Implementing a Large Scale Interprofessional Poverty Simulation

• Published in: Journal of social work education Vol. 58; no. 4; pp. 759 - 767
• Main Authors: Peterson, Dawn Taylor, Hitchcock, Laurel Iverson, Holt, R. Lynn, Brown, Michelle R., White, Marjorie Lee
• Format: Journal Article
• Language: English
• Published: Washington Routledge 02.10.2022; Taylor & Francis Ltd
• Subjects: Allied Health Occupations Education; Best practice; Best Practices; Clinical Experience; College Faculty; College students; Community action; Counselor Training; Debriefing; Faculty Development; Graduate Students; Health care; Health Services; Higher Education; Hospitals; Interdisciplinary aspects; Interprofessional Relationship; Majors (Students); Medical Education; Nursing Education; Outcomes of Education; Poverty; Simulation; Social Action; Social Work; State Universities; Undergraduate Students; Urban Areas; Alabama (Birmingham)
• ISSN: 1043-7797; 2163-5811
• DOI: 10.1080/10437797.2021.1957736

This article shares one university's experience in deploying the Community Action Poverty Simulation (CAPS) for interprofessional learning. Little guidance exists for implementing large-scale interprofessional simulations in higher education, especially with students from various healthcare professions. We will present our efforts implementing CAPS with students from a variety of healthcare majors. First, we provide background about our institution and CAPS in an effort to describe our implementation initiative including learners and facilitators. Second, we cover the adaptation of CAPS to include best practices in simulation. Specifically, we review prebriefing and debriefing, as well as logistics in implementing the poverty simulation as an interprofessional activity at a large university. Finally, we discuss learning and institutional outcomes related to CAPS.