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Interprofessional Graduate Students' Perspectives on Caring for Vulnerable Populations
Patricia Moyle Wright1, Mary Jane S Hanson
1About the Authors Patricia Moyle Wright, PhD, CRNP, CNS, CNE, is an associate professor in the Nursing Department, University of Scranton, Pennsylvania. Mary Jane S. Hanson, PhD, CRNP, CNS, is professor and graduate program director in the Nursing Department, University of Scranton, Pennsylvania. This project was supported by grant D09HP25026 from the US Department of Health and Human Services, Health Resources and Services Administration, Bureau of Health Professions. For more information, write to Dr. Wright at patricia.wright@scranton.edu.
Graduate students shared insights on clinical experiences with vulnerable populations, identifying care barriers and ethical challenges. They suggested curriculum enhancements for interdisciplinary collaboration to improve care for disenfranchised groups.
Area of Science:
- Medical Education
- Public Health
- Sociology
Background:
- Vulnerable populations face significant barriers to healthcare access.
- Ethical considerations are paramount when caring for disenfranchised groups.
- Graduate student training requires evaluation for effective care provision.
Purpose of the Study:
- To explore graduate students' clinical experiences with vulnerable populations.
- To identify perceived barriers to care and ethical issues encountered.
- To gather student recommendations for curricular improvements in interdisciplinary care.
Main Methods:
- Focus group discussions were conducted with graduate students.
- Qualitative data were collected on clinical experiences and ethical dilemmas.
- Student suggestions for curriculum enhancement were documented.
Main Results:
- Students reported challenges in providing care to vulnerable populations.
- Key barriers included systemic issues and lack of resources.
- Ethical complexities arose from social determinants of health.
- Students proposed interdisciplinary projects and collaboration for better training.
Conclusions:
- Student experiences highlight gaps in preparation for caring for vulnerable populations.
- Curricular changes focusing on interdisciplinary collaboration are recommended.
- Enhanced training can improve healthcare delivery to disenfranchised groups.
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