This poster highlights local initiatives to improve community access for senior refugees through pro-bono occupational therapy consultative services. InterFaith Works, a local faith based refugee resettlement organization, works to interrupt common feelings of solitude and seclusion, experienced by newly resettled refugees. Through use of the organizations established English class, occupational therapy services were implemented to develop cognitive strategies and programming, in order to effectively teach conversational English to senior adult refugees. Collectively the missions of occupational therapy and InterFaith Works, promote social and occupational justice, prompting meaningful community engagement. Future initiatives hope to guide interprofessional service learning programming for students within professional level healthcare programs.
Inter agency Academic/Clinical Interprofessional Education Collaborative
Marie Gilbert, Mitzi Lowe
California State University, Fresno
An inter-agency academic/clinical collaborative was established that fostered IPE workshops, presentations at regional and national conferences, research, manuscript development and publication. The vision for a formal interprofessional education collaborative between the College of Health and Human Services (CHHS ) at Fresno State and Valley Children’s Healthcare (VCH) was born out of an existing interprofessional simulation initiative which was piloted in 2011 and continued until 2015. The goal was to host a biannual interprofessional education workshop for students and providers across both organizations. The inaugural interprofessional workshop was hosted in 2015. The outcomes from the workshop were excellent. The conference space needed to be enlarged to host the volume of participants (160). Learner Satisfaction met the target with all attributes being assessed scoring greater than 3 on a 4 point Likert scale (Range 3.68 – 3.81). Faculty satisfaction also met the target with all attributes scoring greater than 3 on a 4 point Likert scale (Range 3.5 – 4). Following the success of the first workshop, the plan to host a biannual interprofessional education workshop was initiated. Subsequent workshops topics included Autism Spectrum Disorder, Pediatric Head Injury, Error Disclosure, Childhood Depression, Care of the Caregiver, Journey of a Rehab patient, Communication Challenges in an IEP team. Workshop attendance ranged from 70 - 160 participants Example of professions represented includes Audiology, Nursing, Pharmacy, Physical Therapy, Physician/Medical Services, Public Health, Recreational Admin, Speech Pathology, and Social Work. In addition to a standard workshop evaluation, a study was conducted to measure whether interprofessional learning of core competencies improved after participation in IPE workshops, and if such improvements were different between students and health professionals. The results of this study have been published in the Journal of Interprofessional Care (2018 Aug 29:1-9). Findings identified that the IPEC Competency Self-Assessment Tool discriminated competency ratings between students and health professionals and demonstrated a positive impact of IPE workshops on students’ and health professionals’ self-assessment of interprofessional competencies. The collaborative is not without barriers and challenges which include scheduling, frequency (once a semester), and curriculum integration Some lessons learned include buy in from both programs and participants is key, mixing experienced clinicians with early learners is valuable, there is no "one size fits all" case/format, a dedicated and consistent team of stakeholders has been key to the success, and sometimes you just have to try something and see if it works.
Interprofessional Collaborative Practice within the Community
Marie Gilbert, Mitzi Lowe
California State University, Fresno
The purposes of the study were to develop a content valid Interprofessional Collaboration Assessment Survey Instrument and to explore the scope of interprofessional collaboration within the community. The Interprofessional Collaboration Assessment Survey Instrument was designed with core competency items defined by the 2016 Interprofessional Education Collaborative expert panel. Five sub-domains were also identified, Intraprofessional Collaboration, Interprofessional Collaboration, Inter-organizational Collaboration, Learning Logistics, Preferred Format and Strategies, Demographics. The latter three were included to assess whether educational programs were desired, and if so, what format was preferred. Fifty-four (54) items were generated and organized within the context of the five sub-domains. Content Relevance: This included the content relevance at the item level (I-CVI) and the overall scale level (S-CVI). The I-CVI for content relevance was computed based on experts’ rating of each of the 54 items as either (a) relevant or (b) not relevant on a 2-point dichotomous “yes/no” scale. The S-CVI for content relevance was the average I-CVI across the 54 items. Content Clarity: This included the content clarity at the item level (I-CVI) and the overall scale level (S-CVI). The I-CVI for content clarity was computed based on experts’ rating of each of the 54 items as either (a) clearly understandable/readable or (b) not clearly understandable/readable on a 2-point “yes/no” scale. The S-CVI for content clarity was the average I-CVI across items. The S-CVI for content relevance was .968, and the S-CVI for content clarity was .847. The Interprofessional Collaboration Assessment Survey was emailed to various regional and state wide professional organization of the various disciplines represented by the CHHS. Findings A total of 170 professionals participated in the survey. Within organizations and between organizations participants identified they knew some, but not all of the roles/responsibilities of professions in which they collaborated with. However participants identified they had either ‘good’ or ‘excellent’ interprofessional communication skills, and teamwork skills. Conclusion The body of evidence suggests understanding roles and responsibilities as a key component of effective communication and teamwork. However, participants in this study identified perceived knowledge gaps in the domain of ‘roles and responsibilities,’ but good or excellent skills in ‘communication’ and ‘teamwork’. This is an interesting finding and worthy of further investigation.
Ergonomics Clips. When experiential learning and Inter-professional Practice Collaborate to create a Service Learning Project
Campus-wide education to the Utica College community regarding proper ergonomics could minimize physical stress and reduce workplace injuries, and assist with the choice and correct use of equipment and furniture designed to meet current ergonomic standards of Safe workplace The Center for Ergonomic Analysis and Research (CEAR) at Utica College collaborated with students and faculty from the Physical Therapy Program and The Communication and Media Program at Utica College to build Ergonomically sound messages to campus employees in the form of multiple Ergonomics clips that are one minute long or shorter. Such collaboration between ergonomic experts, faculty and students enabled production of excellent educational services for campus employees at no cost and enabled achievement of different program goals of adapting Inter-professional experiences for students. Excellent feedback was gathered from students regarding the benefit they gained in this important learning experience and that they mastered the concept of learning by doing. Students are advocating now for Ergonomic concepts to be adapted in large at schools Some of the concepts we try to advertise for now at the college and within employees is that for For every 20 minutes spent in sitting, 8 minutes of standing and 2 minutes of walking and moving around should follow to minimize health hazards These Ergonomic Clips are being displayed on the website of the college and are being viewed before mandatory meeting (like faculty senate meetings) where attendee get to watch ergonomic contents for one minute prior to starting meetings.
An Interprofessional Learning Model: Courses, Conferences, and Clinics
Melissa Fryer, Anne Willis
Description of an interprofessional learning model within the School of Communication Sciences and Disorders at Pacific University.
Social Network Analysis (SNA) can look at change in teams over time.
Kathleen Gathercoal, Julie Oyemaja, Florence Gerber
Interprofessional Primary Care Institute
We will describe our plan to use SNA to evaluate our work in building a team of IPC Institute directors and examine how their success in disseminating the Interprofessional Primary Care model is related to team characteristics. We will describe the SNA data we have already collected. SNA provides both a visual and a mathematical analysis of human relationships. The nodes in the network are the people & links show relationships between nodes. We generated a network description at our first meeting (T1) based on responses to the question, “ How well do you know ___?” 0 = not at all/ 5= very well. T1 data show that team members are siloed based on discipline. Only the IPC Institute leader and the most senior faculty member are known by most directors. We plan to measure relationships among directors over time. The SNA data can be used as a dependent variable to look for changes in the team over time (e.g. does siloing increase or decrease over time?). Alternatively, the SNA data (e.g. SNA metrics such as centrality or network reach or group cohesion) can be used as an independent variable to predict a process (e.g. leadership effectiveness) or an outcome (e.g. Interprofessional curriculum outputs).
Acute Care Interprofessional Student Collaboration: Benefits of Medical 1 and Pharmacy S 1tudents Working Together
Amanda Engle, Son Nguyen, Lisa Eberhardt, Gurpreet Singh, James Desemone
Albany College of Pharmacy & Health Sciences Albany Medical College
Albany Medical College and Albany College of Pharmacy and Health Sciences faculty preceptors collaborated to create a joint experiential rotation with two fourth year medical students in their internal medicine acting internship and two fourth year pharmacy students in their advanced pharmacy practice experience rotation at Albany Medical Center Hospital. Students paired off into teams with one student from each profession per team. Student teams worked together to interview patients, review the chart, create daily management plans, and present their findings on rounds to the Attending Physician and Pharmacist. Pharmacy students recorded each pharmacotherapy recommendation made as a result of this process on a standardized data collection tool. Medical and pharmacy students completed self-assessments of proficiency with interprofessional teamwork at the end of their experience, utilizing the Interprofessional Collaborative Competency Attainment Scale (ICCAS). Results from the first academic year of this interprofessional service (36 weeks) revealed 690 student pharmacotherapy recommendations were made with an 85% acceptance rate. Combined medical and pharmacy student ICCAS survey results after completing this IPE rounding service revealed a 70% increase [95% confidence interval 11.55-14.81, p < 0.05] in the number of scores students indicated their IPE abilities as being very good or excellent at, for each the 20 interprofessional ability statements on the ICCAS. Anecdotal responses from students were overwhelmingly positive and in favor of expanding this rotation to accommodate all students gaining access to this type of experience, across both professions. To propagate this model, with the goal of expanding access to IPE learning at the bedside which our group determined to be optimally effective for both patient care and learning, students, clinicians, educators, and administrators alike must align priorities to eliminate logistical barriers, such as redesigning existing experiential curricula to increase preceptor availability and aligning student schedules across the medical and pharmacy schools. This work is currently being reviewed by our AMC-ACPHS Interprofessional Education Steering Committee, with an aim to pilot an IPE service in inpatient pediatrics and a second internal medicine team.
A Team Approach to Teaching a Patient with a Cardiopulmonary Diagnosis
Chris McClanahan, Alisha Johnson, Janet Bezne, Hannah Thornto, Nathan Rodrigues, Lois Stickley, Donna Gardner
Texas State University
The poster presents a Spring 2019 IPE activity between Texas State University's St. David's School of Nursing, Department of Physical Therapy, Department of Respiratory Care, and the School of Family & Consumer Sciences' Dietetics program. The event provided 20 interprofessional health care teams comprised from 183 students from the 4 programs an opportunity to assess and develop an interdisciplinary treatment care plan for a cardiopulmonary case played by a Standardized Patient. Teams observed focused health assessments performed by members of each discipline. The student teams' primary objective was to create a wholistic, patient centered care plan allowing each discipline to reach determined milestones for the patient. The events objectives were based on IPEC competencies domains of Team and Teamwork, Roles and Responsibilities, Interprofessional Communication, and Values and Ethics. Faculty conducted a pre/post survey utilizing the SPICE-R2 to assess the student participants perceptions of interprofessional teams and team approach to patient care. Survey results were tested with t-Test and one-way ANOVA analysis and show significant improvement in perception across all 4 disciplines (n=183, t2- -5.26, p=o.ooo). Student engagement and participation was exceptional. The utilization of the Standardized Patient boosted interaction between teams and patient. Many valuable lessons were learned for this activity and will be utilized to improve and implement the activity next Spring.
Aprendiendo Español: Interdisciplinary approach to second language learning to promote culturally competent care
Melissa Contreras, Sandra Fineman
Marshall B. Ketchum University
The ability to communicate is a critical part of delivering effective culturally competent health care, no matter the profession. Evidence shows that language concordant providers increase patient understanding and satisfaction.1 Being functionally bilingual gives the practitioner, not only a competitive edge, but also the ability to directly communicate with their patients. Language accommodation increases access to services, patient compliance and satisfaction, improves treatment outcomes, aids in malpractice risk management and complies with regulations and accreditation standards.2,3 Health Care professional schools are then tasked with providing education addressing communication issues and cultural competency. One way to address this issue is through a second language acquisition course such as Medical Spanish. Marshall B Ketchum University is a graduate level health care professional school in Fullerton, California that is home to the School of Physician Assistant Studies, the Southern California College of Optometry and the College of Pharmacy. Students in their respective programs work toward being practice ready to see patients at various clinics including at the University’s medical clinic, Ketchum Health. A large percentage of patients served in the clinics are Latino, with Spanish as their preferred language. Because of this, an interprofessional Medical Spanish elective is offered to prepare the students to effectively care for our patient base. The course objective is to develop and/or improve students' communication in clinical situations with patients whose preferred language is Spanish. Becoming comfortable in a second language takes time and practice, therefore this class uses the social interactionist theory of second language acquisition (SLA) as well as a task based language pedagogy as the framework through which students will begin acquiring the language to improve their ability to communicate with patients who need Spanish language accommodation.4,5 Students participate in language tasks through interprofessional listening and speaking activities. Second language learning is something usually difficult for students, but when set with an interprofessional collaborative practice outcome in mind, allows for another level of interprofessional interaction, understanding and collaboration.
Student participation in IPE Clinics improves competency in intersprofessional collaboration while serving older adult patients
Sarah Watts, Glenn Nordehn, Jeanna Sewell, Emily Myers
The IPE clinics at Auburn University were created to allow students from social work, nutrition, nursing, pharmacy, and DO to care for older adults in various settings. Patient assessments and education provided students an opportunity to learn from one another while caring for patients.
Expanding Capacity for IPE by Paying it Forward
Jutta Guadagnoli, Catie Chung
Touro University Nevada
Administration at TUN was very supportive of our trip to IPEC in August 2017. Our idea was to create our own version of the institute in order to expand our capacity for IPE activities. Many faculty had ideas but where unsure how to engage administration or other team members in order to achieve their vision. Our goal was to encourage and provide support for their ideas.
We began with a needs assessment to determine what IPE activities were already occurring and what ideas faculty had been toying with but not been able to get off the ground. We also met with departments in small "fireside" chats to share our ideas and gain momentum for the institute. This was followed by a community engagement "happy hour" to tap into our community resources. All of this helped build momentum and created excitement for IPE.
In the spring of 2018 we had our first "call for proposals." Each proposal had to include faculty from at least two disciplines.
Finally, in the April 2018 we got approval to have our first IPE Institute in October 2018. The approval consisted of financial backing and support from the Deans to allow faculty three days off site to attend the institute.
In October 2018 we hosted our first IPEC institute with 6 teams. To date three of the teams have already implemented their projects and plan to have those events on an annual basis. Naturally the project had challenges as well, predominately faculty by-in and finding equitable distribution of workload among the different health professions.
A Second Life for Interprofessional Education: Using Simulations to Engage Online Learners
Lynn Short, Jacqueline Ferdowsali, Leslie Elliott
University of Nevada, Reno
Online education has forced a change in traditional Interprofessional Education (IPE). These students are not only regularly using technology, but they expect engaging and innovative learning applications to bridge the distance-gap. Simulations support students learning with real-world practical knowledge and skills. The purpose of the simulations is to allow students to experience the value of contributions made by a diverse team of professionals – healthcare/non-healthcare including public health students, through a competency-based, interactive experience for improved patient and population health outcomes. Using a case story that illustrates the impact that social determinants of health have on individuals experiencing homelessness and how access to an interprofessional care team can improve their lives, students learn to 1. Collaborate as a team, while interacting with other professions to develop a health/wellness plan; 2. Identify the impact of social determinants on quality health care and wellness; 3. Respect resources/assets that other professions contribute to addressing homelessness and related social/health problems; and 4. Reflect on the benefits of working within a team to address population-based social/health challenges. At the completion of the Internet-based simulation, participants use the Interprofessional Education Collaborative (IPEC) competencies for a formative assessment and they evaluate the teams’ strengths/weaknesses using the Interprofessional Collaborator Assessment Rubric (ICAR).
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