The Case Studies of Place-Based Education as Action to Address Health Inequities
The Health Commons
DOI:
https://doi.org/10.18060/27699Keywords:
Corresponding author: Kathleen Clark, Associate Professor of Nursing and Executive Director of the Augsburg Health Commons, Department of Nursing, Augsburg University, 2211 Riverside Avenue, Minneapolis, MN 55454 (clarkk@augsburg.edu)., Disclaimer: The authors declare no conflict of interest., Funding: The Health Commons received a Health Equity Innovation Fund grant from AARP and the Center to Champion Nursing in America, a joint initiative of AARP Foundation, AARP, and the Robert Wood Johnson Foundation, that provided partial funding for this ongoing project., Acknowledgments: We would like to acknowledge Street Voices of Change and all of the students and our guests who are central to everything we do.Abstract
Placed-based education, grounded in collaborative learning opportunities with minoritized communities, is vitally needed to change the health crises that impact our communities. Many current learning models focus on engaging in communities in ways that are centered on focusing on the deficits of certain populations or name issues that impact individuals’ health that fall short of teaching students to be inclusive of the people who are impacted by injustices such as health inequities. Also, many times, these learning experiences are once-a-semester activities that are not sustainable over time. Thus, universities, as anchor institutions, have a responsibility to use innovative learning strategies to allow students to gain skills to take action on these issues while also partnering with other organizations. This paper will present the Health Commons model which provides an example of means to address the issues and responsibilities named above. The lessons learned from engaging in this model of learning over the last thirty years, especially in terms of duplication for similar placed-based community partnerships include: (1) knowledge is fluid (2) humility is required, (3) get comfortable with being ambiguous, (4) health is membership, (5) there is always more to it, (6) suspend judgment, and (7) making time for self-reflection.
References
References
Bailey, Z. D., Krieger, N., Agénor, M., Graves, J., Linos, N., & Bassett, M. T. (2017). Structural
racism and health inequities in the USA: evidence and interventions. The Lancet,
(10077), 1453-1463.
Bouzard, G., Clark, K.M., Pippert, T.D., & Pribbenow, P.C. (2023). Radical Roots: How One
Professor Transformed a University. Myers Education Press.
Chrislock, C. (1969). From Fjord to Freeway: 100 years. X College.
Clark, K.M. (2022). Evaluating student learning: Community-based nursing education as
action to address inequities. Journal of Nursing Education, 61(9), 525-527. doi:10.3928/01484834-20220705-07
Clark, K. (2021). Treating an ailing society: Citizen Nursing in an era of crisis. Higher
Education Exchange. The Kettering Foundation.
Enestvedt, R.C., Clark, K.M., Freborg, K., Miller, J.P., Leuning, C.J., Schuhmacher, D., McHale,
K., Baumgartner, K., & Loushin, S. (2018). Caring in the margins: A scholarship of accompaniment for advanced transcultural nursing practice. Advances in Nursing Science, 41(3),230-242. doi: 10.1097/ANS.0000000000000201
Griffin, M. & Weiss Block, J. (Eds.). (2013). In the company of the poor: Conversations with Dr.
Paul Farmer and Fr. Gustavo Gutiérrez. Orbis Books.
Harkavy, I. (2016). Engaging urban universities as anchor institutions for health equity.
American Journal of Public Health, 106, 2155-2157. https://doi.org/10.2105/AJPH.2016.303475
Hassmiller, S.B., & Wakefield, M.K. (2022). The future of nursing 2020–2030: Charting a path
to achieve health equity. Nursing Outlook, 70(6, Suppl 1), S1-S9.
https://doi.org/10.1016/j.outlook.2022.05.013
hooks, b. (1994). Teaching to transgress. Routledge. New York.
Landry, A.M. (2021). Integrating health equity content into health professional education. AMA
Journal of Ethics, 23(3), E229-234. https://doi: 10.1001/amajethics.2021.229
Koh, H.K., Bantham, M.S, Geller, A.C., Rukavina, M.A., Emmons, K.M., Yatso, P., &
Restuccia, R. Anchor institutions: Best practices to address social needs and social determinants of health. American Journal of Public Health, 110(3), 309-316. https://doi: 10.2105/AJPH.2019.305472
Minnesota Department of Health Infectious Disease Epidemiology, Prevention and Control
Center of Excellence on Public Health and Homelessness (2023, January 26). Minnesota Homeless Mortality Report, 2017-2021. https://www.health.state.mn.us/communities/homeless/coe/coephhmr.pdf
National Academies of Sciences, Engineering, & Medicine (2017). Communities in Action:
Pathways to Health Equity. The National Academies Press. https://doi.org/10.17226/24624.
Pavlish, C.L., Noor, S., & Brandt, J. (2010). Somali immigrant women and the American health
care system: Discordant beliefs, divergent expectations, and silent worries. Social Science and Medicine, 71(2), 353-361. https://doi: 10.1016/j.socscimed.2010.04.010
Pribbenow, P. (2014). Lessons on vocation and location: The saga of X College as urban
settlement. Word and World, 34(2), 149-159.
Pribbenow, P. (2012). Hospitality is not enough: Claims of justice in the work of colleges and
universities. " Intersections, 35(8), 23-30.
Qureshi, A. (2023). Rising inequality: A major issue of our time. The Brookings Institution.
https://www.brookings.edu/articles/rising-inequality-a-major-issue-of-our-time/
Sanchez, N., Norka, A., Corbin, M., & Peters, C. (2019). Use of experiential learning, reflective
writing, and metacognition to develop cultural humility among undergraduate students.
Journal of Social Work Education, 55(1), 75-88.
U.S. News & World Report (2023). Campus ethnic diversity: Regional Universities Midwest.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Kathleen Clark, Katherine M. Martin, Amy K. Nelson, Michelle Ullery, Vanessa S. Bester
This work is licensed under a Creative Commons Attribution 4.0 International License.
