Journal of Interprofessional Education and Practice最新文献

This article describes a novel interprofessional approach to urinary incontinence education. Faculty from the Doctor of Pharmacy, Master of Science in Nursing and Doctor of Nursing Practice, and Doctor of Occupational Therapy programs collaborated to create an active-learning session for their students. Small interprofessional groups were assigned to one of three 2-h lab sessions, during which they rotated through five stations (durable medical equipment, catheters, medications, non-pharmacologic interventions, and absorbent products) then debriefed as a large group. A total of 210 students participated. Most survey respondents (89.2 %) rated the activity as “excellent” or “very good.” A majority endorsed that learning from interprofessional faculty and working with interprofessional students enhanced their learning experience (93.6 % and 90.8 %, respectively). Knowledge and confidence scores improved overall from before-to-after the session; however, profession- and station-specific variability was noted for several knowledge questions. Implementation challenges included scheduling logistics, differences in foundational knowledge by degree program, and fidelity of the learning experiences.

An interprofessional education activity (IPE) using visual art was implemented to develop student empathy for older adults’ lived experiences and understanding of the age-friendly healthcare 4Ms framework. Graduate students in clinical psychology, pharmacy, physician assistant, and physical therapy participated. The activity involved an introduction to the 4Ms, submitting original photographs of older adults in the context of the 4Ms, and a photography exhibition. At the exhibition, students viewed images in interprofessional groups and discussed the images using a modified visual thinking strategy followed by a facilitated discussion. Pre/post surveys for 4Ms knowledge, empathy, interprofessional learning, and satisfaction were completed. Positive changes occurred in empathy, attitudes toward IPE, 4Ms knowledge, and satisfaction. Group discussion themes identified include recognition of the ambiguity of the lived experience; awareness of cognitive bias; and changing perspective. Activities combining visual art and IPE may develop empathy and knowledge of age-friendly care in health sciences students.

This article discusses the design and implementation of an interactive interprofessional education experience utilizing an escape room simulation focused on the concepts and strategies of TeamSTEPPS®. This escape room simulation provides an innovative experiential approach to integrate and reinforce teamwork and communication in learners with varying experience levels from different health professions. Learning objectives for this activity include: 1.) Identify an interactive teaching modality of incorporating TeamSTEPPS® strategies into an interprofessional education experience, 2.) Discuss how to incorporate two TeamSTEPPS® strategies into an escape room puzzle, 3.) Summarize one method to incorporate TeamSTEPPS® strategies into an interactive simulation experience. Participant responses strongly supported instituting escape rooms into their practices. This escape room was structured to function as a cost-effective method of a differentiated instruction scenario to ensure a broader impact of the content.

The current educational resource was developed to provide an interprofessional education (IPE) experience consisting of undergraduate and graduate students enrolled in nursing, nutrition, and communication sciences and disorders coursework. As a part of each course, students were required to participate in a remote, synchronous IPE experience to collaborate regarding a case-based patient scenario. As a part of this scenario, students were required to establish a treatment plan and problem-solve collaboratively with regard to each discipline's specific knowledge and role. Objectives of the curricular resource included increasing student self-efficacy ratings in each of the IPEC competencies (values/ethics, roles/responsibilities, interprofessional communication, and teams/teamwork). Instructors assessed the effectiveness of the resource by administering a pre-post survey to students as well as through voluntary interviews to obtain student perspectives of the IPE experience. Student self-efficacy ratings increased significantly for all four IPEC core competencies following the IPE experience. Qualitative data indicate participants perceived an improvement in all four IPEC competencies and reported benefits aligned to the core competencies. Authors present an IPE curricular resource to guide other educators in the development of similar IPE experiences.

Interprofessional education (IPE) is on the rise in healthcare fields for several reasons. IPE teaches the collaborative skills necessary for healthcare students to succeed in an increasingly diverse workforce. IPE also creates space for healthcare organizations to develop diversity, equity, and inclusion (DEI) objectives within curriculum and clinical practice. IPE's focus on diversity is important because recent research indicates a lag in DEI initiatives in healthcare. To better integrate DEI objectives into healthcare curricula, faculty from an OTD and MAT program developed an interprofessional assignment that could be implemented across multiple programs. The assignment was designed to improve DEI and IPE competence in OT and AT education.

An OTD and a MAT course were chosen to pilot the IPE assignment. These courses were selected for two reasons: curricular content and logistic feasibility. A virtual synchronous and asynchronous format was determined as the best structure for the assignment. Students were asked to complete assigned readings and review a video about culturally sensitive topics, meet as an interprofessional group to discuss a healthcare encounter between a clinical staff and a transgender individual, and participate in an intraprofessional discussion board activity.

The primary student learning outcomes for this assignment were threefold 1) Demonstrate use of interprofessional collaborative skills such as communication and roles responsibilities 2) Analyze how interprofessional collaborative skills might be utilized to care for diverse populations and 3) Integrate the use of DEI constructs within discussions of planned care. A rubric was used to assess students in each of these areas. Additionally, a thematic analysis was generated to understand how students’ use of interprofessional education skills and knowledge could enhance the care of diverse populations.

Both groups of students in the pilot scored well. The average overall grade for occupational students was 37.25/40 (93 %) and the average overall grade for the athletic training students was 36/40 (90 %). The assignment analysis identified three improvements in student understanding, specifically enhanced quality of care, decreased knowledge gaps, and greater ability to check biases and accountability.

Reflecting on one's personal narrative can expose language that unwittingly expresses bias. As healthcare providers, unpacking one's narrative can promote more equitable interprofessional communication and patient care. This article describes an interactive workshop at the 2023 National Academies of Practice (NAP) Annual Meeting and Forum, where participants wrote and reflected on their personal narratives to identify bias, hierarchies, and positionality. Use of equity-focused language to empower an inclusive interprofessional healthcare culture and strategies for promoting access, removing structural barriers to care, and enabling anti-racist behaviors were explored. Workshop synthesis occurred using an innovative “fishbowl” discussion to enable feedback and identify themes, barriers, and facilitators. Program evaluation showed high participant satisfaction (4.73/5). Used as a curricular resource, this approach outlines an effective framework for engaging participants in writing, reflection, and dialogue to promote equitable, accessible, and collaborative healthcare.

Existing research indicates that selected organizational characteristics are important to an institution’s successful Interprofessional education (IPE) effort. However, the relationship between those factors and successful IPE efforts are not completely described. The aim of this multi-case study is to explore particular IPE leaders' perceptions of the nature of these relationships at their respective academic institutions. Case descriptions of IPE efforts at seven large universities were analyzed through qualitative analysis and modified Delphi consensus building to explore these relationships. Our research suggests that a “holistic” approach to creating the proper organizational structure is needed. A centralized administrative structure managed by a strong leadership team with adequate resources is necessary at the beginning of the IPE effort to manage stakeholders and perform the strategic planning. This structure provides support to the leadership team’s subsequent development of programs needed to reach the faculty and learner participation levels necessary to create a successful, sustainable IPE outcome.

Peer facilitation during interprofessional simulation-based learning enables students from diverse professions and backgrounds to enrich each other's learning in small groups. Peer facilitators are interprofessional role models and serve to maintain neutrality, listen actively, and respond to group dynamics supporting interprofessional education (IPE). This paper will report the outcomes of an interprofessional peer facilitation program as part of a larger IPE curriculum in a graduate program in the health professions. The authors conducted a mixed methods evaluation of peer facilitators' development measured through a peer facilitator knowledge and self-efficacy tool. Results of qualitative and quantitative data from four years of the program are discussed, documenting the outcomes serving as a peer facilitator has on entry-level health professions learners.

We describe the development and implementation of a program to identify and address gaps in code response at Memorial Sloan Kettering Cancer Center (MSKCC), a tertiary cancer center in New York City. The program aimed to assess the challenges faced by Rapid Response Team (RRT) and Medical Code Team (MCT) members, classify these challenges into medical knowledge/skills or team functioning/communication categories, develop a plan to address the identified challenges, and evaluate its effectiveness within the RRT/MCT teams. Based on survey responses and ongoing quality assurance (QA) reviews the two main challenges identified were chaos or crowd control and role identification. A tailored simulation-based training session was designed and implemented, leading to improved crowd management and the establishment of an ongoing training program.