Sessions

The session highlights how an urban community safety net clinic collaborates with a local university as a site for interprofessional healthcare education and practice. Not only does this clinic serve the underserved but also demonstrates benefits for students and future practitioners.

Discover how to bridge healthcare systems with community partners to support patients facing food insecurity. This workshop offers practical strategies, interactive activities, and collaborative skills to promote health equity. Join us to learn and develop a hospital-based food pantry model that addresses critical health-related social needs.

As a component of broader organizational efforts to improve equitable access to services, we introduced a Social Needs Screening (SNS) Initiative and a Family Navigation Hub in 2020. The Family Navigation Hub aims to address unmet social needs in a systematic, evidence-informed way. The model aims to: 1. IDENTIFY: Identify unmet social needs related to food security, housing stability, child care, transportation, utilities, health care costs, health literacy and supportive community connections through the use of an evidence based screening tool (adapted internally for our pediatric setting), 2. CONNECT: Enhancing our relationships with community partners to better support social needs (e.g., a series of CommunityCONNECT workshops which we co-deliver with a community agency), 3. ADDRESS: Creation of internal ‘action pathways’ to support unmet social needs, including referrals for individualized support in the Family Navigation Hub where we provide navigation interventions and warm handovers with community partners, 4. LINK: Fostering of personalized linkages to resources and services to address unmet social needs. This systematic approach to screening for social needs ensures all families are equitably offered the opportunity to share challenges that could otherwise interfere with their ability to fully participate in, and benefit from the care and services they receive.

If we are expecting learners to engage in specific interprofessional behaviors, the attitudes they hold towards those behaviors are critical. The psychological literature on behavior change identifies attitudes as a precursor to behavior change. Individuals need to have an attitude that specific behaviors matter if they are to develop an intent to engage in these behaviors. Therefore, without an attitude that interprofessional work matters, it is unlikely that learners will engage in the intended collaborative behaviors in the workplace. This presentation describes the specific application of the Theory of Planned Behavior to the design and evaluation of a longitudinal interprofessional core curriculum.