Denise G. Bender, Christi M. Barbee, Melody J. Yozzo, Raina Leckie, Margaret Robinson
OUHSC College of Allied Health, OUHSC Interdisciplinary Programs, OUHSC College of Medicine, OU School of Social Work
Beginning in 2013 with a small group of faculty volunteers, The University of Oklahoma Health Sciences Center (OUHSC) began to move toward a comprehensive, campus-wide program that would provide planned experiences based on the IPEC core competencies for all students as part of their professional programs. In 2016, the OUHSC Office of the Vice Provost for Academic Affairs & Faculty Development joined this small group and provided assigned staff to assist with program coordination and development. By 2017, the small volunteer group had grown to a core faculty of 21 and met for a retreat to develop a strategic plan for a two year curriculum. To facilitate this change, the core faculty created the Interprofessional Educators & Practitioners Association (IEPA) and subdivided into three permanent working committees: Faculty Development, Curriculum, and Research. In 2018, a fourth joint committee was added to assist with student engagement: Student-Faculty.
Chris McClanahan, Janna Ellis, Lois Stickley, Marla Erbin-Roesemann, Megan Trad
Texas State University, Clinical Laboratory Science, Department of Physical Therapy, St. David's School of Nursing, Department of Radiation Therapy
The College of Health Professions (CHP) at Texas State University conducted the first college wide Interprofessional Education (IPE) event in the fall of 2016 with the purpose of breaking down traditional "silo" communication barriers and introducing collaborative learning to the CHP student body. Students and faculty from all eight programs: Clinical Laboratory Science, Communication Disorders, Health Information Management, Healthcare Administration, St. David's School of Nursing, Physical Therapy, Radiation Therapy, and Respiratory Care all came together for an afternoon of learning.
Ian Imbert, Janet Dosseva, Ruth Dufresne, Jen Gunderman, Dora Anne Mills
University of New England, College of Graduate and Professional Studies, Center for Excellence in Health Innovation
Research shows that students are more likely to practice rural medicine if they have a personal connection to a rural area, so, the Center for Excellence in Health Innovation at UNE decided to organize a group of healthcare students and immerse them into the culture of rural Northern Maine. The trip was termed a rural health immersion and fifteen graduate healthcare students traveled to Aroostook County during the last week of May as part of a pipeline for building rural health competencies and gaining student interest in practicing rural medicine. During the immersion, the students conducted a variety of skill-based, observational, and community activities.
Michele L. Crytzer, Carol Martin-Elkins, Bonnie Siple, Diane Frndak, Joseph Robare
American Association of Colleges of Nursing, American Physical Therapy Association, Athletic Trainers' Association, Physician Assistant Education Association, Association of Schools and Programs of Public Health
In May 2016, a team of faculty from several health care professions (Nursing, Physical Therapy, Physician Assistant, Public Health, and Athletic Training) was formed to develop an inter-professional education plan for the College of Health, Environment, and Science (CHES) at Slippery Rock University of Pennsylvania (SRU). The IPE team has developed a vision and a plan for developing IPE at SRU that will go beyond the minimum accreditation requirements of the health programs and has the potential to make the university a leader in this growing and important aspect of health care education. The plan involves 3 phases that will provide excellent educational opportunities for students and enhance the SRU health care programs' reputation. The project will progress over a 3-year time frame, beginning with didactic courses and advancing to clinical/practicum courses. Incorporating IPE into the health professions at SRU will better prepare students to work in clinical settings and serve as leaders in their respective disciplines, improve patient safety and care, and meet/exceed accreditation standards. This is a big change in how the SRU health care programs currently operate to educate students and it is necessary to inspire more faculty to value and become fully engaged in IPE collaboration. The challenges encountered by the IPE team are the lack of technology, funding, faculty training and the culture of non-collaboration among faculty at SRU.
Kathryn Daniel, Kimberly Posey, Donna Hamby
The University of Texas at Arlington
The College of Nursing and Health Innovation (CONHI) and School of Social Work (SSW) is currently funded through the Health Resources and Services Administration for the development of an Interprofessional Education (IPE) Program for the CONHI graduate students enrolled in the Adult- Gerontology Primary and Acute Care Nurse Practitioner programs and SSW students enrolled in Military Social Work. Nurse Practitioner and Social Work students are given unique opportunities to work together to provide insight and knowledge to each other's Scope of Practice, Roles and Responses. The objective of the exercise is to increase the number of culturally competent Adult-Gerontology Acute & Primary Care Nurse Practitioners and Social Workers who are educated within an IPE model. An interprofessional team meeting exercise was used to evaluate cultural awareness using a simulated case study. Cultural awareness between the two groups was assessed post simulation exercise using the Cultural Awareness Scale (CAS).
Margaret Hammersla, Michelle Moulton, Shannon Idzik, Mary Fey, Debra Scrandis
Center for Medical Simulation, University of Maryland School of Nursing
This IPE Faculty Development Initiative was a 2-year Maryland Higher Education Commission (MHEC) grant funded by the Health Services Cost Review Commission. The grant aimed to assemble interprofessional faculty from the 6 professional schools (Dentistry, Law, Medicine, Nursing, Pharmacy & Social Work) at the University of Maryland, Baltimore (UMB) to learn simulation pedagogy. The IPE faculty developed a series of 6 simulations that stem from the IPEC Core Competencies and TeamSTEPPS. The interprofessional group created and piloted six simulations with interprofessional learners in a variety of patient care settings. This project created a tremendous opportunity for 17 faculty members and 5 grant team members to partner and create IPE simulations. This partnership has increased cohesion between the schools and faculty now have strong relationships with other faculty on campus. Additionally faculty members involved in these simulations are now moving forward with addition IPE simulation projects.
Kristen B. Preston, Tauna Gulley, Joe Kingery, Donnie Akers, Ashton Bartley, Melanie Morrison
University of Pikeville-College of Social Work, College of Optometry, College of Osteopathic Medicine, Elliott School of Nursing; Appalachian College of Pharmacy; Frontier Nursing University
In November 2012, the Division of Nursing and KY College of Osteopathic Medicine at UPIKE developed an IPE workgroup aimed at structuring collaborative learning activities for students. Since that time, the interprofessional collaboration initiative has expanded to include the disciplines of pharmacy, optometry and social work. Results have been positive. Students practice communication skills and learn the roles of disciplines other than their own. Faculty share curriculum pearls for teaching quality care.
Wahiba Abu-Ras, Jennifer Durham, Reem Khamis-Dakwar, MaryAnne Forbes, Anne Marie Skvarla
We describe the initiation of an undergraduate Interprofessional Education (IPE) course pertaining to practice that serves individuals from culturally diverse backgrounds. The course unites different health-related departments at Adelphi University including speech-language pathology, audiology, psychology, nursing, and social work. We argue that the ten competencies outlined by the Interprofessional Education Collaborative Expert Panel (2011) have greater impact when taught together within the IPE framework than separately within each individual department. Our aim is to design and develop a course, using the IPE model, to create more powerful changes in the students' learning experience. Further, we aim to broaden their knowledge by integrating specific instruction and discussion regarding cultural diversity. The selected Problem Based Learning (PBL) strategy will utilize a case study format to promote critical thinking across the disciplines.
Diana Venskus, Faith Claman, Aly Eisenhardt, Clara Hauth, Jennifer Tripken
Global perspective is an academic outcome of engagement within the global community that facilitates development of social responsibility in professional practice. This administrative case report details the evolution of a global partnership as a strategy for interprofessional education (IPE) and student engagement.
Nadine M. Bean and Patricia Davidson
West Chester University of Pennsylvania
Moving toward Interprofessional Education (IPE) is crucial for students to develop critical thinking skills and the ability to integrate the knowledge and experience of other professionals to ensure a climate of mutual respect and shared values for patient-centered problem solving. Faculty from nursing, nutrition, public health and social work collaborated at West Chester University of Pennsylvania to offer students from various health disciplines a graduate course entitled, Advanced Clinical Practice in Integrated Health: Behavior, Food Security, Health and Recovery in the summer of 2016 in a one week, intensive format. Though many IPE courses and programs exist across the US, few incorporate the frame of food security and nutritional status, as did the WCU course. Also unique to the course was a recovery focus. The course included a myriad of experiential, in-class, cross-disciplinary, exercises and assessments (a mid-term case study and a final, group proposal for an integrated care program from conceptualization to outcomes measurement). The course was evaluated via a one group, pre/posttest utilizing the UWE Interprofessional Education Scale and a post course focus group. The poster will highlight the process for developing and evaluating the IPE course, discuss why this model is needed and how it addresses the current and future health care landscape.
Kay Mueggenburg, Karla Washington, Sharon Bowland
Goldfarb School of Nursing Washington University Medical Campus, University of Missouri, Eastern Washington University
This qualitative study reports on the experiences of 14 social workers who completed the "First Steps Reflecting Choices" facilitator certification program led by a nursing professor. Each participant submitted five written reflections at assigned times to be used for analysis. An inductive thematic analysis process was the first step in data analysis. Seven themes were identified and sorted into three categories to characterize the novice experience of participants: theoretical knowledge, skill development, and self-reflection. It was noted that without the written reflections, much of this information would not have been known to course faculty. Results support the importance of advance care planning education and skills practice in social worker education.
Paula Smith, Kate Semple Barta, Lisa Dotson, Kristina Fjeld-Sparks
Southern New Hampshire Area Health Education Center, The Dartmouth Institute for Health Policy and Clinical Practice, Dartmouth College - Center for Program Design and Evaluation, New Hampshire Area Health Education Center Program
The NH Screening, Brief Intervention, and Referral to Treatment (SBIRT) Interprofessional Education Training Collaborative will increase the number of health professions students in New Hampshire who are trained and feel comfortable administering an evidence-based screening, brief intervention and refer patients/clients to appropriate treatment if necessary. There is a critical need to expand this trainng to increase the number of health professions who have the 'tool' readily available in their 'toolkit' to be prepared to identify and assess patients at risk for substance use disorders. These tools will be made available through a collaboration of academics, community partners, and health practices using an interprofessional framework.
Krista Clancy, Molly Belisle, Nabil Al-Kourainy, Ramona Benkert, Scott McPhee, Wanda Gibson-Scipio
University Pediatricians Autism Center, Wayne State University School of Medicine and College of Nursing, University Pediatricians Autism Center
Autism Spectrum Disorder (ASD) is a prevalent disease affecting 1 in 68 children. Recent studies have found that parents in a lower income bracket are least likely to believe their child's condition can be prevented or decreased with treatment as well as least likely to understand the diagnosis. Studies have also found that parents of African American children with ASD are most likely to believe their child's condition is transient.
Margaret Costello, Josephine Atinaja-Faller, Kathrina Prelack, James Huddleston, Sylvana Adly, Jade Doolan
The purpose of this study is to examine and understand subjective perceptions of an inter-professional simulation lab experience from students within the fields of nursing, physical therapy, nutrition, and social work.
Rosalie O. Mainous
Wright State University
The poster details multiple interprofessional initiatives, both internal and external to Wright State University, with the College of Nursing Health as the common entity across projects. Projects are in the educational, service, research, and practice domains. Ongoing research provides future direction and demonstration projects are ready for replication. On at least four of the projects, the College of Nursing and Health is the lead partner.
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