Robin Risling-de Jong, Henri Brown, Jennifer L. Styron
University of South Alabama, College of Medicine
This poster highlights strategies and curricula utilized in the University of South Alabama's interprofessional collaborative practice initiative. Additionally, it provides recommendations for implementation and lessons learned from our initial work conducting during our first two project years. This project includes two distinct groups of individuals, low-income geriatrics and homeless individuals, in which interprofessional health teams are working to improve population health outcomes. While many institutions have emphasized interprofessional education, our intent was to integrate core competency training into clinical experiences in community-based settings to develop interprofessional skills as well as impact population health.
Jack J. Chen, Melissa Contreras, Kimberly Lopipero, Judy Ortiz
Marshall B. Ketchum University
Marshall B. Ketchum University (MBKU), Fullerton, CA, is a private, not-for-profit health professions university. The University consists of the Southern California College of Optometry (SCCO), School of Physician Assistant Studies, and College of Pharmacy. The SCCO, established in 1904, is one of the oldest optometry programs in the U.S. However, with the recent addition of the physician assistant and pharmacy programs, interprofessional education (IPE) is a new component of the curriculum. A University committee of faculty and administrators from the three academic programs strategically developed and delivered a diabetes population health IPE demonstration case conference to faculty and students. Attendees completed a survey to provide assessment feedback on IPE attitudes and perceptions. A diabetes IPE case was developed to facilitate small group discussion and illustrate scope of practice, communication, and treatment perspectives from optometry, pharmacy, and physician assistants. Demonstration workshops were delivered to: 1) faculty from all three professions and 2) optometry and physician assistant students. Participants were arranged into small groups, each with representation from the three health professions (as best possible). Workshops were facilitated by a faculty team consisting of one optometrist, one physician assistant, and one pharmacist. Pharmacy students were not yet matriculated and not in attendance.
Melissa Mattison, Elizabeth Montemagni, David Baker, Cathy Dow-Royer, Carolyn Szafranski, Tina Jacques, Lauren Meade
Western New England University, Springfield College, American International College, Holyoke Community College, Baystate Medical Center
The development of IPE through interactive learning with students in the educational setting is essential to foster a team based approach with defined core competencies to promote clinical readiness for collaborative practice. In the Spring of 2015 eight academic institutions in Western Massachusetts and their health related professions faculty instituted a foundational IPE collaboration to better prepare students for a team-based approach to patient care. Ten faculty facilitated the event amongst medical, nursing, occupational therapy, physician assistant, pharmacy, and physical therapy students while they learned and worked side by side through an ethical dilemma. Students were assigned a table with a blend of healthcare professions from all of the different institutions and disciplines. An Interprofessional Socialization and Valuing Scale Survey was administered at the beginning and the end of the event. An ice breaker event introduced the roles and responsibilities of the various health professions. Since the students were entry level and did not have a solid knowledge base on the medical aspect of the ethical dilemma case, the focus was on communication, understanding values/ethics for interprofessional collaboration, and the promotion of team work. Ethical dilemma terms, questions, and the four-step model of ethical decision-making were reviewed. The team discussed the case in small groups and made a collective decision on how to solve the problem. The event ended with large group discussion on key points. The project evaluated the impact and process of healthcare teambuilding and student's perceptions of IPE needed for today's healthcare professionals to model collaborative practice. Student scores were significantly increased on 21 of the 24 questions on the survey. The survey illustrated that after the event students felt more confident in taking on different roles in a team, were comfortable debating issues within a team, created an awareness of other roles on a team, and felt able to act as a fully collaborative member of a team. Despite students having differences of opinion, generational gaps, and different knowledge base with their profession, they were able to work as a team respecting each other and learned to listen and understand different perspectives while placing patient centered care as a priority in the ultimate decision making process. The students also expressed that they appreciated the low stake environment to debate issues on sensitive patient matters.
John P. Ronnau, Tracia Forman, Steven Hinojosa, Adrian Sandoval, Beatrice Tapia
University of Texas Pan American, University of Texas Brownsville, Hidalgo County Department of Health and Human Services, University of Texas Health Science Center San Antonio
The goal of this project is to develop a regional consortium to positively impact population health in the Rio Grande Valley, Texas.
LuAnn Wilkerson, Margaret L. Stuber, Mary Ann Shinnick, Steve Y. Lee, Diana Messadi
University of California, Los Angeles David Geffen School of Medicine, UCLA School of Nursing, UCLA School of Dentistry
Although many schools across the United States are now creating Interprofessional education (IPE) programs, there are very few validated assessment tools for evaluating interprofessional competencies in the classroom and clinical practice settings. Such tools are needed to increase the ability of IPE programs to assess learner outcomes and evaluate program effectiveness. The schools of Medicine and Nursing at UCLA have developed six assessment tools for use in IPE focused on the IPEC Core Competencies for Interprofessional Collaborative Practice to test students' knowledge, skills, attitudes, and behaviors. These included a video assessment, workplace observation tool, intrinsic association test, knowledge test, Objective Structured Clinical Exam, and 360 degree tool. We then tested the usefulness and feasibility of applying the assessment tools to the evaluation of learning outcomes of an IPE course and interprofessional clinical experiences.
Kimberly P. Toole and Debora M. Dole
Xavier University and Georgetown University
Interprofessional (IP) collaboration is the cornerstone of delivering high quality, patient-centered, safe, and cost-effective care. Integrating IPE core competencies into the advanced practice nursing curriculum prepares Family Nurse Practitioners (FNPs) to work as members of an interprofessional health care team of physicians, nurses, social workers, nutritionists, mental health workers, and community members. With experience in an interprofessional collaborative practice, FNPs will be more able to provide comprehensive, holistic primary health care to patients and families in the community. This poster presentation is an evaluation of a community-academic interprofessional partnership model designed as an integrated practicum experience for FNP students. The Community Partner-IPE Practicum Collaboration model was previously introduced at a nursing faculty development workshop. The community practicum experience was developed with the purpose of providing FNP students with an active role in interprofessional collaboration through service in a high-need, resource challenged, urban neighborhood. Students work collaboratively with a community partner to develop goals and objectives for the practicum experience that meet the service needs of the community partner, the learning needs of the student, and the health care needs of selected families.
Peggy Wros, Launa Rae Mathews, Heather Voss, Katherine Bradley, Nicholas Bookman, Meg Devoe, Juancho Ramirez, Jill Mason, Jennifer Boyd
Oregon Health & Science University and Oregon State University
The Interprofessional Care Access Network (I-CAN) is a collaborative model for clinical practice and education that connects students in clinical and community health placements at partner primary care and community service agencies to address social determinants of health with disadvantaged and underserved populations in Portland and Medford, Oregon. Through I-CAN, students from Oregon Health & Science University (OHSU) Schools of Dentistry, Medicine, Nursing, and Pharmacy work together in the community under the supervision of a nursing faculty-in-residence to meet the needs of vulnerable populations, including low-income individuals and families, homeless, elderly, veterans, mentally ill, and immigrants and refugees. The neighborhood-centered academic-practice partnerships foster long-term interprofessional team-based care coordination and transition management that is client-driven.
Cynthia L. Arndell, Loren Kelly, Jacqueline Garcia
University of New Mexico School of Medicine, UNM College of Nursing, and Bernalillo County Place Matters, NM Voices for Children
Students from nursing, pharmacy, medicine, occupational therapy, physician assistant, and physical therapy programs will participate in a required interprofessional community engaged course integrating early learner interprofessional educational (IPE) competencies. Students will be divided into faculty facilitated interprofessional small groups and assigned to diverse communities. Working closely with a community representative and faculty, students will address a community health priority applying the Health in All Policies framework. Team dynamics and capstone presentations to community members and key stakeholders will be assessed by faculty, students and community members.
Sharon Souter, Tracy Booth, Michele Hackney
University of Mary Hardin-Baylor
As health care shifts to a preventative focus, the challenges of meeting the health care needs of a rural community increase. One approach to meeting this challenge is through a partnership between nursing and medical education programs. Interprofessional education (IPE) plays an increasingly important role in health care. The purpose of this project was to develop collaborative partnerships between two educational programs and a school-based rural health clinic in a nearby community.
A partnership was designed to create an innovative clinical experience with practical application for first-year medical students enrolled in a two-semester elective rural family health course and senior, baccalaureate-nursing students. The nursing students' clinical experience began during the senior, first semester as part of a mental health nursing course and continued through the senior, second semester as part of a community nursing course. In addition, junior nursing students contribute by providing learning activities for the children of the participating families.
Robin Arends and Michael Lemon
South Dakota State University
Joint Collaboration at South Dakota State University between the College of Pharmacy and College of Nursing in the education of Family Nurse Practitioner students.
Alison B. Rudd, Clista Clanton, Susan LeDoux, Margaret Moore-Nadler, Carol Motley
University of South Alabama
The University of South Alabama Student-Run Free Clinic (SRFC) opened its doors March 29th, 2014 in Mobile, Alabama at 15Place, a homeless day shelter in downtown Mobile, Alabama. The clinic serves clients weekly by offering health and wellness screens, resource referrals, and health education. Students are made up of 9 different professional groups and work together in interprofessional teams to complete vital signs, medication reconciliation, physical examination, history gathering, and motivational interviewing. This paper describes the development of the SRFC from conception to implementation and how IPE has remained one of its core values and functions as a working model today. Successful practices, unintended consequences, and epic fails will be discussed. Practical information related to student training, logistics, and faculty oversight will be presented in order to assist in the development of other interprofessional SRFCs that are committed to collaborative care and limiting healthcare disparities in their respective communities.
Lisa Niehaus, Susan Schmidt, Lisa Jutte, Donna Endicott, Kimberly P. Toole, Shelagh Larking, Shawn Nason, Tom Merril, Dave Johnson, Scott Chadwick
Xavier University, a private university without an academic health care center, has been actively implementing Interprofessional Education (IPE) activities since 2008. Since that time students and faculty from nine professions have been brought together to learn about each other's profession and to solve real world problems. The purpose is so students are prepared for the evolving health care settings in which today's professionals are expected to work collaboratively.
The ultimate goals of the IPE program are to address the nation's triple Aim: To enhance the patient/family experience with health care delivery; to improve patient outcomes; and reduce per capita costs. This was done within the Jesuit tradition of cura personalis, magis, and service. Since launching the program we can report that 30 Xavier faculty are now certified as TeamSTEPPS™ master faculty, 350 students have participated in a graduate level IPE course from nine professions, and we have hosted annual IPE workshop with a national speaker on dementia as well as luncheon presentations with keynote guest speakers each semester. Freshman students from three professions have learned to work collaboratively together on class projects as they learned about each other's roles and responsibilities. Faculty have produced four publications and conducted 15 presentations at national conferences. Xavier's students and faculty embrace IPE.
Laura Rudkin, Christine M. Arcari, Judith L. Rowen, Elisabeth Shell, Kaitlin Ashmore
The University of Texas Medical Branch at Galveston, University of Texas Medical Branch School of Medicine, Baylor University
Primary Care Plus is an interprofessional education initiative designed to integrate public health and primary care training in medical and physician assistant student education, thereby building the primary care and prevention workforce. This poster details the curricula, and its challenges and solutions.
Kimberly Adams Tufts, Muge Akpinar-Elci, Johanna Hoch, Heidi Kulberg
Old Dominion University and Virginia Beach Department of Public Health
College leadership desired practical strategies for advancing IPE as value-added in the context of managing the scheduling challenges presented by a diverse health professions educational curricula at Old Dominion University, College of Health Science. Faculty input regarding potential strategies was sought via a College-wide retreat and interviews with key informants. The majority recommended that a College-wide IPE day be instituted; highly visible and well resourced. The poster describes pre-event preparation, outcomes related to the event, and "lessons learned" from the process.
Margaret L. Stuber, Steve Y. Lee, Jane Tokunow, LuAnn Wilkerson
University of California, Los Angeles David Geffen School of Medicine, UCLA School of Dentistry, UCLA School of Nursing
The David Geffen School of Medicine worked with the UCLA School of Nursing and the UCLA School Dentistry to create a joint, year long, required, small group course, focused on healthcare systems. The course met nine times between late September through early June. Each small group lasted for up to three hours, and included four or five third year medical students, with three or four second year advanced practice nursing students or third year dental students. Students were asked to reflect on their clinical experiences as they related to each of the topics, and share their written reflections with the group. Two facilitating faculty worked with each group. Their disciplines included dentistry, advanced practice nursing, medicine, social work, and psychology. The IPEC competency domains were specifically a part of the goals of the course.
Georgia L. Narsavage, Rachel Abraham, Christina DeBiase, Rashida A. Khakoo, Mary K. Stamatakis, Scott Cottrell, Ralph Utzman, Amy Burt, David Wilks, Charles Coole
West Virginia University Health Sciences Center, School of Public Health, School of Dentistry, School of Medicine, and School of Pharmacy
This poster describes a workshop for WVU Health Sciences Center and our Office of Interprofessional Education that prepares faculty as inter-professional educators with greater understanding of the educational content and processes needed to teach professional students from multiple disciplines, including dentistry, medicine, nursing, pharmacy, public health, physical therapy, and occupational therapy. Faculty from the health professions and other disciplines including Social Work, Nutrition, and Gerontology developed plans to add IPE activities to their teaching of students working with patients in our rural underserved areas.
Stefanie R. Ellison, Maqual Graham, Valerie Ruehter, Michael McCunniff, Eileen Amari-Vaught, Julie Banderas, Linda Garavalia, Megan Litzau
University of Missouri-Kansas City School of Medicine, School of Pharmacy, School of Dentistry, School of Nursing and Health Studies
Our UMKC health professions' deans have convened our curriculum and assessment leaders to develop a curriculum to teach and train UMKC health professions' learners together. The UMKC health professions schools also have a unique opportunity with all four schools on one campus. We have spent three years developing a longitudinal curriculum for students to learn skills and attitudes to effectively practice on interprofessional teams. The product is a collaboration of Schools of Dentistry, Medicine, Nursing and Health Studies, and Pharmacy and the curriculum occurs at two UM campuses.
The First Year IPE Class convened to learn and focus on the IPE Competency domain: Roles and Responsibilities with a focus on Patient Safety in chronic ambulatory care. The Second Year IPE Class convened to learn and focus on the IPE Competency domain: Ethics and Values with the focus on watching Dr. Hot Spot and practicing skills for the Ethical Delivery of Care. Prior to the event, students completed assignments, a pretest, an IPE attitudes survey, and a group assignment.
Constance F. Swenty, Gina Schaar, Ryan Butler
University of Southern Indiana
Student IPE Teams are collaborating with health professional IPE teams at two separate clinic sites. The goals are to increase the use of IPE teams among healthcare disciplines at the university setting and determine if IPE teams change patient outcomes.
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