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Summer Health Institute Collaborative Hospital Based Program that Works!

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Information about Summer Health Institute Collaborative Hospital Based Program that Works!
Education

Published on March 2, 2009

Author: ccpc

Source: slideshare.net

Description

Lynn Brooks
Director of Volunteer and Health Career Services
Salinas Valley Memorial Healthcare System
Salinas, CA

Randy Bangs
Director, Mission Trails ROP
Salinas Union High School District
Salinas, CA

This workshop provides an overview of the Summer Health Institute, a collaborative with local community college, UC-Santa Cruz, and Mission Trails R.O.P. Students exposed to health related careers through an articulated summer program, including case studies at the hospital, classroom study on college campus, 60 hours of externship supervised by clinical staff and new community advocacy research and presentations. Students will present a sample of their community advocacy research and presentations.
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Summer Health Institute: Collaborative Hospital-Based Program That Works! Randy Bangs Director of Mission Trails R.O.P. Lynn R. Brooks, CAVS Director of Volunteer, Health Career, and Spiritual Care Services Salinas Valley Memorial Healthcare System

Health Care Crisis- Drives Local Solutions Costs &  $$$ Workforce Shortages Higher Acuity Shorter Hospital Stays Out- Patient Care Diversity of Population  Senior Population Retention & Recruitment Health Care

Costs

&

 $$$

Projected Shortages In All Health Professions-2020 RN’s –45% LVN’s DENTISTS LAB TECH’s PHARMACISTS RAD TECH’s PHYSICIANS RESP TECH’s Geographic Maldistribution-rural shortages Gender and race/ethnicity imbalances Specialty shortages/Primary Care Shortages MENTAL HEALTH- Needs in all categories

RN’s –45%

LVN’s DENTISTS

LAB TECH’s PHARMACISTS

RAD TECH’s PHYSICIANS

RESP TECH’s Geographic Maldistribution-rural shortages

Gender and race/ethnicity imbalances

Specialty shortages/Primary Care Shortages

MENTAL HEALTH- Needs in all categories

Healthcare Career Advocacy Benefit to hospitals and communities Hospital – Stable work force Quality healthcare Fiscally sound Community Colleges - Directly linked to the economic development of their communities Curriculum guided by local industry needs Community partnership Communities Educated workforce Quality community services Healthcare

Benefit to hospitals and communities

Hospital – Stable work force

Quality healthcare

Fiscally sound

Community Colleges - Directly linked to the economic development of their communities

Curriculum guided by local industry needs

Community partnership

Communities

Educated workforce

Quality community services

Healthcare

RHORC as a Bridge Builder Regional Health Occupation Resource Centers Industry Needs Industry + RHORC + Colleges Health Occupations Training http://www.healthoccupations.org/

RHORC as a Bridge Builder Regional Health Occupation Resource Centers Industry Needs Industry + RHORC + Colleges Health Occupations Training http://www.healthoccupations.org/

 

Educational Institutions Universities Community Colleges High School Health Academies R.O.P.

Universities

Community Colleges

High School Health Academies

R.O.P.

Regional Occupational Program Mission Trails ROP serves eight school districts in Monterey County , offering training opportunities for high school students in grades 10, 11 and 12 as well as adults ROP provides career technical education courses in many subject areas, providing the opportunity for students to learn career and technical skills along with their regular academic studies. Most classes also add a “ Community Classroom ” aspect, where students intern or work in a setting related to the ROP course.

Mission Trails ROP serves eight school districts in Monterey County , offering training opportunities for high school students in grades 10, 11 and 12 as well as adults

ROP provides career technical education courses in many subject areas, providing the opportunity for students to learn career and technical skills along with their regular academic studies.

Most classes also add a “ Community Classroom ” aspect, where students intern or work in a setting related to the ROP course.

Regional Occupational Program Career Pathways Agriculture & Natural Resources Arts, Media & Communications Building, Trades & Construction Education, Child Development Engineering & Design Finance & Business Health Science & Medical Technology Hospitality, Tourism & Recreation Information Technology Manufacturing & Product Development Marketing, Sales & Service Public Services Transportation

Career Pathways

Agriculture & Natural Resources

Arts, Media & Communications

Building, Trades & Construction

Education, Child Development

Engineering & Design

Finance & Business

Health Science & Medical Technology

Hospitality, Tourism & Recreation

Information Technology

Manufacturing & Product Development

Marketing, Sales & Service

Public Services

Transportation

Regional Occupational Program Guidance & Alternative Education Services Counseling Career Assessment Placement services General Education Diploma/Basic Skills Lab Co-op Education Interview & Resume workshops Career Fairs & Panels Postsecondary Options Job Shadow/Internship

Guidance & Alternative Education Services

Counseling

Career Assessment

Placement services

General Education Diploma/Basic Skills Lab

Co-op Education

Interview & Resume workshops

Career Fairs & Panels

Postsecondary Options

Job Shadow/Internship

Health Occupations Course Prerequisites: 11 th grade level in English grammar, good attendance, good attitude and a commitment to learn. Course Description: Orientation to Health Careers, Communication Skills, Anatomy and Physiology (basic body systems), and Patient Care Procedures. Two components: Theory/Lab Proficiency -> Community classroom/Job Shadowing Course Goals: Proficiency in the following knowledge/skills: Employment opportunities in the areas of Diagnostic, Supportive and Therapeutic health services Medical Terminology Medical Ethics Confidentiality Environmental and Patient Safety Body Mechanics Patient Care Procedures (i.e., Vital Signs, Wheelchairs, Height and Weight)

Prerequisites: 11 th grade level in English grammar, good attendance, good attitude and a commitment to learn.

Course Description: Orientation to Health Careers, Communication Skills, Anatomy and Physiology (basic body systems), and Patient Care Procedures. Two components:

Theory/Lab

Proficiency -> Community classroom/Job Shadowing

Course Goals: Proficiency in the following knowledge/skills:

Employment opportunities in the areas of Diagnostic, Supportive and Therapeutic health services

Medical Terminology

Medical Ethics

Confidentiality

Environmental and Patient Safety

Body Mechanics

Patient Care Procedures (i.e., Vital Signs, Wheelchairs, Height and Weight)

Job Shadowing Report Define Job Shadowing (10 points) Explain what you learned during your experience (60 points) Describe skills you learned and procedures you observed. Complete Patient or Non-Patient Department Report as appropriate according to criteria below (30 points) Patient Departments Signs and Symptoms (10 points) What does the patient complain of? What does the physician see (subjective and objective?) Special diagnostic tests necessary for diagnosis can be included here, GB series, GI series, and IVP for example. Treatment (10 points) General kinds of treatment available (ex: surgery, medication, diets, bed rest, radiotherapy, and physical therapy). Prognosis (10 points) Predicted outcome. Is the prognosis good, fair, guarded, or poor? Are there any sequel (after effects)? Is complete cure likely? Is this a terminal condition, or is it a chronic condition in which the patient may need help to cope with this disability? Non-Patient Departments Describe other departments you were able to visit. Include: patients and/or equipment you observed, the atmosphere (calm, friendly, tense, depressing), sounds and smells.

Define Job Shadowing (10 points)

Explain what you learned during your experience (60 points)

Describe skills you learned and procedures you observed.

Complete Patient or Non-Patient Department Report as appropriate according to criteria below (30 points)

Patient Departments

Signs and Symptoms (10 points)

What does the patient complain of? What does the physician see (subjective and objective?) Special diagnostic tests necessary for diagnosis can be included here, GB series, GI series, and IVP for example.

Treatment (10 points)

General kinds of treatment available (ex: surgery, medication, diets, bed rest, radiotherapy, and physical therapy).

Prognosis (10 points)

Predicted outcome. Is the prognosis good, fair, guarded, or poor? Are there any sequel (after effects)? Is complete cure likely? Is this a terminal condition, or is it a chronic condition in which the patient may need help to cope with this disability?

Non-Patient Departments

Describe other departments you were able to visit. Include: patients and/or equipment you observed, the atmosphere (calm, friendly, tense, depressing), sounds and smells.

Other MTROP Health Classes Physical Therapy Aide Health Unit Coordinator Medical Receptionist Dental Assisting Dental RDA Dental X-ray

Physical Therapy Aide

Health Unit Coordinator

Medical Receptionist

Dental Assisting

Dental RDA

Dental X-ray

Student Assessment Controlling Infection Asepsis Hand Wash Gloving Body Mechanics - Bed making Unoccupied Strip Bed Open/Close Bed Vital Signs Temperature/Pulse/Respiration Blood Pressure Observations Charting Reporting Medical Terminology Medical Abbreviations Medical Specialist Safety Patient Safety Safety of Self Fire Safety Procedures Extra Credit Laps  Chapters Communication Reading Writing Speaking Listening Medical Math   Opportunities in Medical Field Nurse – LVN, RN Medical Assistant Nurses Assistant Unit Coordinator Medical Records Specialist Satisfaction/Social Work with fellow students as a team Understand & Demonstrate patient consideration Ethics/Personal Qualities Punctuality Accuracy Dependability Good Attendance Appropriate Dress Good Grooming Job Shadow Proficiency Level: 3=Exceeds Skills requirements, 2 = Meets Skills Requirements, 1=Preparatory

Controlling Infection

Asepsis Hand Wash

Gloving

Body Mechanics - Bed making

Unoccupied

Strip Bed

Open/Close Bed

Vital Signs

Temperature/Pulse/Respiration

Blood Pressure

Observations

Charting

Reporting

Medical Terminology

Medical Abbreviations

Medical Specialist

Safety

Patient Safety

Safety of Self

Fire Safety Procedures

Extra Credit

Laps 

Chapters

Communication

Reading

Writing

Speaking

Listening

Medical Math  

Opportunities in Medical Field

Nurse – LVN, RN

Medical Assistant

Nurses Assistant

Unit Coordinator

Medical Records Specialist

Satisfaction/Social

Work with fellow students as a team

Understand & Demonstrate patient consideration

Ethics/Personal Qualities

Punctuality

Accuracy

Dependability

Good Attendance

Appropriate Dress

Good Grooming

Job Shadow

Health & Human Services Academies Highly Effective New approach to schooling Combines required graduation classes and technical training Prepares student for the diverse job and career opportunities in: Health Medicine Biological Science Human Services Biotechnology Graduates are prepared academically and vocationally for skilled entry-level jobs and/or entrances into colleges and universities for continued training.

New approach to schooling

Combines required graduation classes and technical training

Prepares student for the diverse job and career opportunities in:

Health

Medicine

Biological Science

Human Services

Biotechnology

Graduates are prepared academically and vocationally for skilled entry-level jobs and/or entrances into colleges and universities for continued training.

Hospitals/Healthcare Associations Resources Education and Talent Auxiliaries/Foundations Grants and Scholarships Current Employees Volunteers Community Members

Resources

Education and Talent

Auxiliaries/Foundations

Grants and Scholarships

Current Employees

Volunteers

Community Members

Workforce Advocacy Programs R.O.P. (Regional Occupational Program) Job Shadowing Collaboration with Nursing Education Health Academies High School/College Job Shadowing Community Programs (Rotary) College Internships Patient Ambassador Program Pre-nursing college student (18+) (continues)

R.O.P. (Regional Occupational Program)

Job Shadowing

Collaboration with Nursing Education

Health Academies

High School/College Job Shadowing

Community Programs (Rotary)

College Internships

Patient Ambassador Program

Pre-nursing college student (18+)

Advocacy Programs (Continued) Human Resource Department Outreach Health to School Speaker’s Bureau Career Fairs Junior Achievement Cal Works (Welfare to Work) Medical Adventure Camp Summer Health Institute

Human Resource Department Outreach

Health to School Speaker’s Bureau

Career Fairs

Junior Achievement

Cal Works (Welfare to Work)

Medical Adventure Camp

Summer Health Institute

Summer Health Institute Purpose Educate and motivate high school students in health careers Format Case Study methodology – multi-disciplinary 28 Hospital staff members presented Articulated College Coursework Based on Jump Start Program-San Diego Site Visits Paid Experience Externship in Clinical and Support departments Student Research/Return Presentations Mentoring

Purpose

Educate and motivate high school students in health careers

Format

Case Study methodology – multi-disciplinary

28 Hospital staff members presented

Articulated College Coursework

Based on Jump Start Program-San Diego

Site Visits

Paid Experience

Externship in Clinical and Support

departments

Student Research/Return Presentations

Mentoring

Participating Agencies Visiting Nurse Association—Home Health & Hospice Hartnell College Stanford Medical School Center of Excellence University of California, Santa Cruz Biology Labs

Visiting Nurse Association—Home Health & Hospice

Hartnell College

Stanford Medical School Center of Excellence

University of California, Santa Cruz Biology Labs

SHI Curriculum Overview Introduction to Hospital Presented Case Study at Hospital Externship Preparation WEEK 1 Community Advocacy Projects Advocacy Presentations Program Evaluations Graduation WEEK 5 Externships Site Visits to UCSC & Stanford Research and Case Study Draft Review Student case study presentations Cumulative Final WEEK 4 Visiting Nurse Association and Departmental Externships Library Research Orientation Principles of Public Speaking Hospital Administration/Organization Presentations WEEK 3 Hartnell Nursing Lab—1 unit WEEK 2

NICU Case Study Sample Baby Boy H was born today at 03:07 hrs to a 27 y.o. G2 now P2 O+ female at 35 1/7 weeks gestational age; birth weight was 2500 gm. The mother received good prenatal care (HBSAg neg. RPR non-reactive, Rubella Immune.) She was scheduled for a visit today, the day of her delivery at which appointment the Group B Strep screen would have been performed. She was admitted in advanced pre-term labor and delivered 2 hours later. On further questioning she commented that she had been leaking amniotic fluid for over 18hours. Her admitting temperature was 100.6F. She received one dose of IV Penicillin 5 million units one hour prior to delivery. At delivery the baby was given APGARs of 5 at 1 minute (1 off for color, 1 off for HR, 1 off for respiratory effort and 2 off for tone) and 7 at 5 minutes (1 off for color, 2 off for tone.) The baby was positioned under the radiant warmer, suctioned, dried and stimulated. Positive pressure ventilation was briefly provided and discontinued once HR respiratory effort and color improved. However free flowing oxygen was necessary to maintain color and the baby was transferred to the NICU. You have been called by the team to evaluate. CONTINUES…

Baby Boy H was born today at 03:07 hrs to a 27 y.o. G2 now P2 O+ female at 35 1/7 weeks gestational age; birth weight was 2500 gm. The mother received good prenatal care (HBSAg neg. RPR non-reactive, Rubella Immune.) She was scheduled for a visit today, the day of her delivery at which appointment the Group B Strep screen would have been performed. She was admitted in advanced pre-term labor and delivered 2 hours later. On further questioning she commented that she had been leaking amniotic fluid for over 18hours. Her admitting temperature was 100.6F. She received one dose of IV Penicillin 5 million units one hour prior to delivery.

At delivery the baby was given APGARs of 5 at 1 minute (1 off for color, 1 off for HR, 1 off for respiratory effort and 2 off for tone) and 7 at 5 minutes (1 off for color, 2 off for tone.) The baby was positioned under the radiant warmer, suctioned, dried and stimulated. Positive pressure ventilation was briefly provided and discontinued once HR respiratory effort and color improved. However free flowing oxygen was necessary to maintain color and the baby was transferred to the NICU. You have been called by the team to evaluate.

Case Studies Outlined by Physician Necrotizing Fasciitis Heart Case NICU

Discussion 3:00-3:30 p.m.   Discussion 3:00-3:30 p.m. Discussion 3:00-3:30 p.m. Discussion 3:00-3:30 p.m. 3:15 Wrap-Up   Wrap-Up Wrap-Up Wrap-Up 3:00 1:45-3   2:15-3 2:15-3 Dr. Kasting 2:45   Kristina Morales Mary Neimy Introduction to Case Study #1 2:30 Eva Geidt   Health Promotion Physical Therapy Assignments and 2:15     BREAK 1:30-2:15 Student Case Study 2:00 Mind/Body Connection   1:15-2 p.m. Susan Cerney Format Overview 1:45     Dr. Kasting Laboratory Components of a Case Study 1:30 12:45-1:45   Case Study Wrap-Up BREAK 1:15-3:00 1:15 Mike Hutchinson   12:30-1:15 12:30-1:15   1:00 Affiliates   Sonia Morrison Jason Villavert and Administration 12:00-1:15 p.m. 12:45 12:00-12:45   Discharge Planning/Case Mgt Respiratory Therapy Introduction to Mentors 12:30 Jim Griffith   11:45-12:30 11:45-12:30 Welcome Luncheon 12:15 CEO-Planning   Art Gabudao Dr. Kasting CP4 12:00     Social Services APGAR Scoring/ Assessment   11:45 11:15-12:00         11:30 LUNCH   11-11:45 11-11:45 Advance Care Planning Literacy 11:15 RETURN DEMO (VNA) LUNCH LUNCH Communicating w/Compassion 11:00 Hand Massage Roberta Troxell ASSOCIATION     Other Ambassador Stuff 10:45 10:30-11 a.m. NURSE 10-11 a.m. 10-11 a.m.   10:30   VISITING Sharon Roberts Lihjen Wang Team and VNA Assignments 10:15 orientation   NICU Nursing Pharmacy   10:00 NICU with Dr. Kasting and floor/room     9-10 a.m.   9:45 4 teams x 15 mnute rotations through   9-10 a.m. Diane Mallett   9:30     Chuck Morris and Admission Paperwork Rules of Engagement 9:15 8:45-10:30 a.m.   Diagnostic Imaging Pre-Admission Process Finalize Paperwork 9:00 Floor Orientaion and NICU Overview   8:30-9:00 a.m. 8:30-9:00 a.m. Orientation Checklist (Green) 8:45 Morning Review 8:30-8:45 a.m.   Morning Review Morning Review Lab Coats 8:30

Patient Room Orientation

PATHOLOGY

Suite Surgical Sterile Field

VISITING NURSES ASSOCIATION

Hartnell College Nursing Skills Lab

Stanford

U.C. Santa Cruz Biology Labs

EXTERNSHIPS

 

Student Case Studies Respiratory Case Study Mr. Ardin is admitted to the hospital after sustaining two fractured ribs and a lung contusion following a motor vehicle collision. His previous health history was positive for smoking and emphysema. He has been on oxygen at 21/min and has been fairly comfortable on MSO4 via PCA. Neurological Case Study Mr. Spina, a 22-year-old male is injured while surfing. He is diagnosed with complete C6 spinal cord injury. Cardiology Case Study Mr. Eddy has been a patient in the critical care unit for three days being treated for a large acute anterior wall myocardial infarction. Mr. Eddy continues to have chest pain unrelieved with a nitroglycerin drip and MS04. He is obtunded, tachycardic, hypotensive, oliguric, and has crackles in both lungs. Burn Case Study You are working the day shift and are assigned to care for Miss Frieri, an 18-year-old female admitted during the night. She was burned in a house fire. She sustained some full-thickness and partial-thickness burns over 30% of her body. Hepatic Case Study Mr. Lopath, age 50, is admitted to your floor from the ED. He is lethargic, cachectic in appearance and mildly combative. He smells strongly of ETOH and has a notably swollen abdomen and lower extremities.

Respiratory Case Study

Mr. Ardin is admitted to the hospital after sustaining two fractured ribs and a lung contusion following a motor vehicle collision. His previous health history was positive for smoking and emphysema. He has been on oxygen at 21/min and has been fairly comfortable on MSO4 via PCA.

Neurological Case Study

Mr. Spina, a 22-year-old male is injured while surfing. He is diagnosed with complete C6 spinal cord injury.

Cardiology Case Study

Mr. Eddy has been a patient in the critical care unit for three days being treated for a large acute anterior wall myocardial infarction. Mr. Eddy continues to have chest pain unrelieved with a nitroglycerin drip and MS04. He is obtunded, tachycardic, hypotensive, oliguric, and has crackles in both lungs.

Burn Case Study

You are working the day shift and are assigned to care for Miss Frieri, an 18-year-old female admitted during the night. She was burned in a house fire. She sustained some full-thickness and partial-thickness burns over 30% of her body.

Hepatic Case Study

Mr. Lopath, age 50, is admitted to your floor from the ED. He is lethargic, cachectic in appearance and mildly combative. He smells strongly of ETOH and has a notably swollen abdomen and lower extremities.

Case Studies Must Include Chief Complaint/Present Illness Medical History Basic and Specific Tests Diagnosis Treatment Follow-up Testing Outcomes References

Chief Complaint/Present Illness

Medical History

Basic and Specific Tests

Diagnosis

Treatment

Follow-up Testing

Outcomes

References

HEPATIC ENCEPHALOPATHY PRESENTED BY: Montse , Holly Spier, Nayibe Andrade, Isabel Montenegro

 

 

Community Health Advocacy During the 1 st 5 years of SHI—Stanford University mentioned an important criteria in selection of students for medical school is advocacy for improvement of the health of their community, which begins with the ability to identify community health issues Students were learning about health inside the hospital, but outreach wasn’t part of the curriculum 2008—added advocacy projects, based on top health needs in the community (as reported in the 2001 Tellus Report) Type II Diabetes Elderly Falls Access to Preventive Healthcare for Migrant Families and uninsured

During the 1 st 5 years of SHI—Stanford University mentioned an important criteria in selection of students for medical school is advocacy for improvement of the health of their community, which begins with the ability to identify community health issues

Students were learning about health inside the hospital, but outreach wasn’t part of the curriculum

2008—added advocacy projects, based on top health needs in the community (as reported in the 2001 Tellus Report)

Type II Diabetes

Elderly Falls

Access to Preventive Healthcare for Migrant Families and uninsured

Objectives of Advocacy Projects To provide our SHI students with the opportunity to advocate, within their community, a health issue that they feel needs to be addressed To provide them with the resources needed to fulfill the requirements we set for them To give the students the power to create change within their community

To provide our SHI students with the opportunity to advocate, within their community, a health issue that they feel needs to be addressed

To provide them with the resources needed to fulfill the requirements we set for them

To give the students the power to create change within their community

Goal That our students have a better understanding of the preventable health issues within their own community. Our students will be able to speak on such issues to community members and medical staff with confidence. Each group assigned to a health issue will create and carry out an advocacy project that they design and develop.

That our students have a better understanding of the preventable health issues within their own community.

Our students will be able to speak on such issues to community members and medical staff with confidence.

Each group assigned to a health issue will create and carry out an advocacy project that they design and develop.

The number one cause of Emergency Room visits among adults over 65, is preventable Elderly Falls. More than 90 percent of hip fractures occur as a result of falls, with most of these fractures occurring in persons over 70 years of age. Elderly persons who fall are 10 times more likely to be hospitalized and eight times more likely to die as the result of a fall. Hip fracture survivors experience a 10 to 15 percent decrease in life expectancy and a meaningful decline in overall quality of life. Elderly Falls

The number one cause of Emergency Room visits among adults over 65, is preventable Elderly Falls.

More than 90 percent of hip fractures occur as a result of falls, with most of these fractures occurring in persons over 70 years of age.

Elderly persons who fall are 10 times more likely to be hospitalized and eight times more likely to die as the result of a fall.

Hip fracture survivors experience a 10 to 15 percent decrease in life expectancy and a meaningful decline in overall quality of life.

Physical Therapy Wednesday, July 16 th presentation Avalon Villa Serra Thursday, July 17 th presentation http://www. nia . nih . gov / HealthInformation / Publications/falls. htm Philips Lifeline MSSP & Linkages Programs Director of ROP

Physical Therapy

Wednesday, July 16 th presentation

Avalon Villa Serra

Thursday, July 17 th presentation

http://www. nia . nih . gov / HealthInformation / Publications/falls. htm

Philips Lifeline

MSSP & Linkages Programs

Director of ROP

Falls Prevention

More than 100 Monterey County high school students have parents that are migrant workers. Health-care facilities for migrants need special investments in terms of educational outreach work to educate migrants on the need for prevention of STDs, translation facilities and timely health-care facilities. There are over eight special assistance programs available for uninsured individuals in our county alone. Accessing Health Care for Migrant Families

More than 100 Monterey County high school students have parents that are migrant workers.

Health-care facilities for migrants need special investments in terms of educational outreach work to educate migrants on the need for prevention of STDs, translation facilities and timely health-care facilities.

There are over eight special assistance programs available for uninsured individuals in our county alone.

Diabetes 20.8 Million people suffer from diabetes Over 90% of obese people suffer from type II Diabetes 9.5 percent are Hispanic/Latino Americans aged 20 years or older (2.5 mil) The total annual economic cost of diabetes in 2007 was estimated to be $174 billion http://diabetes.niddk.nih . gov/dm/pubs/statistics/

20.8 Million people suffer from diabetes

Over 90% of obese people suffer from type II Diabetes

9.5 percent are Hispanic/Latino Americans aged 20 years or older (2.5 mil)

The total annual economic cost of diabetes in 2007 was estimated to be $174 billion

http://diabetes.niddk.nih . gov/dm/pubs/statistics/

Clinica de Salud Tuesday, July 15 th tour HELP Tuesday, July 15 th Training Partners for Peace Wednesday, July 16 th presentation The Health Department Head Start

Clinica de Salud

Tuesday, July 15 th tour

HELP

Tuesday, July 15 th Training

Partners for Peace

Wednesday, July 16 th presentation

The Health Department

Head Start

Students worked in team setting to formulate plan for accessing resources and develop timelines We used resources and people we met at hospital and community to ask questions, design topic of discussion and prepare for questions For example: First Five of Monterey County Received Spanish and English pamphlets and cookbooks with healthy recipes Presented at local housing complex Preventive health resources Healthy eating habits Conclusion: We accomplished something very important Reached out to community Spoke directly to people in need Sense of pride Accessing Health Care for Migrant Families Project

Students worked in team setting to formulate plan for accessing resources and develop timelines

We used resources and people we met at hospital and community to ask questions, design topic of discussion and prepare for questions

For example: First Five of Monterey County

Received Spanish and English pamphlets and cookbooks with healthy recipes

Presented at local housing complex

Preventive health resources

Healthy eating habits

Conclusion: We accomplished something very important

Reached out to community

Spoke directly to people in need

Sense of pride

ADVOCACY PROJECTS Diabetes Awareness

Health Access

SHI Outcomes 115 students graduated to date (6 years) Diverse group Over half – 1 st generation with college goals Health Academy/R.O.P. prepared Highly motivated to succeed Increased community collaboration

115 students graduated to date (6 years)

Diverse group

Over half – 1 st generation with college goals

Health Academy/R.O.P. prepared

Highly motivated to succeed

Increased community collaboration

Student Evaluation Averages

 

Factors to Consider Resources Financial (Sample Budget in packet) Supply Costs Program Costs Instructors, Paid Externships, Transportation, Administrative Hospital Administrative Support Meeting Space Case Study Presenters/Mentors Recognition Welcome Luncheon and Graduation Community College Collaboration Financial, Instructor and Facility Availability Administrative Support for development of their piece Potential Community Partners – Participant or Sponsor

Resources

Financial (Sample Budget in packet)

Supply Costs

Program Costs

Instructors, Paid Externships, Transportation, Administrative

Hospital Administrative Support

Meeting Space

Case Study Presenters/Mentors

Recognition

Welcome Luncheon and Graduation

Community College Collaboration

Financial, Instructor and Facility Availability

Administrative Support for development of their piece

Potential Community Partners – Participant or Sponsor

Future Healthcare Professionals

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