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NAPCA: Employment for Older Adults PSA Video

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NAPCA: Employment for Older Adults PSA Video

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Names: Ashley Villanueva (she/her) and Bernice Nicolas (they/she)
Location: Seattle, WA
Capstone Site: National Asian Pacific Center on Aging (NAPCA)

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NAPCA: Employment for Older Adults Viral Video

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NAPCA: Employment for Older Adults Viral Video

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Names: Ashley Villanueva (she/her) and Bernice Nicolas (they/she)

Location: Seattle, WA

Capstone site: National Asian Pacific Center on Aging (NAPCA)

What we did: For our capstone project, we were tasked with creating one public service announcement (PSA) video (~1:30-2:00 min) and one viral video (45-60 seconds) on the topic of employment for Asian American and Pacific Islander elders. Our capstone organization is the National Pacific Center on Aging and we were supported by two capstone partners, Boram Kim (Communication and Public Relations Lead, Seattle, WA) and Shei-Lina Bundalian (SCSEP Project Coordinator, Los Angeles, CA). For our PSA video, the purpose of our video was to inform and educate AAPI older adults on NAPCA’s two employment programs to support job readiness: Senior Community Service Employment Program (SCSEP) and Senior Environmental Employment Program (SEE). Our 2-minute video was a Zoom recording navigating NAPCA’s website and highlighting both programs’ overview and eligibility criteria. For our viral video, we recorded a 1-minute video using the social media app, “TikTok”, to raise awareness among young adults about employment among AAPI older adults. This included a short conversational dialogue and transitioned into showcasing three personal experiences of AAPI elders who joined NAPCA’s SCSEP program.

Public Health Impact: Achieving equity in the work that we do is an integral aspect of public health. In the context of our project, educating others about the important contributions that AAPI older adults can contribute to the workforce in the United States makes a big difference for this community. To debunk misconceptions about elderly folks being less inclined to work is an important distinction to target and unlearn the ageism that the general population may internalize. Through working with NAPCA this quarter, it became very clear that AAPI older adults who were able to join SCSEP or SEE gained a sense of community, learned worthwhile skills, feel happier and healthier, and are able to share their wealth of knowledge with younger generations. We hope that our capstone projects will continue to advocate for the employment of older adults in the AAPI community and support NAPCA’s missions of serving this population on a national level.

What we learned: Over the quarter, we learned so much about the National Asian Pacific Center on Aging and all of the programs and services that they provide for Asian American and Pacific Islander elders. Specifically for our group’s topic on employment for older adults, we were able to reshape our internalized biases for elderly folks and their willingness for employment through witnessing first-hand experiences of AAPI elders through NAPCA’s 40 for 40 video series campaign. As a result of this project, not only were we able to strengthen our ability to create lay-friendly health communication through video creation, but we became better equipped with the knowledge to correct others in their misconceptions about employment for older adults and how NAPCA’s employment programs, SCSEP and SEE, can support this endeavor for the older AAPI community.

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CHSIE: Interprofessional Service Learning and Education Needs Assessment

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CHSIE: Interprofessional Service Learning and Education Needs Assessment

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Names: Vaidehi Chudgar, Angélica Guzmán

Location: Seattle, WA

Capstone Site: Center for Health Sciences Interprofessional Education, Research, and Practice

What we did: For our capstone project, we conducted a needs assessment to understand how interprofessional service learning opportunities can be improved to better meet the needs of health sciences students at UW. We conducted 1:1 interviews with students from the School of Pharmacy and School of Physical Therapy to surface student perspectives on facilitators and barriers to participation in service learning opportunities, strengths and weaknesses of current programs, and ideas for future service-learning opportunities. We cleaned and coded interview transcripts, and wrote brief memos to consolidate feedback students provided in interviews. CHSIE plans to use this feedback to inform interprofessional service learning program development and improve student engagement in service learning opportunities.

Public health impact: One of the ten essential public health services is to build and support a diverse and skilled public health workforce. Interprofessional collaboration is relevant to this service because it enables health care professionals, individuals that comprise a large part of the public health workforce, to better communicate and work alongside one another. A more holistic and collaborative approach to patient care has downstream effects such as improved patient outcomes, increased job satisfaction for healthcare professionals, and more cost effective health care systems. Through our work at CHSIE, we hope to increase engagement in interprofessional service learning opportunities offered by UW, and encourage more health sciences students to embody elements of collaborative practice in their work as healthcare professionals.

What we learned: In conducting our CHSIE project, we definitely learned the values of patience and perseverance. It was very difficult at times to get interviewees and qualitative data to provide to CHSIE, and it took us more time than other groups to obtain that data. Nonetheless, the information we eventually gathered was extremely insightful as to how valuable interprofessional collaboration is in improving the solidity of the healthcare system so that all patients are consistently met with the same quality of care. Working with CHSIE allowed us to grow immensely as equity and social justice public health practitioners, and we will both conduct our future anti-racist equity work with a new humility. It is easy to fall into the healthcare “hierarchy” (i.e. EMTs, paramedics, nurses, doctors) where certain professionals are seen as superior to others, but through interprofessional education and service learning this hierarchy mentality can be demolished, and we can finally begin to acknowledge how every single healthcare professional has a meaningful value and impact on their patients. In building this humble environment of service we will finally be able to improve our healthcare system for the better!

Our Favorite Quotes:

“See I think of it as, even though we are not finished with the program there's still stuff that a person not in our program can benefit from our knowledge.” - PT Student

“...you need to understand how you can work as a team and better the patient's outcomes, and so I think people who don't take up the opportunity for professional service learning could be at a disadvantage when they go into the workplace.” - PT Student

"[Interprofessional collaboration is] not just that we both show up and we do our separate tasks, but more like is there is there a creative way that we can work together" -PT Student

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Reducing the risk of COVID-19 transmission for elders in the AAPI Community 

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Reducing the risk of COVID-19 transmission for elders in the AAPI Community 

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Location: Seattle, WA

Team: Yesenia Garcia, Carl Capili, and Christine Leona Da

Capstone Site: NAPCA

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Reducing the risk of COVID-19 transmission for elders in the AAPI Community 

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Reducing the risk of COVID-19 transmission for elders in the AAPI Community 

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Location: Seattle, WA

Team: Yesenia Garcia, Carl Capili, and Christine Leona Da

Capstone Site: NAPCA

What we did: In partnership with NAPCA- the National Asian Pacific Center on Aging- we were tasked with creating informational videos (PSA and Viral Video) on COVID-19 Safety Information to inform AAPI elders of developing news about the virus and how to protect themselves in a pandemic. Some of the obstacles faced during the creation of this project was reframing complex jargon used to describe medical and non-pharmaceutical terms in a way that was easily understood. Another obstacle was avoiding language that can mislead AAPI elders such as describing the vaccine as “safe” when there have been known cases of potentially harmful side effects. Another challenge was being mindful of how we present this information on the screen. In the case that we avoided overwhelming our target audience by simplifying our graphic design. Lastly, it was important for us to keep up to date with progressing news about COVID-19 especially in terms of the new variants emerging such as Delta and Omicron. Keeping that in mind, it was crucial for us as a team to collaborate and find ways to translate dense information into manageable guidance for this project.

Public Health Impact:

This pandemic has highlighted many weaknesses within the health care system that have led to the division of many communities due to misinformation being spread and ongoing medical racism. This mistrust between BIPOC communities and the healthcare system has to do with past sufferings and racism within the healthcare system. One example is, the Tuskegee Syphilis Study which recruited African American men who had syphilis, and despite finding a treatment the researchers decided to see how bad the disease would get as it continued to progress. BIPOC communities are constantly having to question motives and ensure that what they are being told is true. The issue with this is that BIPOC communities are already at a higher risk of infection for COVID-19 than their white individual counterparts.

Intersecting identities play a role that is important to be aware of because older populations are at an increased risk of COVID-19 exposure and transmission. Thus, educating this vulnerable population is essential to help make significant public health change. One way we can improve health outcomes is by informing the older population about the importance of vaccinations, protective measures, and providing general information about COVID-19. The overall public health impact we hope our PSA has is to help inform AAPI elders on what delta variant is and how variants are made, to provide preventative measures, to share information on vaccines and booster shots, as well as relevant resources. The intended purpose of our viral video is to provide the general public with ways to protect our elders from infection using interview responses from health care workers at long-term care facilities. Having an educated and informed elder population will allow them to advocate for their health needs and wants which is important to ensure that they are receiving equitable care. Specifically, we hope that AAPI elders can make informed decisions surrounding their health and everyday lives.

What we learned:

Some of the most important lessons we took away from this project as a group was honing in our skills of mindfulness, being intentional, and expanding our perspective on different social identities that older AAPI populations hold. For instance, when developing our viral videos we had to be mindful of the diverse social identities and lived experiences of our target audience. So, when we were researching resources to provide at the end of our videos, we also took into consideration about the nutrition of older adults which potentially could have been impacted due to the pandemic. Therefore, we provided hotlines and websites that served elders specifically and brought groceries or meals to their doorsteps like “Meals on Wheels”. Another lesson we learned through our collaboration was being intentional in the way we used specifically older Asian representation in our videos to really strengthen the connection to our target audience and reinforce the image of likeness which therefore helps in hammering the messages in our videos.

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Names: Jana Rafi and Deqa Mumin

Location: NAPCA

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NAPCA PSA: Reporting Anti-Asian American Hate Crimes

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NAPCA PSA: Reporting Anti-Asian American Hate Crimes

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Names: Jana Rafi and Deqa Mumin

Location: NAPCA

What We Accomplished: This quarter, we partnered with the National Asian Pacific Center on Aging (NAPCA) to create one PSA and one viral video as the project deliverables. Our topic focused on highlighting NAPCA’s Anti-Asian American Reporting online tool and creating a PSA and viral video to spread awareness about the organization, anti-Asian American hate crimes, and how it can be combated by utilizing the reporting tool. As capstone partners, we worked together to conduct research, draft scripts, and gather appropriate media to add to the background of the PSA. We brainstormed several different ideas and then shortened our script down to be as concise, straightforward, and clear as possible.

Public Health Impact: Public safety is included in public health; spreading awareness about the harm Asian Americans face in the U.S. from hate crimes is public health work. It ensures their place in society to feel safe, welcomed and valued. The public health impact of our PSA is to promote equality and protect the Asian community. The mental health of Asian Americans will be impacted by this project by showing our allyship and providing resources to aid in their development through education and employment.

What We Learned: In completing the project deliverables, we learned the challenges of delivering health information in an engaging and accurate way. Some key strategies we learned for a successful PSA is to always keep the target audience in mind throughout the process of the PSA development and the overall message you want to share. The role that health media plays is monumental in establishing trust with the public and the responsibility of public health practitioners to deliver accurate information.

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CHSIE Interprofessional Service Learning Needs Assessment

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CHSIE Interprofessional Service Learning Needs Assessment

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Names: Reiley Duerre and Nestor Garcia

Location: Seattle, WA

What we did:

This capstone project in specific, very much revolved around the ideas of interprofessional collaboration and practice. Really bringing into thought ideas, and questions of how varying professions best work together not only for enhancing communication but for the better of communities, society, and for the better of public health. To gain a better understanding of this we had the opportunity to interview individuals in various professions coming from nursing, medical school, social work, pharmacy and Physician assistant backgrounds. Each of them were asked what Interprofessional service learning means to them, and their reasons for taking part in it, among other questions. This group qualitative research revealed several ideas for improving the trajectory of CHSIE.

Public Health Impact:

CHSIE aims to facilitate better interactions between healthcare professionals through providing volunteering opportunities while they are students which allow them to serve the community. As we have spent this quarter supporting this organization, our work has centered on understanding how to improve the impact that CHSIE has with students. Through this needs assessment, we better understand what these students need in order to feel that their volunteering with CHSIE is valuable and impactful and how to increase participation. The hope is that as we continue to create opportunities for different students of different professions to collaborate, they will carry these skills into their careers. This aims to benefit patients and the communities that they engage with, streamlining the communication around patient care and best practices for treatment.

What We Learned:

Public health practice is everywhere. If there is a project with concerns around the health of a community, regardless of what profession it is a part of, it is public health. There are so many important perspectives to consider as we aim to support the betterment of health in our communities. We now know how to conduct a needs assessment, have a better understanding of what it looks like to conduct qualitative research, and conduct interviews.

Key Quotes from Interviews:

“Part of the service learning is developing the inner strength to be willing to resonate with those feelings [of grief] and the skills to not let them overwhelm you because you’re centering on that other person… Part of the service learning is also to give me a chance to experience these things and have time to digest them when the patient’s not depending on me for anything. If you imagine the first time you experience a person dying of cancer is when you are their nurse, you’re not prepared for that emotionally. You know you’re not. But when you’re around that person and you’re caring for them – bringing them a blanket or their coffee the way they like it when they come in for their infusion – without them depending on you for medical care, I could absorb the human experience without being focused on tasks. “

“You want to expose yourself to people who, when you imitate them, you’re glad you did.”

“So, my main goal is to help people have good interactions with the medical community. A lot of folks that I meet have had really awful experiences with doctors, with medicine, with how they've been treated. So, my goal when I go out and outreach is to try and maybe, just offer them a bottle of water or something but listen to them and help them realize that there are folks out there who, they can ask for help who aren't going to judge them for what they do or say.”

“I have learned the skills to like figure out how to start addressing those social determinants of health and it's not something that happens in a clinic visit you don’t meet someone in a clinic visit and address their social determinants of health it's something that happens over months or years through relationships with individuals and groups in your community. Through relationships with politicians and people who have the power to influence legislation. That is like not even touched on in the medical curriculum. So certainly, going through that training within the health equity circle and taking the class and then working with the group has filled that connection that was not made in the classroom.”

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Students doing outreach work with the UW mobile health outreach van, created by CHSIE.

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CHSIE Interprofessional Service Learning & Collaboration

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CHSIE Interprofessional Service Learning & Collaboration

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Names: Ritu Buttar & Katelynn Ann Hester

Location: Seattle, WA

What we did:
We worked with the Center for Health Sciences Interprofessional Education, Research, and Practice (CHSIE) to find reasons why students may or may not participate in interprofessional service learning (IP-SL) and ways to increase participation. Each student was assigned to interview two students from a range of health science majors at the University of Washington (both graduate and undergraduate students) to investigate what impact interprofessional service learning has had on them. During these interviews, we asked a variety of questions such as what the benefits/ challenges of IP-SL, what they learned from IP-SL, and what should be changed to increase participation in IP-SL. We were given an interview guide with specific questions to ask interviewees but were advised to listen attentively and ask them specific follow-up questions relating to their experiences. After conducting these interviews, we were put into groups and randomly assigned 3 transcripts to code. In addition to this, after we finished coding, we had a panel with members of CHSIE, where we discussed our findings of how IP-SL was viewed by students. Through this panel we discussed possible solutions to the problems presented. Through coding we sorted all of the quotes in each transcript into specified categories, which we then use to do “deep dive coding”, which is our final step of the project before we create our summary for CHSIE.

Public Health Impact:

Interprofessional service learning (IP-SL) is a term that is continually reinforced by CHSIE, especially to health science students at the UW. Not only does IP-SL engage students of many different health professions to come together and share different perspectives, it provides a tremendous benefit for everyone using these services. With IP-SL, students learn how to collaborate with a variety of professions which better their interactions with both other professionals and also people they serve in their careers. Populations that these healthcare students will serve in the future will be benefitted by their participation in IP-SL because collaborative skills practiced in IP-SL qualifies them to develop a holistic view of patient health. As students continue to participate in IP-SL, the healthcare system is benefitted as they have students/professionals who know how to communicate effectively and efficiently. Furthermore, students gain hands-on experience and practice in critical service learning through IP-SL opportunities which ultimately improves their capacity to serve populations with compassion in their future careers. In all of the interviews that we conducted and coded students expressed a passion for serving the populations within these programs such as refugees/immigrants, African American children, and the homeless. In addition, the public health impact of doing the IP-SL activities alone serves vulnerable populations in the community, through outreach programs CHSIE has created.

What we learned:

Through conducting these qualitative interviews we learned a very important aspect of communication, especially during a pandemic where there is so much uncertainty revolving around availability and time. Scheduling interviews alone helped us develop communication skills, understanding, and flexibility. In addition, interviewing students from a variety of UW health sciences allowed us to gain experience on giving interviews and being able to actively listen/ ask questions in a short period of time. While conducting qualitative interviews, it is essential to understand the main goal of the interviews and be able to think on your feet in order to come up with relevant questions that encourage your interviewee to elaborate on their experiences. Interviewing health science students also provided us with experience working with stakeholders, creating rapport with community members, and participating in critical service learning. Another thing we learned was how to code transcripts and pick apart main ideas, to then summarize findings. By learning how to code, we are better prepared to not only conduct future needs assessments, but also are able to analyze data more effectively due to prior experience. This in turn helps us develop much needed skills as future public health practitioners who not only need to work with the community, but also alongside other professionals. Through all these new skills learned, we learned how to work with a community partner and provide them with data that is beneficial to their future work.

Quotes from Interviews:

“I am drawn to interprofessional service learning opportunities because it means I don't have to be an expert in all of the different things I'm interested in”

“I as a social worker, you could be at an agency where you're just working with social workers, but most of the time you're going to be working at an agency or like an organization or a hospital where you're going to have to work with doctors and nurses and I really want to learn how they think so that I can work better with them to serve the client”

"’Interviewer: And what do you think was the most significant impact of your service learning opportunities?’

‘Interviewee: yeah just like my own growth and confidence. And just gaining that understanding that it's good not to know everything or like important to just remain curious. I also think, especially in the different health professions, there can be like this pressure that you have to be an expert and you always have to have the right answer. But I think when you get many different minds in a room, it's pretty clear that that's not the case - like everyone has something significant to bring’.”

"I like the fact that for the most part the projects are real. Like you're working on something that actually is impacting the community in real time and it's not a theoretical thought experiment that you're doing in class.”

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Needs Assessment for the Center for Health Sciences Interprofessional Education, Research, and Practice

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Needs Assessment for the Center for Health Sciences Interprofessional Education, Research, and Practice

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Our team: Ashley Thapa, Jacquelyne Ayala, and Simranpreet Kaur.

Location: Seattle, WA

What we did: Our general goal for this project was to conduct a Needs Assessment for CHSIE. Each student in this section was given two people to interview, with an interview guide to assist in the process. We had to reach out to these participants by emailing them with availability times and the purpose of our study to schedule interviews with those who were willing to further participate. The interviewees who participated were part of different health sciences schools - such as medicine and social work. We conducted these interviews via Zoom and recorded the interview utilizing the cloud recording feature, to get an audio transcript of the interview. After the interviews, we cleaned up the transcripts by removing participants' names (so they would remain anonymous) and making it easier to read by removing filler words or errors in spelling. After cleaning transcripts of our interviewees, we were put into groups and randomly assigned three different transcripts to code. Then, we were given a coding template by the teaching team and, individually, we put different interviewee quotes into separate categories. Our team then regrouped and came to a consensus on where different quotes would fit the best by comparing our individual coding of the transcripts.

The potential public health impact of this project: The CHSIE organization aims to assist populations that have unmet health needs. These may range from the homeless population to other marginalized communities with decreased access to healthcare. By conducting these interviews, we were able to assess how current projects offered by CHSIE are working out and ways that they could be improved through the conducted interviews. This would allow CHSIE to improve its programs so they can better assist communities with unmet health needs. One specific way we aimed to help improve the service that CHSIE offers is by understanding how interprofessional service-learning, in particular, can impact the populations receiving the services. Through our experience with our project, we strongly believe that the improvement of interprofessional service-learning could improve health outcomes in several different populations.

What we learn about public health practice from our final capstone project: Through CHSIE, we learned about IPE and how it can promote equity within the healthcare work field while improving health outcomes in patients. Different health professions would obtain the opportunity to learn from each other through the collaboration of different health professions. In addition, IPE helps preceptors understand and create special relationships with the patients and healthcare team. IPE will not only save time but also be more beneficial to the patient themselves and possibly improve their health. Lastly, we learned about the variety of different projects offered by UW that involve interprofessional service-learning in the community and the positive impacts it has on our community.

Quotes:

“It’s vastly important to hear about other perspectives and especially how other people are treating the same populations”

“...you need to understand how you can work as a team and better the patient's outcomes, and so I think people who don't take up the opportunity for interprofessional service-learning could be at a disadvantage when they go into the workplace.”

“I think being respectful of a person's culture and language and understanding language barriers and the importance of having good support and interprofessional communication is really important, and so I think that specifically is what stands out to me as my biggest Aha moment from all of my service learning.”

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CHSIE Interprofessional Collaboration & Practice

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CHSIE Interprofessional Collaboration & Practice

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Name:  Neetu Buttar and Taylor Odom

Location: Seattle, University of Washington

What we did: Our capstone site, the Center for Health Sciences and Interprofessional Education (CHSIE), aimed to better community and patient health through interprofessional collaborative efforts. We specifically conducted interviews with both graduate and undergraduate students in the UW School of Nursing program. Through this process, we asked our interviewees various questions about their experiences regarding service learning and interprofessional service learning, to engage them in a discussion about potential strengths and weaknesses of CHSIE. Throughout the quarter we built interview skills such as identifying our own biases and privilege and worked on listening skills to prepare. After we recorded these interviews, we were tasked with reviewing the audio transcripts and ensuring they were synced. Along with formatting the transcript in an easily readable format, we wrote short memos and pulled out impactful quotes to highlight important messages from the interviewees. After all our classmates had completed this interview process, including clean-up, we were able to start qualitatively coding different interview transcripts from our peers. We specifically coded transcripts involving students from the UW School of Medicine and School of Social Work. After our individual work we were placed into groups of 2-3 and used anonymous transcripts in order to do qualitative coding with each one, placing quotes into categories in order to present our findings back to CHSIE in a clear and concise way.This coding process allowed us to pull quotes from these assigned transcripts and place them into categories of strengths, weaknesses, barriers, etc. During section, we shared our findings of why students couldn’t participate, the challenges they faced, suggested improvements from the interviewees, and current strengths and meaning of the CHSIE program. By communicating these findings to our organization, we were able to help CHSIE members learn about the factors they may not have considered, such as the barrier regarding not knowing where to sign up, or not knowing what to do at the site they signed up for (lack of clarity).

Acquired Background Knowledge → Conducted Interviews → Cleaned up Transcripts → Coded Transcripts → Shared Results with CHSIE

The potential public health impact: CHSIE aims to better the health of both individuals and communities by providing access to healthcare or even opportunities to communicate their needs. By conducting these interviews with students of different professions who had already participated in collaborative service learning projects, we were able to grasp a better understanding of how we could better the services provided to both students and vulnerable populations. By bettering services on both ends, the efficiency in communication would increase between service providers and community members. Through our interactions with CHSIE as well as our analysis of the different interviews conducted, we learned the importance of interprofessional communication amongst different professions and schools. Trust is often built upon stability and understanding, so by taking into account all of the improvements, strengths, and weaknesses that were coded throughout different interviews, a mutual trust could be established between patients and providers. This whole experience regarding communication through interviews and communication of results to key stakeholders also strengthened our social skills, which will benefit us in our future careers. Hearing about how interviewees benefitted from interprofessional service learning as it related to their career somehow, also gives an idea of how expansive service learning can be. Public health practice only benefits from being interconnected, by communicating and learning from individuals who have had education different from your own it can open your mind to new perspectives and further benefit patient care.

What we learned: Apart from skills discussed earlier, based on conducting qualitative research through this needs assessment, we learned a lot about the interaction between interviewers and interviewees. One trend we observed was that sometimes interviewees tend to highlight the positive aspects of their experiences, rather than elaborate on the negative aspects, which may have to do with comfort. Another trend we observed was a mirroring effect or reciprocation regarding interest. If we had positive energy and were visibly engaged throughout the interview, then our interviewees would tend to share more and be open about their feelings regarding their experiences as well. A major skill we picked up on, was how to use the interviewee’s responses and ask them questions to identify a root cause for what they were explaining. This skill is very valuable as it teaches you how to sort information and look for the main theme of the problem, in a very short time period. Adding on to this, we learned that it is important to let there be silence in the interview if the interviewee doesn’t know something right away. It is unfair to expect the interviewee to answer unfamiliar questions on the top of their head in such little time, so allowing them to have silence or coming back to the question later, will add to the quality of results. We worked on our listening skills and accepting silence a lot within our time in section. An important aspect we learned through the coding process was how a quote is able to fit into more than one category and it is not confined to just one topic. Realizing that a quote can be so much more descriptive, and apply to various aspects, demonstrates how important one piece of information can be. By taking all of these different aspects of interviewing and combining it with the sorting of information across multiple interviews it was able to give us a more holistic view of the question at hand to present our findings back to CHSIE effectively.

Media: Some impactful quotes that we pulled from this process included:

1. “…people are, I think today, very result oriented. So, we like instant, everything right away, right away, but service learning is not that. So, you have to have patience, it's a long way to go, and you may not be able to accomplish until the end of your career, but then it’s still service learning, so it's a continuous process. So that is what people need to understand that it's not result oriented, it is not a test or an experiment that comes up right away.”

2. “You know we're not just nurses who will then just talk to other nurses for our whole careers. We will be working with other people, and maybe people that don't have the same perspective as us, so I think bringing that forward is really awesome and I think if we didn't have that focus on inter professional Learning and just working together, that's harder to learn down the road when you've already become set in your ways.”

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WA State DOH Fall Prevention Video & Workshop

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WA State DOH Fall Prevention Video & Workshop

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Name: Niki Kafie, Jody Gao, Albert Oh

Location: Yesler, King County Library, Bitter Lake, Meadowbrook

Capstone Project: DOH

What did we do?
Our capstone project focused on educating elderly populations about fall prevention. We worked with the Washington State Department of Health (DOH) to research the most pertinent aspects of fall prevention and create a curriculum to present to interested elderly populations in the greater Seattle area. We divided our curriculum into four key risk factors for falling: exercise, medication, vision, and home modification. Our sub-group specifically focused on researching and presenting the elements of exercise and medication. After completing our initial research, we moved on to work with the DOH to develop our curriculum, which we formatted into a script for our presentations planned on Zoom, at Yesler community center, at Bitter Lake community center, and at Meadowbrook community center. The script was then transformed into our video script for the animated video version of our fall prevention presentation, to be posted on the DOH website.

Potential Public Health Impact.
Our project focused on preventing falls and minimizing the individual risks of falling by delivering a comprehensive fall prevention curriculum. Fall prevention will further reduce the public health system’s burden on fall aftercare. In terms of the health of our population of concern, we were aiming for a reduction of fall cases among the older adult population and a reduction of adverse events, such as injuries and possibly death, that may follow after the event of a fall. At the individual level, learning about fall prevention methods would hopefully empower older individuals to lead a healthier and more independent lifestyle.

What did we learn?
During the time we worked as a group creating the DOH fall prevention videos and preparing for the workshops, we learned about falling as an incident that is preventable. There are four elements we see in our daily life that contribute the most to preventing falling, including exercise, home improvement, vision, and medication. Each of these categories overlaps with each other and helps individuals to prevent falls in different ways. Since another core part of our project is to deliver fall prevention workshops to the elders in different sites, we were able to share our researched materials and present them to a diverse set of audiences. Considering the aspects that apply the most to our audience and delivering the workshops in a way that is most acceptable for the elders to follow along are some presentation strategies we learned through this capstone project.

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CPR and Stoke Tabling event at the Chinese Information and Service Center

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Vulnerable Population Strategic Initiative- Stroke, CPR, and 911

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Vulnerable Population Strategic Initiative- Stroke, CPR, and 911

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Names: Elizabeth Kourn, Brigitte Neuville

Location: Seattle, WA

Capstone project: VPSI

What we  did:

Brigitte and I worked together on our capstone project to deliver basic CPR, stroke, cardiac arrest, and 911 training to senior citizens and limited English speakers. We collaborated with the Vulnerable Populations Strategic Initiative to teach community centers how to respond in the case of a medical emergency. During our time at the Chinese Service and Information Center, we worked with a translator who spoke Mandarin and English, to help replicate/relay stroke and sudden cardiac arrest and CPR information to Non-english Chinese speakers. Our capstone section worked together to create a video presentation for the Vulnerable Populations Strategic Initiative to show senior citizens the information we delivered on stroke, CPR, and calling  911 remotely.

Public health impact:
The Public Health impact of our capstone project is to increase use of emergency medical services and bystander CPR in the event of a medical emergency amongst  senior citizens and marginalized communities. As public health practitioners, we are able to use our knowledge and apply public health frameworks to  find equitable solutions to neutralize disparities that carry a weight on these populations. By providing senior citizens with basic education about EMS, it can empower these communities to call 911, which can ultimately save the lives of many individuals and loved ones, as it increases hospital arrival times, decreases the prevalence of stroke and leads to better health outcomes. It also empowers them to educate other people about this topic. Furthermore, it mitigates the power imbalances between our social identities (Able-bodied) and theirs (Ableism). We have the ability of providing the same opportunities for vulnerable populations as non-vulnerable populations, giving them a sense of purpose and belonging.

What we learned:
While working on our capstone project, we learned the value of recognizing the intersectionality of both privileged and marginalized social identities within these communities, as it impacts their overall experience within the healthcare system.  We also learned the importance of recognizing and acknowledging one's own lived experiences. This allows us to see people as whole and complex individuals. Furthermore, it has enabled us to view healthcare from a holistic and anti-racist lens as a result of this. While working with CISC, we learned the importance of outreach and adjustments. It was difficult to navigate how to convey material with a translator while simultaneously adjusting our speech patterns so that the translator could remember the information better and translate it.

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Names: Amy Bourmatnov, Jackie Yu, Teodora Ponce

Location: Seattle, WA

What we did:

For our capstone project, we conducted research on the four elements of fall prevention to develop a comprehensive curriculum for older adults at community centers. Our group focused on researching and presenting the elements of home improvement and vision specifically. After the process of research, brainstorming, storyboarding, and script writing, we headed out to various community centers in the Seattle area to teach our workshop. This included Bitterlake, Yesler, Meadowbrook as well as a zoom session with King County Library. In our presentation, we walked through the different parts of a home, and what to be aware of and change to reduce the risk of falling. Important points we emphasized were to keep the floors clear such as removing any throw rugs, having good lighting, and making sure things they use often are within reach or at mid level. When teaching about vision, we provided resources for free and low cost vision screening in Seattle and reiterated the importance of lighting and mentioned how it is important to get an eye exam at least once a year. Finally, we are creating a video to post on the DOH website about fall prevention for older adults that will be available for all Washington state residents. This required us to animate the video in a cloud-based animation program and change our interactive script into one that is short and clear for a video.

Potential Public Health Impact:

Our workshops provided older adults and their caretakers with useful fall prevention strategies, which were aimed at reducing the prevalence of fall-related injuries within this population. Our presentation was structured to provide fall-prevention solutions that were feasible for people from all backgrounds, in an effort to reduce the burden of fall-related injuries on marginalized groups. In addition to sharing fall prevention tips, these presentations were also aimed at empowering older adult populations by demonstrating their capability of living independent lives, without needing to fear the burden of falls.

What We Learned:

During our capstone project experience, we learned how to expand our knowledge as we collaborated with fellow peers in identifying problems in public health, such as falls in the older adult community, and communicating them to those older adults. We were able to develop a curriculum based on our findings as we researched and learned about home improvement and vision and the impact they have on preventing falls. In developing a curriculum to communicate the information to older adults, we learned various ways of communication methods.

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Names:  Lauren Shrestha and Gabriela Claravall

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CAPSTONE PROJECT - Social Media by Lauren Cameron Shrestha

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NAPCA: Anti-Asian American Reporting Forms & Viral Video

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NAPCA: Anti-Asian American Reporting Forms & Viral Video

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Names: Lauren Shrestha and Gabriela Claravall

Location: Seattle, Washington

Capstone Project: National Asian Pacific Center on Aging (NAPCA)

Project/What we did: We created a public service announcement and viral video about Anti-Asian American hate crimes and how to report these types of incidents using an online reporting form like NAPCA, which stands for National Asian Pacific Center on Aging.

In partnership with NAPCA, these videos are used to help raise awareness about the 1) increase in Anti-Asian hate crimes at the beginning of the Covid-19 pandemic, 2) the types of behaviors that are considered hate crimes, and 3) links to several anonymous reporting forms.

Potential public health impact of this project: The collection of data from people who experience or witness anti-Asian American hate via reporting forms will help many organizations like NAPCA influence legislation and policy makers. Ultimately, reporting more incidents of anti-Asian American hate will bring more awareness of the issue and hopefully help decrease attacks.

What we learned:  In making these videos, we learned a lot about the history of NAPCA, NAPCA’s mission, and how to communicate public health information in culturally appropriate and easily understandable ways. We quickly learned about the necessity of making our PSA and viral videos linguistically diverse and available to people of varying ages and technological abilities. This project was an opportunity for us to advocate for the Asian American community helping marginalized communities like the elderly AAPI community by connecting them to resources that give them a voice and potential impact on future policy decisions.

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Viral Video - Instagram Post by Lauren Cameron Shrestha

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University of Washington Health Science Graduate Students providing community outreach services through UDSM 

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Names: Delaney Reed Carr, Maia Cullen, Trey Evans

Location: Seattle, WA

What we did:

Our capstone project focused on the concept of interprofessional collaborative practice, an approach that includes communication and decision making which enables a synergistic influence of grouped knowledge and skills of multiple professions. Our partner, the Center for Health Sciences Interprofessional Education, Research & Practice (CHSIE), gave us the task of interviewing graduate students from different health science schools within the University of Washington to receive feedback on current inter-professional service learning programs. We assessed the students’ motivations for taking part in the program, their experiences with community outreach projects, as well as any ways to improve the program for both the students and the communities they serve. After each group member interviewed 3 health science graduate students, we used qualitative analysis to categorize their responses that allowed us to identify key themes and responses that we could present to CHSIE. From there, CHSIE was able to address our feedback by taking into consideration potential solutions to improve participation and quality of their service learning programs.

Public Health Impact:

Interprofessional collaborative practice has been proven to benefit patients, health care providers, and the overall healthcare system in a variety of ways. Studies show that these practices have improved symptom and psychosocial management of patients, staff satisfaction, and overall efficiency and cost reduction. Service learning provides students from health science fields with the opportunity to apply what they learn in the classroom to hands-on experiences by working with patients and interacting with members of their community while also collaborating with students in other fields. This aspect of collaboration in service learning settings is crucial because it prepares students for collaboration in their careers by broadening their perspectives and learning to value each other’s skills and training.

What we learned:

This experience allowed us to understand the process of conducting a needs based assessment through qualitative research methods to propose changes and improvements to the current interprofessional service learning opportunities at UW. We learned invaluable skills such as how to conduct interviews through active listening and coming up with questions based on interviewee responses. We also learned how to code transcripts and identify key factors and themes to improve CHSIE’s ability to serve the community and students through interprofessional service learning. We can apply this same skill set to a number of other scenarios to better understand and create collaborative programs that can address the needs of the communities we serve in the future as public health practitioners.

Key Quotes from Transcribed Interviews:

“I think the interprofessional opportunities are the most robust and the most exciting of what we offer”

“My main goal is to help people have good interactions with the medical community. A lot of folks that I meet have had really awful experiences with doctors, with medicine, with how they've been treated. So, my goal when I go out and outreach is to try and maybe, just offer them a bottle of water or something but listen to them and help them realize that there are folks out there who, they can ask for help who aren't going to judge them for what they do or say.”

(speaking about CHOP, a service learning program that the interviewee participated in)

“Its main mission is really to serve and to fill the gaps of what the community needs, which I think that's the most important part of picking a service learning project. It doesn't really make sense to do something that is not serving a need that's there and that makes sense, like you can just pick a random idea and do it like you have to kind of figure out what people want and what's useful for them.”

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Vulnerable People Strategic Initiative: Spreading 9-1-1, CPR, Heart Attack & Stroke Awareness

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Vulnerable People Strategic Initiative: Spreading 9-1-1, CPR, Heart Attack & Stroke Awareness

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Team: Aden & Beza

Location: Seattle, WA Rainier Community Center

Project: Our project was tailored towards vulnerable groups, such as the elderly population, to educate and raise awareness of risk factors, symptoms, and how to call 9-1-1, in cases of non-communicable disease emergencies, like heart attack, sudden cardiac arrest, and stroke. During our workshop, we emphasized the importance of bystander intervention, by demonstrating how to administer CPR and spot the warning signs of stroke FAST, which can greatly increase chances of survival and recovery.

Potential Public Health Impact: We hope that our project will increase our participants’ knowledge of when/how to call 9-1-1, how to communicate with dispatchers, how to recognize and respond to symptoms of a heart attack, sudden cardiac arrest, or a stroke, and how to perform bystander CPR. We hope our participants also share with their friends and families what they’ve learned so others will also know how to respond in cases of emergencies.

What we learned: We learned the importance of great communication to cohesively work in a team to create and present crucial information such as 9-1-1, CPR, and FAST exam awareness. We learned that vulnerable groups have fear of calling 9-1-1, lack knowledge of risk factors and symptoms of non-communicable diseases like heart attack and stroke, and lack understanding of how to perform life-saving actions, like bystander CPR. Due to these findings, we concur there is a great need for education and outreach activities in underserved communities, that if properly addressed, can greatly reduce disparities in mortality and morbidity from these diseases in these communities.

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VPSI: Cardiac Arrest, 911, Stroke, and CPR Education

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VPSI: Cardiac Arrest, 911, Stroke, and CPR Education

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Names: Adrienne Tran (she/her) & Chan J Lee (he/him)

Location: Seattle, WA

What did you do?

Throughout this quarter, we researched on the topics of cardiac arrest, stroke, calling 911, and CPR. From this background information, we then prepared a presentation and led workshops dedicated towards education and spreading awareness on these topics to seniors in the Seattle area. These in-person workshops included content on when and when not to call 911, what to do in emergencies regarding stroke and cardiac arrest, and most importantly in our opinion, how to perform hands-only CPR using manikins. At the end of the quarter, we worked in groups to collaborate on a final Canva video presentation that briefly explained about cardiac arrest, stroke, and 911. It also included emergency situation walkthroughs and a CPR tutorial.

What is the potential public health impact of this project?

Through this project, seniors were able to learn prevention education on the topics of cardiac arrest, CPR, 911, and stroke which will hopefully positively impact their health and livelihoods as they are now equipped with the necessary knowledge and skills to one day take immediate action if needed. They also learned and practiced the important life skill of how to do CPR which can benefit them in the future because they may be bystanders to an emergency situation and may need to perform CPR. On a larger scale, the seniors will be able to spread more awareness and knowledge on these topics so that more communities are aware of prevention techniques to protect their overall health. The final Canva video will also allow our message and knowledge to reach a larger audience as it is in a virtual format. We hope the video will encourage seniors and anyone who views the video to not hesitate in calling 911 in emergency situations which will hopefully decrease the number of deaths related to cardiac arrest and stroke.

What did you learn about public health practice from your final capstone project?

From our capstone project, we learned that public health practice takes a village. By this, we mean our public health work required a lot of collaboration and communication with each other to engage with diverse populations. We learned that listening, trust, and respect are important in community based partnerships in order to build relationships, achieve goals effectively, and ultimately, do equitable public health work. Additionally, we learned how to virtually and in-person communicate our public health knowledge to others such as our public health terminology using different resources and forms of technology. Working in groups, we learned how to lead and be flexible in public health practice because everyone has different skills in terms of communication, public health knowledge, and collaboration. These traits were needed in order to successfully adapt to new and changing situations during COVID times.

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Name: Sukhmani (she/her) and Taylor (she/her)

Location: Seattle, WA

What we did: For our capstone project, we developed and delivered a workshop at the Greenlake Community Center to senior citizens containing information on when and how to call 9-1-1, the signs and symptoms of stroke and cardiac arrest, and how to perform bystander CPR. We also worked with other members of our capstone section to make a video that can be watched when in-person workshops are not available. Our portion of the video focused on information regarding 9-1-1.

Public health impact:  Heart disease is the number one cause of death in the United States and stroke is the leading cause of disability. Our project targeted elderly members of the Seattle community as they are at a greater risk of experiencing a stroke or cardiac arrest event as well as more likely to witness one. They are also less likely to perform bystander CPR. In focusing on this group, we can reach the population that would benefit most from this education. The interventions taught in the workshop have the potential to save lives by providing education on what to do in emergency situations before paramedics arrive.

What we learned: During our capstone experience, we learned how important flexibility is and the value that technology has in being able to provide access to educational materials in any circumstance. There was minimal turnout of senior citizens due to COVID-19, so we developed a video that can be shared with the community virtually. We also learned the impact COVID had on 911 calls. It was surprising to learn that COVID has resulted in decreased calls to 911. We were able to include information on calling 911 and performing bystander CPR during a pandemic in our workshops.  We also learned the importance of adapting workshops to fit the needs of participants. For example, one of the participants was having difficulty practicing performing CPR, so we worked together to come up with a solution that fit her needs.

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Reporting anti Asian-American Hate Crimes

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Reporting anti Asian-American Hate Crimes

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Team: Ashley Gate (She/Her) and Roberto Ramirez (He/Him)

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Reporting anti Asian-American Hate Crimes

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Reporting anti Asian-American Hate Crimes

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Team: Ashley Gate (She/Her) and Roberto Ramirez (He/Him)
Location: Seattle, WA
• What did you do?

In Partnership with the NAPCA- the National Asian Pacific Center on Aging-  our focus was the rising rate of anti-Asian American hate crimes in the United States. Our PSA portion of our project details the rising rates of anti-Asian American crime in the united states and the importance of reporting acts of racism and walks viewers through the process of anonymously reporting anti AAPI hate crimes via the NAPCA website. The PSA also shares culturally educated legal resources with the viewers.

The viral video gives examples of frequently experienced micro aggressions in hopes to educate the general public on how common their use truly is. The video ends with a quick discussion on the mental health impact(s) that micro -aggressions can have and urges viewers to report by providing them both links and QR codes in which they can access the NAPCA anonymous report form.

• What is the potential public health impact of this project?

As the general public is our audience for both our PSA and our Viral Video our hope is that this media improves general awareness of the current issues facing our AAPI community members. Since 2016, anti-AAPI racism, hate crimes, and acts of terrorism have been steadily on the rise due to racist rhetoric used by the previous administration before and during the COVID-19 pandemic. By bringing awareness to the issues, and the impact of things some may view as minor (such as micro-aggressions) we hope that people become more mindful of their words and actions. Additionally, we hope that reporting rates improve, as the more data is reported, the more evidence community members and organizations have to advocate for themselves and their people.

• What did you learn about public health practice from your final capstone project?

So much of public health relies on large scale communication. In a way public health officials have to ‘sell’ to the general public new policies, mandates, and scientific discoveries. As such, we learned how important our language use is (including educational language level) and how ‘welcoming’ and easily digestible our information must be. Persuading one to change their daily habits, whether it be their word choice, food choice, etc. is a challenge faced by health practitioners daily. This project gave us an incredible opportunity to refine or large-scale communication skills while touching on the ever important world of social media.

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Names: Francinne Alarcon (she/her) and Ishu Poudyal (she/her)

Location: Seattle, WA

What We Did: We conducted qualitative interviews with students from the UW School of Medicine, School of Social Work, and School of Pharmacy to learn more about their experiences with interprofessional service learning and how to better improve health sciences service learning opportunities for students to be more fulfilling for them and be more beneficial to the community members they're serving. The students we interviewed talked about various projects they've been a part of, such as COVID-19 clinics and HIV testing sites, and the value of getting to collaborate with students in different health sciences sectors to be able to better serve patients seeking care and other populations that they serve. Some students even talked about grievances they had with health sciences service learning opportunities and reasons that may prevent students from participating in them, which included not having enough time in their schedules or lack of opportunities that interest them. After completing these interviews, we cleaned the transcripts for them by removing any identifying information and fixing any misspelled words and discrepancies in the formatting. We also wrote short memos with our reflections on the interviews and any significant quotes that were stated during the interviews. We were then assigned different transcripts from interviews conducted by our peers to read through and conducted a qualitative data analysis by coding the text and identifying important themes in the interviewees' responses. This data and feedback from students will be used by CHSIE to understand how interprofessional service learning can be improved to meet the needs of students and community members and how to grow their programs.

Potential Public Health Impact: Since CHSIE aims to promote interprofessional collaboration between health sciences students to better serve patients and communities that they work with, this project that we've been working on may have an impact on them. The feedback and data that we've collected from the students that we interviewed will be used to understand what changes need to be made  to service learning opportunities available to health sciences students. Through the development of these interprofessional opportunities, students are able to gain more knowledge, skills, and experiences to be able to meet the needs of community members and improve their health outcomes. For example, a clinic that a health sciences student was volunteering for gave them hardly any opportunities to shadow healthcare providers who were seeing and treating patients, so they reported to us that creating more of those interprofessional collaboration opportunities would better prepare them as future healthcare professionals who strive to help keep people healthy.

What We Learned: Through working with CHSIE on this project, we learned about the importance of fostering spaces for health sciences students from different fields of study to be able to work with one another, faculty, and providers. Providing those opportunities only sets these students up to become successful professionals in their respective careers who will make an impact on the public health field. We also learned how broad the public health field truly is. When we were first introduced to this capstone project, we were a bit skeptical about its relation to public health work, especially since we would be coding text, which is something that neither of us really had any previous experience in or knowledge about. However, as we progressed with the project, we came to understand that this work plays a significant role in public health because it provides qualitative data for public health experts to be able to better understand the needs of the community and what changes are necessary in order to meet those needs. Overall, we learned that different moving parts in the public health field come together to serve the purpose of improving health outcomes for people.

Media: An audio snippet from one of the interviews we conducted. The student said "...to serve and to fill the gaps of what the community needs, which I think that's the most important part of picking a service learning project. It doesn't really make sense to do something that is not serving a need that's there if that makes sense, like you can't just pick a random idea and do it, like you have to kind of figure out what people want and what's useful for them and then respond to that with a useful service.”