence health in order to be able to fully advocate for clients and for health (Braverman & Gruskin, 2003; Coffey & Anyinam, 2015). In order to help nursing and health sciences students gain insight into the degree to which non-healthcare sector factors impact the health of individuals, families, and communities, learners in an interprofessional course took part in a large-group simulation activity focused on the experience and challenges associated with living in poverty. Utilizing the Community Action Poverty Simulation (CAPS) developed by the Missouri Association for Community Action and focusing on intersectoral collaboration for health, faculty and students were able to take part in meaningful learning that promoted greater awareness of key issues and heightened sensitivity to the human side of poverty.

References:
[1] Braveman, P., & Gruskin, S. (2003). Defining equity in health. Journal of Epidemiology & Community Health, 57(1), 254–258.
[2] Coffey, S., & Anyinam, C., (2015). Interprofessional health care practice Pearson: Toronto, Canada.

Keywords:

Interprofessional education (IPE), interprofessional practice, social determinants of health, simulation, health sciences