Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises Proceedings of a Workshop (2022) / Chapter Skim
Currently Skimming:
7 Evolution of a Decision Tree
7 Evolution of a Decision Tree
Pages 49-60
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 49... ...
a This list is the rapporteurs' summary of points made by the individual speakers identified, and the statements have not been endorsed or verified by the National Academies of Sciences, Engineering, and Medicine. They are not intended to reflect a consensus among workshop participants.
|
From page 50... ...
1 Robert Cain drafted the decision trees presented in this chapter based on the discussions of individual workshop participants at the various workshops sessions. The questions raised are those of the individual participants and do not necessarily represent the views of all workshop participants; the planning committee; or the National Academies of Sciences, Engineering, and Medicine, and the figure should not be construed as reflecting any group consensus.
|
From page 51... ...
EVOLUTION OF A DECISION TREE 51 FIGURE 7-1 Decision tree used for stakeholder discussions. SOURCE: Cain presentation, December 8, 2021.
|
From page 52... ...
SOURCE: Cain and VanHoose presentation, December 8, 2021.
|
From page 53... ...
• Infrastructure includes risks associated with multigenerational housingb and the social determinants of learning disparities to include housing, food and transportation assistance, learning technologies, and counsel ing services while in school.c Cultural Safety Cultural safety places an obligation on the provider/educator to provide safe service as defined by those receiving the service. It involves changes in thinking about power relationships and requires self-examination, openness, and flex ibility as well as a concerted effort not to blame victims of historical and social marginalization.d a https://nap.nationalacademies.org/read/10681/chapter/2 (accessed August 2, 2022)
|
From page 54... ...
Such planning requires holding interdisciplinary, transdisciplinary, and multidisciplinary conversations about crisis management, along with FIGURE 7-3 New Madrid seismic zone. SOURCE: Vanhoose and Cain presentation, December 8, 2021.
|
From page 55... ...
"We have a commitment to the learner," said VanHoose, but ultimately, our commitment is to take care of the community. The group participants also discussed the need for increased attention to mental health within both the educational system and the health care system.
|
From page 56... ...
If COVID-19 mutations result in another crisis situation, it is critical to include the learner in decision making from the beginning. To protect and promote learners' mental health, "We have to be mindful of their absorption capacity and their saturation level." It is also important to pay attention to the unintended messages that are sent via the actions of health professionals and educators.
|
From page 57... ...
By including students in these conversations, they will understand the potential paths their education may take. Jeremiah McGuire, University of Oklahoma, followed Shillam's comment saying that including students can help mitigate some of the mental health implications of a crisis situation.
|
From page 58... ...
Garland McKinney conveyed the discussion from her group, saying one participant felt this decision tree "might benefit from a more explicit graphic reminding the viewer or user of equities, and of the need to address the nuanced identities and needs of the learner." FUTURE ASPIRATIONS In closing, Shillam encouraged workshop participants to foster the leadership potential in learners. Students have "so much potential to make
|
From page 59... ...
EVOLUTION OF A DECISION TREE 59 an incredible difference in our world," she said, and this is the time to take the opportunity to use them as a resource and a voice for change. Amiel added that planning for a crisis now will not only help us be prepared for a future crisis, but it will also strengthen what exists today by delineating competencies and assessments to ensure all learners are able to serve in their roles as health professionals now and in the future.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.