Finding Purpose in Care: Connecting Clinical Skills to Community Impact 

By Caitlyn Katumalla

N = New information: I’ve learned a lot this summer about aging, caring for others, and the emotional aspects of community health than I ever would have imagined. I’ve witnessed firsthand how much patients depend on more than just medical assistance through my volunteer work with Big Bend Hospice and the Alzheimer’s Project. They also require empathy, open discussion, and attentive listening. I now see how human and personal hospice care is when previously I thought it was mostly clinical. I’ve also been surprised to learn how many obstacles still face those who have Alzheimer’s disease, not only in terms of memory loss but also in terms of social stigma and loneliness. These encounters have significantly changed my perspective on my CBI. Before, I was focused more broadly on healthcare in underserved communities, but now I’m seeing just how critical elderly care is within that space. 

S= Self-reflection and evaluation: I have changed since beginning the Global Scholars program and starting my summer experience. I feel more at ease in care environments and more confident when speaking with patients. The Clinical Assistant Program, or CAP, has been quite helpful in that sense. Gaining practical clinical experience has strengthened my foundation for these volunteer roles. Instead of just feeling like I’m following along, things like patient communication, understanding medical terminology, and basic care procedures have truly made me feel valuable. Seeing how my CAP training relates to my practical volunteer work, such as checking vital signs at a hospice or simply understanding how to approach someone terrified or confused, has been extremely rewarding. Also, I now have a stronger connection with my CBI. I feel invested in it and it’s not just something I care about intellectually. 

E= Environmental influences: Compared to the school year, my surroundings have completely changed this summer. I’m spending time in hospice facilities, adult daycare centers, and homes where individuals are receiving end-of-life care rather than in courses or club meetings. These areas are slower, quieter, and more emotional. However, I’ve also discovered that they’re quite strong. I’ve learned something from every person I’ve encountered, including family members, employees, and patients. I’ve seen how a single summer experience may develop into a long-term commitment from the stories some of the more experienced volunteers have given about why they began this work. It’s also exciting that I’m also forming connections with staff members who are already assisting me in coming up with ideas for my capstone. 

W= Where do I go from here?: I’m now leaning toward conducting my capstone project on memory care, possibly investigating the use of life reviews or storytelling as a public health tool in dementia care. I’ve already begun writing down memorable instances from my volunteer work. Speaking with more caregivers, including family members and professionals, to gain their viewpoint is one goal for the rest of the summer. Additionally, I’m trying to figure out how to continue this long-term. Perhaps that means continuing to be active with Big Bend or applying my CAP knowledge in other elder care settings. I want to continue doing this in my future career, so I know it’s not a one-and-done thing.