Neha Sheth Pandit, Kerri Thom, Jacqueline Bork, Roseann Velez, Emily Heil, Kimberly Claeys
University of Maryland, School of Medicine, School of Nursing, and School of Pharmacy
It is essential that future healthcare professionals (e.g. pharmacy (PharmD), medical (MD), and doctor of nursing practice (DNP) graduates), have a strong foundation in antimicrobial spectrum of activity (Bugs/Drugs) and judicious utilization of antimicrobials. Rote memorization is often necessary to achieve best practice prescribing habits. Studies have demonstrated improved retention occurs when interactive games are included in the learning process. The goal of this project is develop and implement a novel app-based educational tool to enhance learning of antimicrobial spectrum of activity.
Briyana L. M. Morrell, Rebecca A. Cartledge, J. N. Carmack, K. E. Hetzler, Stephanie R. Kemery, Shannon M. Moore, Alison M. Nichols, Jane Toon, Craig, A. Voll, Elizabeth S. Moore
University of Indianapolis
Introduction: It is unclear what the attitudes of Nursing, Athletic Training, and Occupational Therapy students are before and after an interprofessional simulation. The purpose of this study was to explore student attitudes and perceptions toward other professions and interprofessional collaboration after their participation in an interprofessional simulation. Baseline and post-simulation perceptions were measured using the Jefferson Scale of Attitudes Toward Interprofessional Collaboration (JSATIC) and attitudes and perceptions were further explored post-simulation using focus groups and semi-structured interviews. Methods: A mixed methods convergence design was utilized. Results from the quantitative data were used to guide the focus group discussions. A convenience sample of 77 students from courses in nursing (BSN), athletic training (AT), and occupational therapy (OT) participated in or served as a bystander an interprofessional simulation. Of the 77 students, 32 (BSN = 10, AT = 18, OT = 4) completed the JSATIC pre-intervention and post-intervention. Pre-intervention and post-intervention scores (total score, working relationship domain, and accountability domain) were compared for the total sample and by student group (BSN, AT, OT). In addition, pre-scores and post-scores for the student groups were compared. The scenario enacted with a simulated patient was a spinal cord injury that began on the football field and ended in the university’s simulation hospital. All students who participated in the scenario were debriefed about the simulation as a group. A subset of 13 students participated in one of two interprofessional focus groups. Guided questions were adapted from the Interprofessional Attitudes Scale. Results: There was there was a significant increase in working relationship scores (p = .003) after the simulation; however, there was not a significant change in JSATIC total scores (p = .074) or accountability scores (p = .946). When the scores were separated by student group, the BSN and AT groups had similar findings, with both having a significant increase in working relationship scores (p = .028 and p = .030, respectively). The Cohen’s d effect size was calculated for the change from pre-simulation and post-simulation which showed a medium effect for the overall Jefferson scale (d=.46), a negligible effect for the Accountability subscale (d=.02), and a large effect for the Working Relationship subscale (d=.79). The OT group did not have a significant change in any of the outcome scores (p > .05). When the pre-intervention scores were compared among the three groups, it was found that the AT student total scores and accountability scores at both pre-intervention and post-intervention were significantly lower than those of the BSN students and also significantly lower at pre-intervention compared to the OT students. There was not a significant difference in pre-intervention or post-intervention working relationship scores among the students groups, nor was there a significant difference in any of the outcome scores pre-intervention or post-intervention between the BSN and OT students. Despite the difference in scores pre-intervention, there was not a significant difference in the amount of change that occurred between the student groups after the simulation for any of the outcome scores. The focus group comments revealed four themes: collaboration, communication, respect, and knowledge. It was also discovered that themes from the students’ comments related to the interprofessional core competencies: values/ethics, roles/responsibilities, interprofessional communication, and teams/teamwork (Interprofessional Education Collaborative, 2016). Discussion: The quantitative and qualitative results will describe the impact of an interprofessional simulation on students’ attitudes toward other professions and interprofessional collaboration.
Modupeola Akinola and Tiffany Hiatt
Wake Forest School of Medicine
To establish a culture of interprofessional education and collaboration at our institution and beyond, we have established an Interprofesiional Education (IPE) Working Group whose mission is to build the next generation of healthcare leaders who are interprofessional collaborative practice ready. Through the IPE Working Group, we became aware of the importance of IPE specific faculty development in achieving this mission. Therefore, we will create a blended faculty development curriculum consisting of online, self directed, interactive modules and face to face instruction time to educate faculty on IPE curriculum design, change model and leadership thus building an excellent cadre of interprofessional faculty experts who will train various intra and inter institutional healthcare learners and promote positive change in our culture of interprofessional collaborative practice thus impacting quality of care and health outcome.
*Presented at 2017 IPEC Spring Institute
Laura H. Clayton and Cara B. Burker
This poster describes a project that created interprofessional collaborative practice opportunities for undergraduate nursing students.
Jose M. Barral, David W. Niesel, M. Kristen Peek, Bret T. Howrey, Garth A. Fowler
The University of Texas Medical Branch and The American Psychological Association
Background: The paucity of academic positions has resulted in increasing numbers of Biomedical Science PhD graduates pursuing careers outside of traditional academia. A process known as the individual development plan (IDP) has been developed as a tool to guide trainees to reflect on their skills, knowledge, abilities (SKAs) as well as their values and interests in order to explore, find and prepare for compatible career paths. Aim: Our experience shows variable levels of trainee engagement throughout the IDP process. Thus, we sought to create a process to improve trainee involvement, particularly in the reflective aspect of the IDP, which allows trainees to find career compatibilities in an unbiased setting, understand the required competencies and to take steps to achieve them. Methods: Our approach consists of: (1) Completion by trainees and professionals of abbreviated IDP surveys (modified from myIDP.sciencecareers.org); (2) Generation of graphical representations of their answers (trainee and professional “fingerprints”); (3) Blind comparison by trainees of their fingerprints with those of professionals whose identities are temporarily hidden Blind comparison by trainees of these fingerprints; (4) Completion of worksheets identifying most and least compatible SKAs, values and interests; and (5) Disclosure of the identities of the professionals with opportunities for interactions. Outcomes: 116 trainees responded to the online IDP survey, of which 97 completed the process. Wilcoxon rank tests for the differences between pre- and post-activity scores for 69 students who completed both surveys revealed positive change and significance for 8/10 questions (p < .01). Conclusions: Overall, our results strongly suggest that this approach had a positive impact on trainees’ attitudes towards their career preparation and decreased their anxiety. Follow-up: Identify; (1) robust fingerprints for different careers, by administering our IDP to a larger set of professionals and (2) areas of variation within each career, due to individual approaches and roles.
Erin Appelt and Elizabeth Pogge
The purpose of this study was to pilot a method of measuring interprofessional skills and values in the clinical setting after students participated in an IPE elective course. Pharmacy and dental students had the opportunity to participate in an IPE course with didactic content and clinical experience. Pharmacy students were asked for consent to participate during their final clinical experiences. Once the students consented, surveys based on the IPEC Competency self-assessment were sent to the corresponding preceptors with the intention of comparing pharmacy students who participated in the elective course to pharmacy students who did not participate in the IPE elective.
Elizabeth Evans, Patricia Puccilli, Rae Sonnenmeier, Ben Towne, John Wilcox
University of New Hampshire
Faculty from eight healthcare programs in the College of Health and Human Services at the University of New Hampshire developed and offered the first inter-professional course in the spring of 2017. The course offers students the opportunity to engage with other professions on teams to work through an individual’s and family’s healthcare dilemma at different stages of the healthcare continuum. Students develop four key competencies related to values and ethics, roles and responsibilities, inter-professional communication, and teamwork. Through collaboration with faculty mentors, students learn effective strategies to engage in team-based care. The practice principles and procedures, policy and legal considerations of working with teams, along with the professional opportunities and challenges of working with a variety of professions, are examined through the development and execution of a simulation case study using standardized patients.
Copyright © 2020 IPEC Interprofessional Education Collaborative. All rights reserved.