Teaching Veterans Studies: Bridging the Gap Between U.S. Civilians and Veterans through the College Classroom
Abstract: This paper discusses the development and instruction of an undergraduate class focused on increasing understanding of military veterans in American society. Since the institution of the all-volunteer force in 1974, the number of U.S. citizens with military service has been steadily decreasing. This reduction in military experience has led to a lack of understanding between American civilians and veterans. The literature suggests that many reintegration challenges faced by veterans (employment, health, education) are exacerbated by this knowledge gap. The intent of the course was to educate undergraduate students, mostly civilian, on what it is like to be a veteran in America, with the hopes that increasing awareness would aid veterans in their transition. Given that goal, the course also contained a significant service-learning component. Service-learning, when well-executed, has been found to impact learners in ways other forms of teaching may not. Relevant to the outcomes of this course, the pedagogy has been found to improve cultural competence (Einfield and Collins, 2008) and lead to stereotype reduction (Conner, 2010). In addition to improving learning outcomes, service-learning also provides a tangible benefit to the community. In this paper, I will discuss considerations for designing college classes focused on military veterans and service-learning projects that involve veterans.
Abstract: Introduction: Persistent inequities exist in obstetric and neonatal outcomes in military families despite universal health care coverage. Though the exact underlying cause has not been identified, social determinants of health may uniquely impact military families. The purpose of this study was to qualitatively investigate the potential impact of social determinants of health and the lived experiences of military individuals seeking maternity care in the Military Health System. Materials and methods: This was an Institutional Review Board-approved protocol. Nine providers conducted 31 semi-structured interviews with individuals who delivered within the last 5 years in the direct or purchased care market. Participants were recruited through social media blasts and clinic flyers with both maximum variation and homogenous sampling to ensure participation of diverse individuals. Data were coded and themes were identified using inductive qualitative research methods. Results: Three main themes were identified: Requirements of Military Life (with subthemes of pregnancy notification and privacy during care, role of pregnancy instructions and policies, and role of command support), Sociocultural Aspects of the Military Experience (with subthemes of pregnancy as a burden on colleagues and a career detractor, postpartum adjustment, balancing personal and professional requirements, pregnancy timing and parenting challenges, and importance of friendship and camaraderie in pregnancy), and Navigating the Healthcare Experience (including subthemes of transfer between military and civilian care and TRICARE challenges, perception of military care as inferior to civilian, and remote duty stations and international care). Conclusions: The unique stressors of military life act synergistically with the existing health care challenges, presenting opportunities for improvements in care. Such opportunities may include increased consistency of policies across services and commands. Increased access to group prenatal care and support groups, and increased assistance with navigating the health care system to improve care transitions were frequently requested changes by participants.