Leah S. Millstein, Amanda Agarwal, John Allen, Danielle Baek, Mel Bellin, John Cagle, Steven R. Eveland, Terra Hill, Debra Wiegand
University of Maryland Medical Center, School of Medicine, School of Nursing, School of Social Work, and University Health Clinic
Our “Interprofessional Approach to ACP” study sought to enhance ACP knowledge and communication skills for these students, providing them with firsthand experience of interdisciplinary collaboration and team-based care. Interdisciplinary students attended three, 1.5 hour, interactive training modules on ACP topics. Modules were delivered by faculty from Medicine, Nursing, and Social Work. Students then collaborated in an interdisciplinary clinical encounter dedicated to ACP at a hospital based internal medicine resident continuity clinic. Surveys were administered in 3 waves and evaluated student knowledge, communication self-efficacy, ACP self-efficacy, and interprofessional teamwork. Forty six students, 19-medicine, 16-nursing, and 11-social work participated in the training. Based on the first two survey waves, participant knowledge of ACP improved overall (p<0.001) and for each discipline (p<0.05 for all). Communication and ACP self-efficacy trended lower (p<0.05). Student attendance and engagement were high; participants rated training modules positively. The interdisciplinary ACP training was successful in enhancing student education and encouraging team-based care.
Luanne Billingsley, Paula S. Currie, Ryan M. Green, Ralph Wood
Southeastern Louisiana University
Faculty IPE leaders from nursing, speech-language pathology, athletic training, and health sciences designed and implemented an IPE learning module and activity to pilot the feasibility of offering IPE activities in the College of Nursing and Health Sciences. Thirty students from five disciplines participated in the activities. The participants were educated about core IPE competencies in an online learning module with an emphasis on interprofessional communication. Motivational interviewing techniques, which is a collaborative conversation style for strengthening a person's motivation and commitment to change, was shared with participants in a webinar format. The face-to-face IPE activity was accomplished with case scenarios applying motivational interviewing skills. Preliminary data analysis indicated that student learning objectives were met. The pilot project allowed students to participate in IPE activities and offer feedback. Barriers for scheduling were overcome by using a blended online and face-to-face format. To prevent IPE projects from becoming "one and done" activity, IPE must become a part of the culture. Resources are needed to increase capacity for IPE, faculty compensation or reassign time should be considered.
Joan Ziegler Delahunt, Christina Wisdom, Dave Heller, Meredith Harold, Tobey Stosberg
Rockhurst University and Research College of Nursing
The purpose of this poster is to share information about the creation of an introductory, online, interactive 3-hour module to educate undergraduate and graduate students about interprofessional education and collaboration. This module served as an essential step toward a cohesive, systematic interprofessional education program to help meet accreditation standards, departmental goals, and respond to the changing healthcare and educational environments. Assessments via online quizzes were embedded within the modules. The project was completed by over 200 students in the fall of 2018, with the following breakdown of students who provided feedback: exercise science (15%), education (8%), nursing (25%), occupational therapy (25%), speech–language pathology (2%), and physical therapy (25%). Initial results demonstrated over 80% of students reported learned something that they did not know. Over 80% of students reported that the information gained from the module would be helpful in their future career. The vast majority of students reported that the online module was easy to navigate; however, technological issues was the largest problem. Faculty feedback was positive, stating that the information was pertinent to their professions and delivered in an engaging manner. Future plans for the module include updating the technology and enhancing the embedded case studies.
Jodi Allen and Nicole Petsas Blodgett
Purdue University Northwest
Vulnerable populations, such as homeless women and children, have unique and often unmet healthcare needs. Providing patient-centered, coordinated care to this population is essential to better patient outcomes. Little is known, however, about how interprofessional teams work with homeless women and children. The purpose of this poster is to describe the current interprofessional collaboration to meet the needs of homeless women and children. The specific aims of this poster are: 1) To explore how to facilitate other professional collaboration (beyond social workers and nurse practitioners) for homeless women and children. 2) To develop a strategy to engage students, from various disciplines, in meaningful interprofessional education opportunities while providing care for homeless women and children.
Kathy Lee Bishop, Jade Cruz, Angela Haynes-Ferere, Gina Shannon, Jennifer Sharp, LisaMarie Wands
Emory University School of Medicine and Nell Hodgson School of Nursing
Creating and implementing a new interprofessional simulation that involved bachelor-level nursing and doctor of physical therapy students. Providing insight into the challenges faced and overcome, and also to inspire others to take on the challenge of interprofessional simulation. A brief discussion about the instruments used to measure outcomes with the intent of helping others make informed decisions when choosing tools.
Donna Messersmith and Bob Wildin
National Human Genome Research Institute
The Genomic Healthcare Branch (GHB) of the Division of Policy, Communications and Education at NHGRI supports genomics literacy among practitioners through several initiatives. The “Genetics/Genomics Competency Center” (G2C2, http://genomicseducation.net/ ) is a multi-disciplinary website repository of genomics education resources for classroom or self-learning. The G2C2 Editorial Board consists of genomics education experts including pharmacists, nurses, physicians, genetic counselors, and physician assistants. The Editorial Board reviews, approves, and maps all accepted resources to published genomic competencies. GHB also supports the creation of new educational content, such as the “Global Genetics and Genomics Community” (G3C, http://genomicscases.net/ ) which includes case studies that explore pharmacogenomics and other genetics/genomics scenarios. GHB facilitates the “Inter-Society Coordinating Committee for Practitioner Education” (ISCC, https://www.genome.gov/iscc/ ) which brings together genomics educators from health professional organizations, including the American College of Clinical Pharmacy and the American Pharmacists Association. GHB offers a three to four-day genomics course each summer. Courses in the past have targeted nurses and physician assistants, plus the faculty who educate practitioners in these disciplines. GHB provides information and resources through the health section of the NHGRI website (https://www.genome.gov/health/ ), facilitates communications between the genomics practitioner community and NHGRI funding and research divisions, and guides policy discussions and reviews related to integration of genomics into practice.
Linda S. Young, Caroline V. Coburn, Theodore M. Johnson II, Sarah K. John, Lydia E. Newsome
Emory University School of Medicine, School of Nursing, and Emory Clinic; Mercer School of Health Professions
Inter-professional education and collaborative practice (IPECP) are health system goals for the Woodruff Health Sciences Center at Emory University. IPECP may be more difficult to achieve in the ambulatory primary care setting because of block rotations and pace of practice. We proposed to: find out how many academic PC sites accepted learner placements from multiple disciplines; and to determine common barriers to IPECP in the Emory system and from literature review. Our review showed that several common barriers described in the literature existed in our clinics, but that there was a stellar example of a model PC practice within our system. This team will be fully describing their model and disseminating best practices.
Courtney Reinisch, Janet Koehnke, Mary Boyle, Lauren M. Dinour, Peter A. Hosick, Rachel Lyons, Evan Matthews, Maryrose McInerney, Janice Smolowitz
Montclair State University
Initiation of an interprofessional education program in a public institution without an associated academic medical center has been a grassroots effort. Faculty and administrative members from Nursing, Communication Disorders and Sciences, Exercise Science & Physical Education, and Nutrition & Food Studies have worked to develop interdisciplinary activities for undergraduate and graduate students. The disciplines involved include representatives from audiology, nursing, exercise science, dietetics, and speech-language pathology. A pilot event was run with 5 students from each discipline for a total of 25 participants. Students participated in an ice breaker over lunch, then they were tasked with a spaghetti tower challenge, a debriefing session, and survey regarding their thoughts and experience. Students understood the goals of communication, collaboration, and teamwork. They managed the pressure of the timed event, unexpected outcomes, and made clear a desire for more experiences to better understand health professions beyond their own.
Alison McKenzie, Caryn Ito, Naveen Jonathan, Patricia Brown, Gabriela Belinsky, Mara Snee, Michael Kelly, Aprita Lal, Heather Witcher, Susan Jester
Chapman University health programs focus on inter-professional education to promote a holistic and dynamic educational experience for students. The Department of Physical Therapy developed Stroke Boot Camp (SBC) and partnered with other health programs, Marriage and Family Therapy (MFT), Physician Assistant (PA), Pharmacy (Pharm.D.), and Communication Science and Disorders (CSD), to enhance the program for students and participants. The initiative is a pro bono inter-professional intensive rehabilitation and wellness program for individuals with chronic stroke. The goals were to establish clinical relevance of classroom concepts and enhance student motivation for learning through utilizing integrated clinical education (ICE). Stroke Boot Camp also addressed one of the leading causes of death in the United States and the challenge of limited access to stroke rehabilitation and wellness services. Community dwelling adults with chronic stroke volunteered as participants to in the program. Graduate students enrolled in Chapman University's MFT, PA, Pharm.D., and CSD programs served as the inter-professional health profession student team for the participants. Each program provided faculty, clinical instructors, and staff to supervise and mentor the students. The student teams performed various assessments and activities respective of their health profession programs. They collaborated and learned alongside one another of the participants' abilities and knowledge to provide optimal interventions and care. Stroke Boot Camp allowed an opportunity for health profession students to learn and work in inter-professional teams while meeting the community needs of stroke rehabilitation and wellness services. The majority of participants and students reported benefiting from the program and working within an environment that supports integrated clinical education and inter-professional education.
Nola T. Radford and Kandace Turner
University of Tennessee Health Science Center, College of Health Professions, and East Therapeutic Services
The poster is a summary of a collaboration between the Department of Intellectual and Developmental Disabilities (DIDD) and the Department of Audiology and Speech Pathology of the College of Health Professions, University of Tennessee Health Science Center-Knoxville Campus. There was concern that graduate students needed a specific orientation to working with individuals with intellectual and developmental disabilities to remediate their feeding/swallowing and communication needs. Nola Radford and Kandace Turner, with departmental support, were able to develop specific orientation experiences for graduate students in speech-language pathology that included case simulations typical of persons with IDD, a review of person-centered approaches to service and introduction to the multidisciplinary team that cares for persons with IDD in East Tennessee. The basic premise for developing curriculum for a practicum offering was a concern that students majoring in SLP need specific preparation to work with people with IDD. Moreover, exposure to a public health service with focus on advocacy, education, and counseling would better prepare students for collaborative service. This was deemed consistent with the initiatives of the American Speech-Language and Hearing Association (ASHA) to promote interprofessional collaboration in educational and healthcare settings.
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