IPEC 2017 Spring Institute Posters


Building a Collaborative Culture for Interprofessional Education

Chris McClanahan, Janna Ellis, Lois Stickley, Marla Erbin-Roesemann, Megan Trad
Texas State University, Clinical Laboratory Science, Department of Radiation Therapy, Department of Physical Therapy, St. David's School of Nursing 

Description
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.


Collaborative Approach to Assessing Risk Factors for Developing Persistent Pain: A Case Study

Dylan Ottemiller, Jason Sharpe, Mike Nilson, Sarah Wenger
Drexel University 

Description
Ankle sprains are a common injury in the United States, occurring at an incidence of 2.15 per 1000 persons per year. Most individuals note significant improvements during the first two weeks following injury, with up to 85% of patients reporting full recovery. However, up to 25% will report continued pain three years after injury. Emerging research has identified risk factors for the development of persistent pain including social dynamics and belief systems. Persistent pain can be effectively treated with an interprofessional team. This case report examines the effectiveness of an interprofessional approach for treating someone with risk factors for persistent pain.
*Presented at 2017 IPEC Spring Institute 


Creating Pipelines to Rural Maine to Address Healthcare Shortages

Dora Anne Mills, Ian Imbert, Janet Dosseva, Jennifer Gunderman, Judith Metcalf
University of New England, Westbrook College of Health Professions, College of Graduate and Professional Studies, Center for Excellence in Health Innovation  

Description
The University of New England's Rural Health Intensive is an interprofessional program aimed at epxanding clinical learning opportunities in rural Maine for healthcare students to increase interest in rural medicine. The program is a response to Maine being the most rural state in the country and the expected increase in demand on the state's workforce as its population ages. Two cohorts have gone through the program--one in Northern Maine and one in Western Maine. Students from four health professions have participated--osteopathic medicine, pharmacy, dental medicine, and nursing. Results from both cohorts show that this is a valuable experience for students. Future plans include broadening the program to other health professions students and visiting other parts of rural Maine.
*Presented at 2017 IPEC Spring Institute 


Diving into the Deep End: A Reflective Review of an Interprofessional Community/Academic Partnership

Tammy A. Testut
Sacred Heart University 

Description
The development of a newly founded interprofessional academic and community partnership provides multiple challenges and opportunities. The Western CT Health Network/Sacred Heart University iCAN (Interprofessional Community Academic Navigation) Program is a collaborative effort to provide an educational experience for students and community leaders whose vision is to provide population-focused healthcare in the community. A first person narrative of phase one of the partnership is shared in order to reflect upon the multiple layers that constitute this new collaboration.


Embedding Interprofessional Education into a Learning Experience: Creating Twelve Tips

Ann S. Botash, Bambi A. Carkey, Carol Recker-Hughes, Darren Carboni, Lynn Cleary
State University of New York Upstate Medical University 

Description
The creation of multiple pilot interprofessional education (IPE) experiences for students at SUNY Upstate Medical University led to the development of a faculty guide for future IPE sessions. Specifically, our experience embedding IPE into the Consortium for Culture and Medicine course, an existing curriculum at Upstate, led to the design of twelve tips for embedding interprofessional education into a learning experience. Three workshop sessions for students addressing the social determinants of health were piloted for IPE competencies. We recommend building upon traditional elements of coursework and considering unique requirements and opportunities for IPE. Key components for embedding IPE are described and these concepts are proposed for use in future faculty development workshops. 


Exploring Social Determinants of Health for a Community Health Needs Assessment as a Platform for Interprofessional Education

Bruce Britton and Jennifer Wohl
Eastern Virginia Medical School 

Description
Eastern Virginia Medical School and Physician Assistant Program are working collaboratively on an innovative solution to improve the health of our community through an Interprofessional training experience in community health centers.
*Presented at 2017 IPEC Spring Institute


An Integrative Interprofessional Education/Collaborative Practice Model: Not a "Thing" but a Culture

​Betsey King, Ellen Contopidis, Heather Coles, J.J. Mowder-Tinney, Lisa Durant-Jones
Nazareth College

Description
Nazareth College of Rochester developed an innovative institutional plan for cultivating interprofessional education and interprofessional practice. In 2007, a core group of faculty within the School of Health and Human Services and the School of Education began intentional collaborations in order to expose students to the benefits and opportunities for interprofessional interactions. Through the years this plan has evolved into an integrated model combining academic course work, experiential learning and authentic clinical collaborations. Programs represented in the collaborative work are: Art Therapy, Music Therapy, Nursing, Occupational Therapy, Physical Therapy, Social Work, Speech Language Pathology, and Inclusive Education. Campus manifestations of interprofessional collaborations are illustrated by the following exemplars; A Wellness & Rehabilitation Institute that houses over a dozen on-campus clinics, a mandatory interprofessional course enrolling 120 students each semester, interagency campus-based transition and wellness programs for community partners, interdisciplinary coursework (i.e. research, mindfulness), and a graduate certificate program in interdisciplinary support for people with Autism. These campus and community activities are supported through the institutional structure and reflect the Farnsworth's application of the Four-frame Model, guided through the Interprofessional Practice Steering Committee
*Presented at 2017 IPEC Spring Institute


​Interprofessional Care in Geriatrics The Aging in Place Program – West Baltimore

​Barbara Resnick, Daniel Mansour, Everett Smith, Jr., Kelly Doran, Nicole Brandt, Reba Cornman, Sarah Holmes
University of Maryland School of Nursing, School of Pharmacy, School of Social Work, and Geriatrics and Gerontology Education and Research Program; The Peter Lamy Center on Drug Therapy and Aging; Paul's Place, Inc.; University of Maryland Baltimore and Baltimore County

Description
The University of Maryland, Baltimore Aging in Place Program builds on a foundation of community outreach and programs. The relevance of this experience is to develop a sustainable ambulatory collaborative healthcare practice model which fosters positive educational experiences and clinical outcomes. The primary objective is to Increase interprofessional collaboration and outreach to meet the needs of a local high-rise senior housing community and the secondary objective is to describe opportunities and challenges to implementing a sustainable IPE program in the community.
*Presented at 2017 IPEC Spring Institute


​​Interprofessional Education: Bringing the Faculty Together

Barbara Aronson, Jane Hindenlang, Joan Krieger, Mary Purdy, MaryJo Archambault, Matthew Rothbard
Southern Connecticut State University 

Description
A faculty-led grassroots effort to bring together teaching and clinical faculty from all School of Health and Human Services departments, in a collaborative forum to create innovative approaches aimed at developing IPE experiences for faculty and students.
*Presented at 2017 IPEC Spring Institute 


Medical and Pharmacy Students Shadowing Advanced Practice Nurses (APNs) to Develop Interprofessional Competencies

Judie Heinschell, Kathleen Sparbel, Kathryn Wirtz Rugen, Laura Monahan, Linda Chang
University of Illinois at Chicago, College of Medicine and College of Nursing; Rockford University; Veterans Affairs 

Description
Miscommunication among healthcare providers contributes to 80% of serious medical errors, resulting in 210,000 deaths and losses of $12 billion annually. Poor patient satisfaction levels, reduced collaboration, poor teamwork, and increased adverse patient outcomes are related consequences. Lack of role awareness/responsibilities among healthcare providers contributes to miscommunication. This evidence-based practice (EBP) project implements APN job-shadowing by paired medical and pharmacy students as a strategy to improve role awareness, knowledge of collaborative team functions, and enhanced practice communication.
*Presented at 2017 IPEC Spring Institute 


Promoting Interprofessional Education through a Fall Prevention IPPE Activity

Amy Burt, Gina Baugh, Kimeran Evans, Ralph Utzman 
West Virginia University 

Description
Student pharmacists partnered with OT, PT, and nursing students to provide weekly fall prevention screenings at an assisted living facility as part of a P2 service learning course. Student pharmacists provided medication assessments using the medical fall risk score and Beer's List criteria. Students from the other disciplines provided apartment environment evaluations, balance testing, gait screenings, and blood pressure evaluations. Students met prior to the screenings to provide an overview of their discipline and discuss their role in the process. A majority of the screenings took place in one central location to allow continuous interaction. A survey was administered to all students using a Likert Scale (1 = Strongly Diagree to 5 = Strongly Agree) to assess their understanding of the IPE component.
*Presented at 2017 IPEC Spring Institute 


A Qualitative Inquiry Into the Impact of "Power Over Pain": A Psycho-educational Group for Persistent Pain Management

Corrie Bailey, Dartiza Ballester, Joke Bradt, Sarah Wenger
Drexel University 

Description
Drexel University's Stephen and Sandra Sheller 11th Street Family Health Services Center is located in an area of North Philadelphia federally designated as medically underserved. The facility offers integrated healthcare services to the community. One program offered is "Power over Pain" (PoP) which provides patients who have persistent pain with knowledge and tools for self-management. Research has indicated that an interprofessional approach aids in improving the functional status and quality of life of patients with persistent pain. PoP is an interprofessional program that empowers patients through education to self-manage their pain.
*Presented at 2017 IPEC Spring Institute 


Student Perception of Interprofessional Education Competency Change Following an IPE Immersion Day

Andrea Doughty, Brandie Messer, Dawn Mosher, Linda Chang, Susan Baylor
Saint Anthony College of Nursing, University of Illinois at Chicago College of Medicine 

Description
An Immersion Day was held at University of Illinois (UIC) at Rockford in which second year medical students and third year pharmacy students from UIC Rockford, and senior nursing students from Saint Anthony College of Nursing and Rockford University work in interprofessional teams while caring for a standardized patient in a structured environment to guide them in the application of IPEC core competencies. The IPE Immersion Day consists of pre-reading including Core Competencies for Interprofessional Collaborative Practice and an article about transitions of care. The actual day consists of a small group ice breaker to learn about each other's roles, a video of a standardized ED patient followed by small group discussion about ED encounter and review of EMR notes written by various health care professionals. A pre-huddle group meeting then takes place for interprofessional planning for patient interview. The plan is carried out in a standardized patient interview where a representative from each profession interviews the patient while others in the small group observe. The post-huddle interprofessional discussion about the patient interview follows, as well as the conclusion containing an interprofessional debriefing of Immersion Day experience.
*Presented at 2017 IPEC Spring Institute