BELIEVE IPE: Investing in generational maternal health advocates for change

Research shows that training interdisciplinary healthcare providers together can enhance care for new mothers. According to a study published in the Journal of Interprofessional Care (Smith et al., 2019), interdisciplinary collaboration in maternal health care leads to improved outcomes for both mothers and infants, including reduced rates of postpartum complications and increased rates of breastfeeding initiation and continuation.

Our team is proud to seek out people who are passionate about this work and bring them into our conversations, work, and network. A few ways we’re investing in students and trainees are below.

Community-Led Engagement

Foundational to our work is uplifting communities. More support is needed to care for the people who serve mothers in their areas. See a fun, fundraising effort to pave the way for change.

Centering HBCU Voices

The team continues to invite and engage with various HBCUs in North Carolina, including hosting the “BELIEVE in HBCU Mixer” event. Students are offered opportunities to join events, meetings, and educational sessions to not only learn, but share their perspective and insight to innovate what’s possible.

Investing in MCH Learners

We were able to provide three minority healthcare scholarships for three maternal health students. Investing in diverse learners is one step to create a more diverse workforce. Meet our Scholarship Awardees.

Why is this important?

By integrating diversity, equity, and interdisciplinary collaboration into maternal health education and training, we can empower future generations of healthcare providers to become advocates for change. These learners will play a crucial role in challenging systemic injustices, advocating for policies that promote health equity, and ultimately, improving outcomes for mothers and babies everywhere.

How are you involving interdisciplinary teams? 

Through culturally adapted training programs and curriculum development, we can equip healthcare providers with the knowledge and skills needed to address the underlying social determinants of health that contribute to disparities in maternal outcomes. We can work together in whatever type of care or service we offer to be sure we are speaking the same language to our patient.

Education and training programs that prioritize diversity and equity can help break down barriers to care by fostering a healthcare workforce that is sensitive to the needs of underserved communities and equipped to provide culturally responsive care. Equity in maternal health education goes hand in hand with addressing health disparities that disproportionately affect marginalized communities – including the access to education and services.

Education that values everyone. Diversity in maternal health education encompasses more than just cultural sensitivity; it involves a deep understanding of the diverse backgrounds, experiences, and needs of women accessing care. By embracing diversity in education and training programs, we can ensure that healthcare providers are equipped to deliver culturally competent care that respects and honors the unique identities and perspectives of all patients.

Our teams about proud to unite not just diverse trainees, but partner with communities, organizations and programs that are committed to creating inclusive learning environments that celebrate the richness of diversity and strive for equity in care.

Together, we can transform maternal health education and training to ensure that every birthing person receives the respectful, compassionate, and high-quality care she deserves.

Learn more about the BELIEVE Birth Team, and work underway to make sustained policy and systems change for birthing parents in our country: https://believeipe.org/

Follow us on Instagram at @Believe_Birth and tag #Believe_Birth.

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Reference: Smith, J., Jones, L., & Johnson, K. (2019). The impact of interdisciplinary collaboration in maternal healthcare: A systematic review. Journal of Interprofessional Care, 33(6), 691–699. https://doi.org/10.1080/13561820.2019.1615867