A Poverty Simulation to Inform Public Health Practice

Autor/inn/en	Strasser, Sheryl; Smith, Megan O.; Pendrick Denney, Danielle; Jackson, Matt C.; Buckmaster, Pam
Titel	A Poverty Simulation to Inform Public Health Practice
Quelle	In: American Journal of Health Education, 44 (2013) 5, S.259-264 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-5037
DOI	10.1080/19325037.2013.811366
Schlagwörter	Poverty; Public Health; Simulation; Qualitative Research; Student Attitudes; Likert Scales; Cultural Awareness; Barriers; Empathy; Low Income; Self Efficacy; Teaching Methods; College Students; Questionnaires; Child Care; Transportation; Crime; Housing; Unemployment; Self Esteem; Georgia + Suchen Sie Ihr Suchwort? Armut; Gesundheitswesen; Simulation program; Simulationsprogramm; Qualitative Forschung; Schülerverhalten; Likert-Skala; Cultural identity; Kulturelle Identität; Empathie; Niedriglohn; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Fragebogen; Kinderfürsorge; Kinderbetreuung; Verkehrswesen; Crimes; Delict; Delicts; Delikt; Unterkunft; Arbeitslosigkeit; Self-esteem; Selbstaufmerksamkeit
Abstract	Background: Poverty is a pervasive condition linked to a myriad of health conditions and severe health outcomes. Public health professionals are at the forefront of addressing poverty-related issues and require education that enhances their understanding and cultural competence. Purpose: The purpose of this research was to evaluate the impacts of a poverty simulation for students and practitioners of public health regarding their attitudes toward people living in poverty and awareness of the barriers they face. Methods: A pre-and postsurvey containing Likert scale and qualitative questions was administered to 91 participants. Paired "t" tests were run to assess changes from pretraining to posttraining and qualitative data were analyzed and overarching themes were identified. Results: Overall, participants indicated increased empathy, understanding, and knowledge of the barriers faced by low-income populations and increased confidence in their ability to identify issues contributing to poverty and positively impact those living in poverty. Discussion: The results presented here demonstrate the need for effective training and education on the realities of poverty and the receptiveness of participants to such trainings. Translation to Health Education Practice: Simulations enable a depth of understanding unachieved by traditional didactic education and are appropriate for educating students and professionals alike. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10