IPEC 2018 Spring Institute Posters
Barbara E. Harrison
West Chester University of Pennsylvania
Description
Interprofessional practice is an important competency for students in Adult- Gerontology Clinical Nurse Specialist (CNS) programs as identified by American Association of Colleges of Nursing (AACN) and National Association of Clinical Nurse Specialist (NACNS). The purpose of this poster is to describe a student assignment in an interprofessional, adult-gerontology course. Health science students were required to collaborate on a case study and identify knowledge (with two questions) from each discipline that will facilitate a safe transition from hospital to home.
Lynn E. Copes and Maurice Fremont-Smith
Quinnipiac University, School of Medicine
Description
In 2017, a donor cadaver meant to be prosected by a faculty member and used to teach 20 DNP students revealed multiple rare pathologies. Fourth year and second year medical students, pathology assistant students, and diagnostic imaging students collaborated with the nursing students to recreate the donor's medical history.
Lynn Stover Nichols and Curry Bordelon
University of Alabama at Birmingham School of Nursing
Description
Fables offer many benefits to the interprofessional student in the leadership classroom. The reading assignment allows the student to immerse themselves into the leadership situation upon which the fable focuses and subsequently, allows the student to clearly evaluate the big picture that is described in the fable, which can often be overlooked when the learner is directly involved in the situation. The reading assignments should be followed by active learning assignments so that students can apply and strengthen leadership concepts and skills. Allowing students to explore leadership through an interprofessional lens allows for an expanded leadership skill set to be developed. Leadership fables are an inexpensive method for illuminating situations that call for leadership skills and actively involving students in their learning process. The fables that are currently popular focus on broad leadership situations, and while they do not focus entirely on the clinical-specific learning environment, the lessons learned can be applied to learning situations in interprofessional leadership situations. Some examples of available topics of fables include: effective meeting structuring (Lencioni, 2004), effective team functioning (Lencioni, 2002), dealing with change (Blanchard & Britt, 2009), teamwork and collaboration (Lundin & Nelson, 2010) and strategic planning for innovation (Govindarajan & Trimble, 2013).
Lisa Hiley, Kathy Stocklosa, Maria Hopkins, Melissa Johnson, Laurie Keough
Nazareth College
Description
Nazareth College is committed to curricular and co-curricular interprofessional practice across allied health professions and education programs at the graduate and undergraduate levels. The purpose of this poster submission is to illustrate the breadth and interrelated nature of interprofessional efforts at Nazareth College using a 'Semantic Mapping' method. Categories of academics, clinical, service learning, research and dissemination anchor the map with associated efforts and celebrations linked showing the strategic and intentional efforts underway at Nazareth linking professional programs in the School of Health and Human Services as well as the School of Education in professional preparation and community engagement.
Sherry Jimenez and J. Michael Wieting
Lincoln Memorial University, DeBusk College of Osteopathic Medicine
Description
Lincoln Memorial University- DeBusk College of Osteopathic Medicine (LMU-DCOM) was established in August 2007 in Harrogate, Tennessee. DCOM’s mission is centered on the premise that the cornerstone of meaningful existence is service to humanity. This poster will illustrate a model for providing students a platform for developing interprofessional competencies in health care through partnerships that form organically with other health professionals during clinical rotations. Methods for tracking and assessing journal entries focused on IPEC competencies and entrustable professional activities will be displayed. We assign third and fourth year students to choose interprofessional colleagues they desired to learn about while on rotation including, but not limited to 5 pre-determined categories. This allows students to concurrently self-direct their learning about other health professionals they come into contact with while learning clinical skills during clerkships. Students submit journal entries via online web-based technology describing their experiences using reflection prompts designed using medical education competency domains and mapping to EPA 9 and IPEC competencies as a framework. An accompanying rubric has been developed for scoring and to provide timely feedback to students and will also be depicted.
Robert Dressler, Loretta Consiglio-Ward, Neil Jasani, T. Sheron Smith
Christiana Care Health System
Description
Christiana Care's train-the-trainer program, Advanced Quality & Safety Improvement Science, is a program that focuses on engaging interprofessional clinicians and faculty and provides them with advanced knowledge and skills in improvement and safety that transforms them into teachers of quality improvement and safety. Over nine months, participants learn how to evaluate a system level problem, design a solution and gain support of colleagues to implement and measure the impact of their improvement effort. From 2012-2017, five cohorts with 52 learners completed the program. Their 43 improvement projects span across the organization in alignment with the our strategic goals on the quadruple aim. Participants’ confidence in teaching quality and safety competencies across six domains is measured using pre and post program surveys. All competency ratings increased since starting the program and sustained one year post program.
Angel Boling, Kira Anderson, Michelle McDonald
Baptist Memorial College of Health Sciences
Description
Interprofessional practice is an important competency for students in Adult- Gerontology Clinical Nurse Specialist (CNS) programs as identified by American Association of Colleges of Nursing (AACN) and National Association of Clinical Nurse Specialist (NACNS). The purpose of this poster is to describe a student assignment in an interprofessional, adult-gerontology course. Health science students were required to collaborate on a case study and identify knowledge (with two questions) from each discipline that will facilitate a safe transition from hospital to home.
Sherry Jimenez, Mary Bolton, JooHee Kim, Anita Airee
Lincoln Memorial University-DeBusk College of Osteopathic Medicine
Description
Students on rotation interact with various interprofessional disciplines while caring for patients in clinical settings. Since 2012 Lincoln Memorial University – DeBusk College of Osteopathic Medicine (LMU-DCOM) has been measuring those interactions using IPEC competencies as a framework through preceptor evaluation. . Student performance data is collected using a web-based Clerkship Student Evaluation instrument completed by preceptors at the end of each rotation. The instrument contains four (4) questions pertaining to interprofessional education and collaborative practice (IPEC) competencies. Preceptor evaluation is used in determining whether the student has successfully met the IPE outcomes of the rotation. This poster will illustrate the instrument developed and will display aggregated, de-identified student performance data by IPE competency from Clerkship Student Evaluations completed by preceptors. Assessment data collected from July 2017 through April 2018 from the 3rd and 4th year cohorts will be displayed, respectively.
Jennifer Halvaksz, Shelley Brundage, Christine Pintz, Howard Straker, Matthew Mintz, Ellen Goldman, Rachel Pittman, Kari Comer, Joyce Pulcini, Malinda Whitlow,
George Washington University
Description
We developed a series of interprofessional workshops to engage GW health professional students across several programs (MD, RN, PA, PT, SLP) and schools (SMHS, SON, CC). We focused on authentic learning designed to foster developing competency in understanding one another's professional roles and to value the importance of team-based care with the patient and family at the center. We were interested in preparing health professional students for team practice. We used educational competencies established by the Interprofessional Education Collaborative (IPEC) to construct session learning objectives. As an interprofessional faculty group, we collaborated to design two longitudinal workshops that were offered every academic year. Both workshops center around a patient case and involve students working in groups with faculty facilitators. The first workshop is focused on developing a deeper understanding of professional roles outside one’s discipline of study. The second workshop aims to foster communication strategies that improve patient care and team participation. Our IPE events have been offered four times to over 1200 students.
Nichole Ammon, Sara Dugan, Cassandra Konen-Butler
NEOMED
Description
This poster describes the evolution of NEOMED's Interprofessional activities. It includes a description of the activities, what worked and lessons learned. The activities involve parallel play, IP team assignments and team training. The poster ends with next steps planned for NEOMED's IPE.
Kristi Dorsey, Lorie Sigmon, Kristin Bolton, Robin Cunningham, Sheri Shaw, Linda Kleckner, Ashley Wells, Tiffany Erichsen, Leah Mayo, Candy Ashton, Linda Haddad
University of North Carolina Wilmington
Description
The poster shows the UNCW College of Health and Human Services IPC Journey since the creation of our IPC Task Force. It walks viewers through the definition of IPC defined by our group, lists our team members, shows our CHARGE from the Dean of the college, shares our Guiding Principles, and the timeline of our Task Force. It also answers some of the questions suggested by the poster guidelines and shows pictures of our IPC Journey.
Allison Shorten, Peter Bosworth, Laurel Hitchcock, Michael Mosley, Lynn Nichols, Matthew Pate, William Meador
University of Alabama at Birmingham
Description
We present an interprofessional (IP) program designed to improve transitional care and reduce health disparities for patients with chronic illness. SHARP: Students Helping At-Risk Patients provides opportunities for students of nursing, medicine and social work to learn together in IP care teams while supporting small groups of chronically ill patients at-risk for poor outcomes. An IP team of educators was convened to develop and integrate SHARP within existing clinical courses. A prospective mixed methods pilot evaluation was designed to measure student learning of IP teamwork and transitional care skills, assess patient experiences and health outcomes. Program logistical factors will be assessed for future SHARP program expansion, including team co-ordination needs, patient selection partnerships and processes, patient retention, patient communication and support needs were included in the assessment. Preliminary results and lessons learned from the pilot evaluation will be highlighted.
Amber Herrick, Sarah Bolander, Lindsay Davis, Katherine Mitzel, Carla Shamblen, Tara D. Storjohann, Kirsten Bonnin
Midwestern University: College of Pharmacy, Glendale; College of Health Sciences, Arizona
Description
This poster presentation will highlight the positive perception change in learners following an interprofessional education (IPE) experience with physician assistant (PA) and pharmacy students (PharmD).
Stephanie Casale, Melissa Johnson, Melissa Reed, Conner Burry
Nazareth College
Description
Right hemisphere brain damage (RHD) can result in impairments in prosody, known as aprosodia. Impairments can be evident when prosodic contours are used to convey linguistic and/or affective messages. Deficits can occur in either expressive or receptive modalities, or both. This single-subject pilot project examined a novel music and speech therapy co-treatment approach to address expressive, linguistic and affective aprosodia. Client outcomes included: (1) Significant improvement in; results did not generalize to spontaneous conversation; (2) Client’s caregiver reported that the session was a highlight of the client’s week. Student outcomes included: (1) Learning to co-plan, co-implement and co-write about session, treatment and results; (2) Increased understanding of shared and unique vocabulary and concepts; (3) increased confidence and interest in pursuing future collaboration.
Deepti Vyas, Erin Ellington, Eric Boyce
University of the Pacific and University of Missouri, Kansas City
Description
This poster will describe a semester-long course between pharmacy students at the University of the Pacific and nurse practitioner (NP) students in the Psychiatric-mental health nurse practitioner program at the University of Missouri- Kansas City. The objective of this IPE was to facilitate collaboration between NP and pharmacy students, in order to optimize provision of mental health care. A total of 5 psychiatric cases were developed within NEEHR Perfect which is an educational electronic health records platform. Students were instructed to workup their patient as they would within the scope of their practice. One team leader was responsible for setting up two synchronous video-conferencing sessions. The first video-conference was slated to discuss the roles and responsibilities of pharmacists and NPs. After initial introductions, the NP students provided their assessment of the patient complete with a differential diagnosis. The pharmacy student(s) were instructed to ask questions or to offer an alternative view point. The second video-conference was slated for an SBAR (situation, background, assessment, and recommendation) session during which the pharmacy student(s) provided their recommendations to their partner. Finally, students completed a peer assessment of their partner. A pre/post Spice-R2 survey was also administered to determine any changes in student attitudes regarding IPE.
Michelle Musser, Megan Lieb, Lisa Walden, Emily Eddy
Ohio Northern University
Description
Since 2012, an Interprofessional Education (IPE) Committee has been developing and implementing interdisciplinary activities at a rural University. Institutions in rural settings face barriers in developing impactful IPE experiences. Despite these challenges, the IPE committee has developed three required IPE activities throughout the curriculum of health profession programs at the University. The committee, consisting of representatives from the nursing, medical laboratory science, exercise physiology, pharmacy, and public health programs, utilize data gathered from the activities to continually refine and optimize these learning experiences. An elective course for upper level students has also been developed to further meet the learning needs of the health professional students on campus. This course is also improved utilizing feedback from students and assessment methodology. The poster describes these activities, evidence-based improvements made to the offerings, lessons learned based on the committee's experience, and "next steps" in continuing to further the interprofessional experience at the University. By disseminating the efforts at this institution, it may inform others, particularly in rural settings, looking to initiate or expand IPE experiences.
Roderick Parker, Lizzie Duran, Nadia Castaing, Barbie Ortiz-Moses, Roselor Taylor, Rita Suarez
University of Miami Health System
Description
This poster aims at decreasing the Patient Financial Services’ (PFS’) Call Center Abandonment Rate. The PFS’ Call Center plays a vital role in the patient journey. It is one of the last points of contact that the patient will have with the institution regarding the visit at hand. On average, the call center receives about 180,000 calls per month. At the start of the project, there were about 15 representatives attempting to field calls. The PFS’ Call Center Abandonment (ABA) Rate was about 19%, which was unsatisfactory for the patients served. The goal was to reduce the PFS’ Call Center Abandonment Rate from 19% to less than or equal to 5% by November 2017. An intradepartmental team utilized Six Sigma’s DMAIC methodology to determine root causes and develop solutions. The team mapped the current state of the process and conducted root cause analysis. Direct observations and manual data collection helped to validate the hypotheses of the root causes. Some of the tools utilized were statistical control charts, a Cause and Effect Diagram, and Failure Modes and Effects Analysis (FMEA). Multiple solutions were developed and executed including reduction of the call center hours, shift consolidation, revisions to self-pay policies, and moving to a single lunch break for all representatives to unwind amongst each other. These changes helped to decrease the ABA rate from 19% to 4% and improve employee morale. Other solutions that will be implemented at a future time will assist with decreasing the ABA Rate further and sustaining the improvement. Those interventions are a pre-service counselling team that will explain to patients their benefits and financial responsibility and improvements in the insurance verification process.
Elizabeth Horsley, Janna Roitman, Dominick Fortungo, Julius Johnson
Long Island University Brooklyn Campus and The Brooklyn Hospital Center
Description
The poster outlines the framework to be used in developing and implementing a simulation-based IPE initiative between Long Island University (Brooklyn) and The Brooklyn Hospital Center. The curriculum will be developed using a seven step model, which is a curriculum development model integrated established best practices of simulation and the classic Kern's 6-step model.
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