In October, Auburn University students took part in a Community Action Poverty Simulation, an immersive event aimed at fostering empathy and understanding of the challenges faced by individuals and families living in poverty. This initiative is part of an interprofessional experience (IPE) involving all colleges, schools, and programs.
Students from nursing, pharmacy, medicine, social work, and speech-language pathology collaborated during the simulation, enhancing their preparedness to serve diverse populations in their future healthcare careers. Nearly 450 students engaged in this impactful experience.
The simulation was organized by Rachel Helms (assistant clinical professor at AUCON), Jeanna Sewell (associate clinical professor in the Harrison College of Pharmacy), Mayra Rodriguez (discipline chair for epidemiology, community and Public Health, and Preventive Medicine – VCOM Auburn) and Jennifer Slay, (assistant clinical professor in the department of Social Work). Throughout the simulation, students faced real-life scenarios that highlighted the tough decisions, constraints, and stressors that characterize life in poverty. Each student assumed the role of a person in a low-income situation, managing tasks such as budgeting limited funds, managing time, navigating social services, and meeting family needs — all while facing unpredictable obstacles.
"Poverty is a universal issue that affects people across all races, genders, and political affiliations," said Rodriguez. "It is a significant social determinant that contributes to poor health outcomes and has far-reaching effects throughout a person's life, from adverse birth outcomes to premature death. Unfortunately, poverty is widespread in every city in our state. Alabama ranks as the sixth poorest state in the nation, with 800,000 individuals living in poverty."
According to Helms, the Community Action Poverty Simulation reinforces AUCON's commitment to preparing compassionate and culturally competent healthcare providers. “Designed to promote empathy and deepen understanding of systemic barriers, the poverty simulation encourages students to reflect on how poverty impacts health outcomes,” said Helms. “Through activities like these, students learn to address health disparities with greater awareness, empathy, and respect for the diverse backgrounds of the patients and communities they will one day serve. Students gain a more comprehensive perspective on the socioeconomic factors influencing health, wellness, and access to healthcare,” she added.
“The goal of the simulation is to change students’ perspectives on poverty,” Sewell explained. “We believe the skills and knowledge gained will resonate with students, regardless of their fields of study. It’s crucial to emphasize that poverty is a universal challenge, and we all have a role in finding solutions.”
Working alongside students from various disciplines created a collaborative learning environment that mirrors real-world healthcare dynamics, where diverse professional perspectives and specialties intersect to address complex health and social issues.
During the simulation, students were randomly assigned to different families in need. Most of them were unfamiliar with one another before this experience, yet they were tasked with role-playing members of families living in poverty (e.g., a single mother, a disabled man, a troubled teenager). This approach encouraged students to engage with one another while working toward a shared goal: surviving the week and setting their families up for success.
Participants expressed that they gained a deeper understanding of how poverty limits access to healthcare and adversely affects both physical and mental well-being. Many students reflected on the challenges of managing daily responsibilities with scarce resources, emphasizing how these difficulties lead to worse health outcomes.
One student noted that those living in poverty face a daily grind just to meet their basic needs. “They constantly juggle multiple concerns and must weigh the cost versus benefit of every choice. It’s an incredibly stressful situation. How can individuals prioritize their health when they’re overwhelmed by financial pressures?”
Another student shared, “I became more aware of the daily challenges faced by families living in poverty. Balancing a job while making sure bills are paid and food is on the table is incredibly taxing. Although there are services available to help, it’s clear that much more needs to be done.”
Helms expressed hope that as Auburn students continue their academic journey, these interprofessional experiences will help shape them into well-rounded, community-focused professionals who will enter their fields with a dedication to making a positive difference.
“We hope that by collaborating as an interdisciplinary team, participants will navigate the challenges presented by the simulation. More importantly, it’s crucial that they develop a deeper empathy and respect for families living in poverty and become advocates for change as community leaders,” Rodriguez added.
