Community-Based Learning
APA format 1 1/2 pages long 3 references 1 from the discussions reference list
due 10/24/19 at 7pm
Incorporating Technology in Community-Based Learning
Unique learning needs exist in all patient populations. However, identifying the need and then designing a technology-based intervention requires a careful analysis of both the population and the planned action. The purpose of this discussion is to describe a community-based population, describe a selected learning need for this population, and explain how I would design a PowerPoint presentation that would address that need.
Community-Based Population
I work in a Federally Qualified Health Center (FQHC) that provides primary care to patients across the lifespan. FQHCs receive funding from the Health Resources and Services Administration Health Center Program to provide care in medically underserved communities (Health Resources & Services Administration [HRSA], 2018). Over 28 million people receive care at FQHCs in the United States (HRSA, n.d.). FQHCs use a sliding scale fee, ensuring patients have access to affordable medical care (HRSA, 2018). While FQHCs are intended to serve the medically uninsured, over 77% of the patients receiving care at FQHCs have private insurance, Medicare, Medicaid, or another governmentally funded health insurance (HRSA, 2019). Females represent 57.65% of the patient population, with patients between the ages of 25 and 69 years old presenting most frequently (HRSA, 2019). However, the FQHC patient population possesses unique barriers to care. A significant hurdle for FQHCs to overcome is language, as 23.63% speak a language other than English (HRSA, 2019). Additionally, 68.23% of the patient population is at or below the poverty level (HRSA, 2019). Complicating continuity of care with this patient population is the high number of migratory and seasonal workers and homeless individuals receiving care (HRSA, 2019). All combined, these factors create a patient population with sub-par health literacy.
Learning Need
Indigent patient populations are more likely to have decreased health literacy levels (Whitley, Jones, Hansen, & Vora, 2019). Additionally, patients with diminished health literacy are less likely to return for follow-up care as scheduled (Thompson et al., 2015). Patients who are chronically under- or uninsured do not return for follow-up appointments as medical is not always viewed as a necessity. Failure to follow-up for appointments as scheduled has been shown to increase emergency department visits and worsen patient outcomes (Arora et al., 2015). Therefore, a means to address the FQHC patients’ knowledge deficit of the need to return for follow-up appointments should be identified and implemented.
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