P2.053: Training Students as Navigators for a Community-Clinical Linkage Model to Improve Access to School-Based Therapies

Background: Societal inequities in early childhood education and healthcare systems result in significant disparities in access to therapeutic services for preschool-age children with developmental delays and disabilities, particularly those from Black, Latino/a/e, and low-income communities. Community-clinical linkages have emerged as a promising strategy to promote equitable access to developmental supports by bridging gaps between healthcare providers, families, and educational systems. Patient navigators (PNs), including student volunteers, can play a key role in supporting families as they navigate complex service systems. Yet, effective and scalable training tools to prepare student navigators to assist families in accessing school-based services remain limited.

Methods: A pre/post design was used to assess a PN training program implemented between January and September 2024. University students from diverse academic backgrounds were recruited and completed a standardized training on developmental disabilities, early childhood special education processes, advocacy, and communication strategies. Training formats varied by cohort (virtual vs. hybrid), but all students received the same core content, including role-play exercises and resource navigation. Knowledge and self-efficacy were assessed before and after the training using a 16-item knowledge test and a 2-item self-efficacy questionnaire. Paired t-tests were used to compare pre- and post-training outcomes. Acceptability was measured using a 7-point Likert scale on training satisfaction.

Results: Thirteen students were selected for the PN role, and twelve completed the training. The cohort was predominantly female (83%), and 33% identified as Hispanic/Latino/a/e. Post-training, participants showed statistically significant improvements in knowledge scores (mean 41.4%(0.2) to 93.3%(0.1); p < 0.001). Self-efficacy scores also increased significantly, with students reporting greater confidence in their ability to assist families in accessing ECSE services (mean 3.5(1.7) to 5.7(0.8); p < 0.001). Training acceptability was high, with an average satisfaction rating of 6.4 out of 7 (0.5).

Conclusion: Findings suggest that university-based PN training programs are both feasible and effective in preparing students to support families navigating early childhood services. The training model significantly improved student knowledge and self-efficacy, demonstrating its potential to expand the PN workforce and address disparities in early childhood intervention. Embedding PN training in academic settings offers a promising strategy to improve access to services for children with developmental delays while fostering experiential learning among future health and education professionals. Further research is warranted to assess long-term impacts on family outcomes and system-level change.