Health Care Career Pathways (original) (raw)
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Hispanic Health Care International , 2014
Extraordinary Latino Population growth has created demand for bilingual and culturally competent frontline health care providers to address the "culture gap" in health care delivery meeting the linguistic and cultural needs of Latino communities (Cohen, Gabriel, & Terrell, 2002) This article reviews career pathway programs that serve as workforce development models for Latinos seeking opportunity within frontline health care occupations, a sector with high- projected employment growth in the coming decade. The programs examined reflect innovative approaches that target Latino participants for entrance into some of these occupations including registered nurses(RNs), licensed practical nurses (LPNs), human service assistants, and bachelor's level social worker positions that offer low-wage Latinos the possibility of entering a profession where they may earn a livable wage. Implications for policy, research, and practice are discussed.
The Latino Healthcare Professionals Project: responding to the diverse needs of the 21st century
The Journal of health administration education, 2005
The Latino Healthcare Professionals Project (LHPP) is a privately-funded initiative to provide healthcare management training to first-generation educated Latino bilingual and bicultural upper division university students planning careers in healthcare. This unique curriculum, scholarship, and mentorship program is based in the Health Care Administration (HCA) Program at California State University Long Beach (CSULB). Initially funded by The Sisters of St. Joseph Healthcare Foundation, LHPP has been sponsored by several organizations, including Kaiser Permanente and the Health Care Foundation for Orange County, with a shared commitment to increase the diversity of trained Latino managers in the healthcare field. Since its inception in 1995,168 students have participated in LHPP, with demonstrated success in improved student performance, retention, participation in the health professional work force, and continuing educational achievements. This article discusses the need for Latino ...
The Latino Healthcare Professionals Project: Responding to the Diverse
2000
The Latino Healthcare Professionals Project (LHPP) is a privately-funded initiative to provide healthcare management training to first-generation educated Latino bilingual and bicultural upper division university stu- dents planning careers in healthcare. This unique curriculum, scholar- ship, and mentorship program is based in the Healthcare Administration (HCA) Program at California State University Long Beach (CSULB). Initially funded by The Sisters of
International Journal for Educational and Vocational Guidance
The present study discusses a pilot intervention for youth in a predominantly Latinx rural community in the U.S. The intervention incorporated multimodal creative activities into the social cognitive career theory-based healthcare career program. Participants (N = 75) were assessed for healthcare career self-efficacy, outcome expectations, and interests (pre-/post-intervention). Their healthcare career task selfefficacy and interests scores significantly increased overall. By race/ethnicity groups, however, only White students reported an increase in healthcare interests, and only students of color an increase in healthcare career task self-efficacy. This provides preliminary evidence for the effectiveness of the proposed intervention. Implications for services and research are discussed. Keywords Health careers • Creative • Immigrant community Résumé Intervention de carrière dans le domaine des soins de santé auprès des jeunes dans une communauté rurale à prédominance latine: Une étude pilote d'une approche créative La présente étude porte sur une intervention pilote destinée aux jeunes d'une communauté rurale à prédominance latine aux États-Unis. L'intervention a intégré des activités créatives multimodales dans le programme de carrière en soins de santé basé sur la théorie sociale cognitive des carrières. Les participant•e•s (N = 75) ont été évalué•e•s sur leur sentiment d'efficacité personnelle dans les soins, leurs attentes en matière de résultats et leurs intérêts (avant et après l'intervention). Les résultats du
Minority health professions enrichment programs (MHPEP) have improved the viability of the healthcare workforce in promoting health equity. Improving the number of graduating underrepresented minorities (URM) into the health professions has been noted a key strategy for eliminating health disparities. A historical review of policy and funding efforts concludes variation in strategies to address minority health issues. Reductions in governmental programs such as Title VII and anti-Affirmative Action in education perpetuated environmental chaos and inverted much of the progress made in graduating increased numbers of underrepresented minority health workers. Some of the most pervasive cases for change faced by the Obama administration in developing the health reform law included addressing the issue of health disparities from an access, cost and quality perspective while ensuring a plan to address sustainability of the health care workforce. Addressing the workforce concerns included providing strategies for the incumbent health care professional shortages and reviewing the rate at which change is impacting the rapidly growing ethnically diverse population. The University of Illinois at Chicago Urban Health Program (UIC UHP) is a MHPEP designed to support the recruitment, retention and graduation of URMs into the health professions and was put into action by the development of a legislative mandate organized in response to community protests over the lack of adequate health care services to the poor and underprivileged. To date UIC UHP has graduated more than 5000 URMs into the health professions. A ten-year longitudinal case analysis of the UIC UHP program performance outcomes and perspectives of URM providers identified the sustainable critical success factors that are proven to be deployable within traditional academic programs in support of strategic health equity methodologies and developing enhanced parity among patients and providers.
NAM Perspectives
A journey that begins with a single aspiration to pursue a health care career and concludes with the actual achievement of a degree is filled with challenges, lessons, unexpected detours, and reflection. This discussion will address the need to have programs that contribute to filling existing gaps in diverse student access and exposure to health care career pipeline programming. The health care career journey can be considerably more difficult, and in some ways impossible, for the student who lacks the requisite resources and exposure to mentors and sponsors that serve as key components to career success. The relationship between the university and the minority student community is integral. As program director of a health care career pipeline fellowship program at Northwestern University, I am grateful for the opportunity to welcome students of varying grade levels, academic prowess, and socioeconomic status to be part of a combined summer cohort. Although applicants are diverse in many ways, they all share the common goal of desiring a health care career.
2012
The 2010 Census summary data and demographic projections for the country accentuate the astronomical growth of the Latino/a population. Mirroring these demographic trends, there is a critical shortage of Latino/as in the healthcare industry which negatively impacts the ability of the field to provide quality and culturally congruent healthcare to the largest racial/ethnic group in the country. According to Komaromy et al. (1996) it is imperative to have a diverse healthcare workforce because patients tend to gravitate to healthcare providers from their own race. Diversity in healthcare is necessary not only to reflect the demographics of the country but also because diverse perspectives are necessary for the advancement, increased access to and equity in healthcare (Mitchell & Lassiter, 2006).