IPEC 2015 Fall Institute Posters
Jose Frantz, Anthea Rhoda, Rina Swart, Firdouza Waggie
University of the Western Cape
Description
The aim of this innovation is to describe how a university with limited resources implements interprofessional education (IPE) and collaborative practice using innovative teaching and learning methods. The focus is on scaffolding of the curriculum across four years and ensuring that activities are grounded in the Boyer's model of scholarship, in which evidence-based practice and teaching is guided by research and aims to engage communities in meeting their needs.
Jenny Chong, Theodore Tong, Sheila Parker, Bruce Coull
University of Arizona
Description
This project was designed to provide students of the health sciences at the University of Arizona with the opportunity to work interprofessionally with community members in a health promotion program. As part of the program, students provided stroke risk factor screening, nutrition education, food-preparation and health-related interactive demonstrations, stress management techniques, activities for physical fitness, and medication reviews. This poster describes the program, which sought to engage an underserved community in the self-management of their health, and to use an interprofessional team-based approach to provide educational experiences for future providers.
Gaurdia Banister, Ann Jampel, Maureen Schnider, Patricia Fitzgerald, John Co
Massachusetts General Hospital
Description
The project is part of a long-standing academic-practice partnership between the Massachusetts General Hospital (MGH) and the MGH Institute of Health Professions (IHP), with a special focus on interprofessional education (IPE) as a foundation for enhancing effective team-based, patient-centered care. The program, the Interprofessional Clinical Experience (IPCE), provides an important introduction to interprofessional collaborative practice in the acute care setting for students in nursing, physical therapy, occupational therapy, physician assistant studies and speech-language pathology. To create a meaningful, active observational experience for learners, we will focus on faculty development to prepare clinical instructors to serve as facilitators in the clinical environment. This effort includes assessing clinical faculty needs to determine competencies necessary to engage in the clinical educator role for an interprofessional experience; developing a toolkit for clinical instructors that provides a framework for efficient and cost-effective interprofessional clinical education and supports ongoing faculty development efforts; and developing an assessment model to determine the efficacy of the faculty development process for clinical instructors who will facilitate interprofessional clinical education for health professions students. This process will strengthen clinical instructors' understanding of interprofessional education and practice and enhance their ability to serve as role models for interprofessional collaborative practice.
Shannon DeLuca, Erica Arnold, Dana Mitchell, Erin Clarkson, Ildiko Nyikos, Heidi Burkart, Lisle Hites, Connie White-Williams, Maria Shirey, Vera Bittner
University of Alabama at Birmingham School of Nursing and School of Public Health, University of Alabama at Birmingham Hospital
Description
This poster describes the purpose and objectives of our innovative, interprofessional collaborative practice model around transitional care coordination to reduce 30-day hospital readmissions in heart failure patients. Additionally, it reviews the challenges and rewards experienced within the initial six months of implementing our collaborative practice model caring for a complex heart failure population.
Carolyn Ma, Tsuneari Hayashi, Aida Wen, Lorrie Wong, Sheri Tokumaru, Melody Deutsch, Dana Ing, Damon Sakai, Christina Bell, Patricia Jusczak, Kamal Masaki
University of Hawaii, Daniel K. Inouye College of Pharmacy, John A. Burns School of Medicine, School of Nursing and Dental Health
Description
Interprofessional teamwork is important in managing older patients with multiple complex problems. Simulation-based training is an effective method to teach interdisciplinary teamwork before trainees enter clinical practice. This group from the University of Hawaii implemented an interprofessional team simulation exercise for third-year nursing, pharmacy and medical students, with two case-based scenarios requiring an interprofessional team. Pharmacy students participated from another island via remote video conferencing. The first case was an elderly patient with multiple medical problems and high fall risk and the second case was a young child with newly diagnosed acute leukemia. The goal was for the team to develop a safe discharge and treatment plan for the cases and then conduct a family meeting. Each team debriefed with faculty about teamwork skills. At the end of the two sessions, students self rated their Interprofessional Collaborative Practice core competencies using a retrospective pre/post survey, with eight items rated 1 to 5 on a Likert scale (higher=better). They analyzed the change in self assessed attitudes and skills before and after the simulation exercise using T-tests.
Melissa Mattison, Elizabeth Montemagni, David Baker, Cathy Dow-Royer, Carolyn Szafranski, Tina Jacques, Lauren Meade
Western New England University, Springfield College, American International College, Holyoke Community College, Baystate Medical Center
Description
The development of IPE through interactive learning with students in the educational setting is essential to foster a team based approach with defined core competencies to promote clinical readiness for collaborative practice. In the Spring of 2015 eight academic institutions in Western Massachusetts and their health related professions faculty instituted a foundational IPE collaboration to better prepare students for a team-based approach to patient care. Ten faculty facilitated the event amongst medical, nursing, occupational therapy, physician assistant, pharmacy, and physical therapy students while they learned and worked side by side through an ethical dilemma. Students were assigned a table with a blend of healthcare professions from all of the different institutions and disciplines. An Interprofessional Socialization and Valuing Scale Survey was administered at the beginning and the end of the event. An ice breaker event introduced the roles and responsibilities of the various health professions. Since the students were entry level and did not have a solid knowledge base on the medical aspect of the ethical dilemma case, the focus was on communication, understanding values/ethics for interprofessional collaboration, and the promotion of team work. Ethical dilemma terms, questions, and the four-step model of ethical decision-making were reviewed. The team discussed the case in small groups and made a collective decision on how to solve the problem. The event ended with large group discussion on key points. The project evaluated the impact and process of healthcare teambuilding and student's perceptions of IPE needed for today's healthcare professionals to model collaborative practice. Student scores were significantly increased on 21 of the 24 questions on the survey. The survey illustrated that after the event students felt more confident in taking on different roles in a team, were comfortable debating issues within a team, created an awareness of other roles on a team, and felt able to act as a fully collaborative member of a team. Despite students having differences of opinion, generational gaps, and different knowledge base with their profession, they were able to work as a team respecting each other and learned to listen and understand different perspectives while placing patient centered care as a priority in the ultimate decision making process. The students also expressed that they appreciated the low stake environment to debate issues on sensitive patient matters.
Jose A. Capriles, Ramon F. Gonzalez, Jose Carrión-Baralt, Garcia M. Ivelisse, Wanda Colon, Jose Matos
University of Puerto Rico, Medical Science Campus
Description
Puerto Rico has one of the oldest fastest-growing elderly populations in the United States and territories. The current lack of appropriate healthcare services to the elderly demands the transformation of curriculum and teaching practices using the Inter-Professional Education (IPE). Three interdisciplinary teams composed of 6 students (one from each school), guided by 2-3 faculty preceptors during the summer session. An orientation seminar on IPE will be offered prior to the field experience. The subjects will be selected after screened at home by Nursing and Gerontology students. One subject will be assigned to each team. The practicum will be conducted at independent living facility. The practicum consists of: 1) A minimum of 3 visits by each team for health data collection, perform assessments, and conduct case discussions about the elder; 2) Design collaborative work plan to address the health needs; 3) Presentation of the work plan to each participant, primary caregiver and/or family, and administrator of the living facility; and 4) one follow-up visit 3 months after initial intervention.
Janette Olsen, Rebecca Hoover, Laura McKnight, Cindy Seiger
Idaho State University
Description
The Southeastern Idaho Diabetes Awareness and Falls Prevention Partnership (SIDAFPP) is a collaboration between the Southeastern Idaho Public Health (SIPH) and 5 programs from the Idaho State University Division of Health Sciences: Dietetics, Health Education, Nursing, Pharmacy, and Physical Therapy. This partnership was developed to meet the health care needs of citizens of southeastern Idaho. The faculty implemented the services defined in this program while supervising DHS students, who concurrently fulfilled curricular program requirements in each of their respective disciplines. The purpose of this poster is to describe the collaboration events and discuss student perceptions of these events and their changes in confidence during these events.
Kristin Montarella and Sarah Hall
Southwestern Oklahoma State University College of Pharmacy and Oklahoma State University College of Medicine
Description
The activities were part of a pilot project to assess the feasibility of conducting interprofessional education experiences between two programs located approximately 175 miles apart. A series of three sequence activities led the students through various aspects of interprofessional education themes including roles and responsibilities of different healthcare providers, teamwork, and shared decision making for patient care. An overall theme of promoting medication adherence was also included in the discussion sessions. The project was designed to allow students to develop communication skills within their teams and become familiar with the use of technology prior to conducting a faculty facilitated case discussion session. The initial series of activities have laid the groundwork for an ongoing project that continues to find ways to address the geographic distance between the two schools. Although no formal assessment strategies were utilized during the initial activities, this is an area of improvement to be included in future sessions. Students reflective assignments, surveys, and other feedback was reviewed to help guide future planning as well.
Sara Wilson Reece, Paula Gregory, Jennifer Eilliot, Bonnie Buxton
Philadelphia College of Osteopathic Medicine
Description
An IPE experience was designed for second year DO and third year PharmD students. The students were divided into small mixed groups with DO and PharmD students. Each group was assigned a virtual patient and faculty advisor. Over a four week period, students were given a complaint and directed to develop three differential diagnoses and pharmacotherapy portions; a write up of the diagnoses and pharmacotherapy choices; a virtual encounter with patient; and the collective development of a SOAP note. Blackboard Collaborate and Group Blogs, Google docs, Genbook enabled students to work collectively. The majority of students positively evaluated fellow group members on the Peer Evaluation form.
Thomasine Heitkamp, Maridee Shogren, Christine Harsell, Joseph Miller, Angie Muhs, Jackie Roberts
University of North Dakota
Description
The University of North Dakota (UND) received funding from the Substance Abuse and Mental Health Service Administration in 2014 to infuse SBIRT (Screening Brief Intervention and Referral to Treatment) into Masters of Social Work and Nurse Practitioner curriculums in fall 2014. SBIRT is resource that assists health care and human service practitioners to assess for severity of substance use, to conduct a brief intervention using motivational interviewing constructs, and recommends referral to treatment for clients/patients that require more extensive treatment. The SBIRT training and evaluation team at UND is composed of UND faculty from the Departments of Nursing, Social Work and Psychology. Implementation of the SBIRT model is evaluated after each classroom training session and training sessions are evaluated. This project focuses heavily on outreach and sustainability efforts to assure SBIRT principles are infused throughout the state of ND. Lessons learned include the need to accommodate the challenges of communicating across disciplines (client/patient). This challenge was easily overcome with the expectation that team members secure knowledge regarding the roles and responsibilities of each professional discipline and the assurance that they are willing to engage in problem-solving tasks that focus on strong team functioning. Techniques to assure success include: the commitment to attend brief weekly meetings; the capacity to check egos at the door; the necessity of ongoing discussions regarding various roles and responsibilities of team members; and, the significance of staying abreast regarding best practices across disciplines. The importance of modeling good interprofessional practice to students and practitioners in the field is critical to our success. That includes being cognizant of identification with a team and your profession. You can achieve both. Initial findings indicate significant changes in students' knowledge and attitudes about substance abuse screening in primary care. Written feedback from professionals who attend training sessions has also been excellent.
Dordie Moriel, Karla Felix, Patricia Quinlan
Hospital for Special Surgery
Description
This study sought to learn about the Hospital for Special Surgery (HSS) Nursing and Physician staff's level of knowledge and experience regarding interprofessionalism and IPE in order to craft clinical education IPE curriculum. The intervention was a series of Focus Group sessions conducted with practicing Nurses and Physicians. The intent for the data gathered is to inform an IPE curriculum to be incorporated into HSS physician and nursing staff education regimens. Areas of inquiry; determine staff prior experience with IPE, Understanding of the Roles & Responsibilities of the "other", prioritize the IPEC Roles & Responsibilities competencies and, elicit views on what would be the best method for delivery of IPE content in clinical education.
Stephanie Schuler, David Bowyer, Gretchen Lovett, Amy Holbrook, Amy Williams
West Virginia School of Osteopathic Medicine, University of Charleston School of Pharmacy
Description
Interprofessional education (IPE), where members of different professions learn with, from and about each other is being integrated in many health profession colleges; however, it can be challenging to demonstrate that this often traditional classroom based education translates to measurable outcomes in a clinical setting. Utilizing simulation based education to create a safe learning and practice environment in a clinical setting is one method that bridges the gap between classroom curriculum and the clinical setting. In this poster we review the Objectives, Background, Methods, Challenges, Successes and Results of an interprofessional medical simulation experience over a three year period. The experiences includes learners and faculty from three colleges from two separate institutions located hours apart from each other.
Heidi M. Crocker
Southern California University of Health Sciences
Description
The purpose of this qualitative study was to understand the perceptions of professional leaders and policy makers regarding the benefits, risks, and alternatives to transforming the philosophy of the pharmacy profession from product focused to patient centered pharmaceutical care as the best practice model. Two major trends transforming health professions education are the advent of community-academic partnerships and the evolution of interprofessional health care teams. These developments require new educational methods involving evidence-based practice, team-based learning, enhanced information technology, and advanced degrees for entry-level practitioners. The goal is to understand the perceptions of professional leaders and policy makers regarding the benefits, risks, and alternatives of the doctorate as the entry-level degree in health professions.
Cindy Seiger, Janette Olsen, Rebecca Hoover, Laura McKnight
Idaho State University
Description
Interprofessional education (IPE) plays an ever increasing role in the training of future healthcare practitioners. Interprofessional practice (IPP) exposure is a key component of creating effective IPE. As the healthcare workforce transitions into utilizing IPP for effective and efficient patient care and management, it is important for students to receive IPE and IPP as components in their education. The purpose of this poster is to describe the resources required, associated challenges, and opportunities in providing interprofessional practice experiences for students. From 2011 to 2015, faculty from Idaho State University dietetics, health education, nursing, pharmacy, and physical therapy partnered with Southeastern Idaho Public Health to provide 5-15 semi-/annual interprofessional diabetes health screenings in 8 counties of Idaho. During these events, the faculty coordinated the IPP learning environment with direct student-participant interaction and faculty-modeled participant and professional interactions.
Russ Dailey, Gamal Hussein, Victoria Hood-Wells, Doug Cooper, Suzanne L. Dibble
South College, University of California San Francisco School of Nursing
Description
Interprofessional education, simulation, and utilization of virtual patients are increasingly utilized to prepare health profession students to enter the health care work force. High-fidelity simulation provides a safe environment for students to enhance clinical, professional, and communication skills. In this environment, students are free from the typical repercussions of mistakes, allowing them the freedom to practice and learn without fear of harming patients or embarrassment. High quality debriefing, following the approach described by Rudolph, et al., promotes reflective learning and repetitive practice. These events build in students appropriate communication techniques and excellence of performance of psychomotor skills. Members of the faculties of the Schools of Pharmacy, Physician Assistant, and Nursing are sharing the experience of designing, executing, and continuously improving high-fidelity simulations to provide these experiences to interdisciplinary teams of students.
Barbara Rouleau, Rosemary Dale, Carol Buck-Roland, Jane O'Kech, Kelly Melekis, Willow Stein, Gary Widrick, Juvena Hitt, Rodger Kessler, John King, Richard Pinckney, Jon Van Luling, Constance van Eeghan
The University of Vermont College of Nursing and Health Sciences, College of Education and Social Services, and College of Medicine
Description
The University of Vermont (UVM) SBIRT Collaborative, funded by the Substance Abuse and Mental Health Services Administration (SAMHSA), is an interprofessional educational collaborative focused on the topic of substance misuse. An interprofessional faculty council was established and worked together to develop a curriculum to integrate drug and alcohol screening into 3 different colleges (College of Education and Social Science, College of Medicine and College of Nursing and Health Science) and 4 graduate programs (counseling, medical residents, nursing, and social work). Students completed on-line content modules prior to 2 in-person, faculty coached sessions focused on developing SBIRT skills, and drawing on the expertise of alternate professions to create patient specific treatment plans.
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