Pub Date : 2023-09-01DOI: 10.1016/j.xjep.2023.100660
Kathryn Hughesdon , Andrea Zakrajsek , Vicki L. Washington , Kathleen Seurynck , Linda Myler , Sharon Holt
{"title":"Interprofessional simulation with nursing and occupational therapy students: Comparing a virtual and in-person event","authors":"Kathryn Hughesdon , Andrea Zakrajsek , Vicki L. Washington , Kathleen Seurynck , Linda Myler , Sharon Holt","doi":"10.1016/j.xjep.2023.100660","DOIUrl":"10.1016/j.xjep.2023.100660","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10233211/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9587924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1016/j.xjep.2023.100661
Shana A.B. Burrowes , Sharon M. Casey , Natalie Pierre-Joseph , Simon G. Talbot , Taylor Hall , Nicole Christian-Brathwaite , Marcela Del-Carmen , Christopher Garofalo , Brita Lundberg , Pooja K. Mehta , Julie Mottl-Santiago , Elissa M. Schechter-Perkins , Ariana Weber , Christina D. Yarrington , Rebecca B. Perkins
To explore the mental health impacts of the COVID-19 pandemic on healthcare workers in Massachusetts and identify potential strategies to maintain the healthcare workforce we conducted a sequential exploratory mixed methods study. Fifty-two individuals completed interviews from April 22nd - September 7th, 2021; 209 individuals completed an online survey from February 17th - March 23rd, 2022. Interviews and surveys asked about the mental health impacts of working in healthcare during the COVID-19 pandemic, burnout, longevity in the workplace, and strategies for reducing attrition. Interview and survey participants were predominantly White (56%; 73%, respectively), female (79%; 81%) and worked as physicians (37%; 34%). Interviewees indicated high stress and anxiety levels due to frequent exposure to patient deaths from COVID-19. Among survey respondents, 55% reported worse mental health than before the pandemic, 29% reported a new/worsening mental health condition for themselves or their family, 59% reported feeling burned out at least weekly, and 37% intended to leave healthcare in less than 5 years. To decrease attrition, respondents suggested higher salaries (91%), flexible schedules (90%), and increased support to care for patients (89%). Healthcare workers’ experiences with death, feeling unvalued, and overworked resulted in unprecedented rates of burnout and intention to leave healthcare.
{"title":"COVID-19 pandemic impacts on mental health, burnout, and longevity in the workplace among healthcare workers: A mixed methods study","authors":"Shana A.B. Burrowes , Sharon M. Casey , Natalie Pierre-Joseph , Simon G. Talbot , Taylor Hall , Nicole Christian-Brathwaite , Marcela Del-Carmen , Christopher Garofalo , Brita Lundberg , Pooja K. Mehta , Julie Mottl-Santiago , Elissa M. Schechter-Perkins , Ariana Weber , Christina D. Yarrington , Rebecca B. Perkins","doi":"10.1016/j.xjep.2023.100661","DOIUrl":"10.1016/j.xjep.2023.100661","url":null,"abstract":"<div><p>To explore the mental health impacts of the COVID-19 pandemic on healthcare workers in Massachusetts and identify potential strategies to maintain the healthcare workforce we conducted a sequential exploratory mixed methods study. Fifty-two individuals completed interviews from April 22nd - September 7th, 2021; 209 individuals completed an online survey from February 17th - March 23rd, 2022. Interviews and surveys asked about the mental health impacts of working in healthcare during the COVID-19 pandemic, burnout, longevity in the workplace, and strategies for reducing attrition. Interview and survey participants were predominantly White (56%; 73%, respectively), female (79%; 81%) and worked as physicians (37%; 34%). Interviewees indicated high stress and anxiety levels due to frequent exposure to patient deaths from COVID-19. Among survey respondents, 55% reported worse mental health than before the pandemic, 29% reported a new/worsening mental health condition for themselves or their family, 59% reported feeling burned out at least weekly, and 37% intended to leave healthcare in less than 5 years. To decrease attrition, respondents suggested higher salaries (91%), flexible schedules (90%), and increased support to care for patients (89%). Healthcare workers’ experiences with death, feeling unvalued, and overworked resulted in unprecedented rates of burnout and intention to leave healthcare.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10248469/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9621296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1016/j.xjep.2023.100627
Maha A. Habre , Mary Dolansky , Marilyn Lotas , Souha Allam , Joyce Fitzpatrick
This cross-sectional mixed-methods study includes description of nurse-physician collaboration in Lebanon and comparison of perceptions of collaborative practice experiences of nurses and physicians. Online surveys were completed by 223 Registered Nurses (RNs) and 60 Physicians (MDs) currently practicing in in-hospital settings in Lebanon. The Nurse-Physician Collaboration scale, demographic and background items, and four open-ended questions were included in the survey. Descriptive and comparative statistical analyses, correlations, and categorical analyses were conducted. RNs reported significantly less frequency of collaboration than MDs (t = 2.62, p = 0.009). Females reported significantly less collaboration frequency than males (t = −3.44, p = 0.001). Stratifying by gender, male MDs reported the highest collaboration compared with male RNs (t = 2.25; p = 0.027). RNs with graduate degrees reported the least collaboration compared to holders of Bachelor's degrees and technical diplomas (F = 4.00, p = 0.02). Across both professions, motivation was the most frequently perceived and highest ranked facilitator for collaboration, and time pressure was the most frequently perceived and top ranked barrier. Of those who responded to an open-ended question, the majority of respondents (58.5%) shared a positive recent experience of nurse-physician collaboration, and 85% of responses to another question identified achievement of best quality patient outcomes as a perceived benefit of nurse-physician collaboration. Strategies that enhance the identified facilitators, overcome barriers, and equip nurses and physicians to collaborate should be implemented within hospitals in Lebanon.
这个横断面混合方法的研究包括黎巴嫩护士-医生合作的描述和比较的看法,护士和医生的合作实践经验。在线调查由目前在黎巴嫩医院执业的223名注册护士(RNs)和60名医生(md)完成。调查包括护士-医生合作量表、人口统计和背景项目以及四个开放式问题。进行描述性和比较统计分析、相关性和分类分析。注册护士报告的合作频率明显低于MDs (t = 2.62, p = 0.009)。女性报告的合作频率显著低于男性(t = - 3.44, p = 0.001)。按性别分层,与男性注册护士相比,男性医学博士报告的合作程度最高(t = 2.25;p = 0.027)。与持有学士学位和技术文凭的注册护士相比,拥有研究生学位的注册护士报告的合作最少(F = 4.00, p = 0.02)。在这两个职业中,动机是最常被感知到的,也是排名最高的合作促进因素,而时间压力是最常被感知到的,也是排名最高的障碍。在回答开放式问题的受访者中,大多数受访者(58.5%)分享了近期护士-医生合作的积极经历,而对另一个问题的85%的受访者认为,护士-医生合作的好处是实现最佳质量的患者治疗结果。应在黎巴嫩的医院内实施加强已确定的促进因素、克服障碍并使护士和医生具备合作能力的战略。
{"title":"Interprofessional collaboration among nurses and physicians in Lebanon","authors":"Maha A. Habre , Mary Dolansky , Marilyn Lotas , Souha Allam , Joyce Fitzpatrick","doi":"10.1016/j.xjep.2023.100627","DOIUrl":"https://doi.org/10.1016/j.xjep.2023.100627","url":null,"abstract":"<div><p>This cross-sectional mixed-methods study includes description of nurse-physician collaboration in Lebanon and comparison of perceptions of collaborative practice experiences of nurses and physicians. Online surveys were completed by 223 Registered Nurses<span> (RNs) and 60 Physicians (MDs) currently practicing in in-hospital settings in Lebanon. The Nurse-Physician Collaboration scale, demographic and background items, and four open-ended questions were included in the survey. Descriptive and comparative statistical analyses, correlations, and categorical analyses were conducted. RNs reported significantly less frequency of collaboration than MDs (t = 2.62, p = 0.009). Females reported significantly less collaboration frequency than males (t = −3.44, p = 0.001). Stratifying by gender, male MDs reported the highest collaboration compared with male RNs (t = 2.25; p = 0.027). RNs with graduate degrees reported the least collaboration compared to holders of Bachelor's degrees and technical diplomas (F = 4.00, p = 0.02). Across both professions, motivation was the most frequently perceived and highest ranked facilitator for collaboration, and time pressure was the most frequently perceived and top ranked barrier. Of those who responded to an open-ended question, the majority of respondents (58.5%) shared a positive recent experience of nurse-physician collaboration, and 85% of responses to another question identified achievement of best quality patient outcomes as a perceived benefit of nurse-physician collaboration. Strategies that enhance the identified facilitators, overcome barriers, and equip nurses and physicians to collaborate should be implemented within hospitals in Lebanon.</span></p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49874072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1016/j.xjep.2023.100624
Jess Campbell (NAP Project Coordinator)
{"title":"The National Academies of Practice: 2022 and Beyond","authors":"Jess Campbell (NAP Project Coordinator)","doi":"10.1016/j.xjep.2023.100624","DOIUrl":"https://doi.org/10.1016/j.xjep.2023.100624","url":null,"abstract":"","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49874079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1016/j.xjep.2023.100662
Rebekah Nkonge , Rebekah Whiting , Rebecca James , Chelsie Smith , Luke Reed , Leslie M. Smith , Suzanne Trojanowski , Megan Keiser , Amy M. Yorke
Interprofessional education (IPE) opportunities that engage students with members of the community who have a chronic condition, like stroke, provide collaborative learning experiences. The purpose of this paper is to describe an IPE activity called MoveMore and its preliminary student learning outcomes. MoveMore is a community, evidence-based walking class, which engages physical therapy and nursing students together with participants with chronic stroke. Each session lasts 12 weeks with outcome measurements taken at weeks 1 and 12 and High Intensity Gait Training (HIGT) implemented during weeks 2–11. MoveMore occurred three times during 2022 and is scheduled to occur three times in 2023. Implementation of a community walking class for people with chronic stroke can be successfully implemented and sustained over time providing benefits to student learning as well as participants. Models of IPE provide the opportunity for other educational institutions to implement similar projects.
{"title":"MoveMore: A model for interprofessional collaboration with nursing and physical therapy students in a community based walking class for people with stroke","authors":"Rebekah Nkonge , Rebekah Whiting , Rebecca James , Chelsie Smith , Luke Reed , Leslie M. Smith , Suzanne Trojanowski , Megan Keiser , Amy M. Yorke","doi":"10.1016/j.xjep.2023.100662","DOIUrl":"https://doi.org/10.1016/j.xjep.2023.100662","url":null,"abstract":"<div><p><span><span>Interprofessional education (IPE) opportunities that engage students with members of the community who have a chronic condition, like stroke, provide </span>collaborative learning experiences. The purpose of this paper is to describe an IPE activity called </span><em>MoveMore</em> and its preliminary student learning outcomes. <em>MoveMore</em> is a community, evidence-based walking class, which engages physical therapy and nursing students together with participants with chronic stroke. Each session lasts 12 weeks with outcome measurements taken at weeks 1 and 12 and High Intensity Gait Training (HIGT) implemented during weeks 2–11. <em>MoveMore</em> occurred three times during 2022 and is scheduled to occur three times in 2023. Implementation of a community walking class for people with chronic stroke can be successfully implemented and sustained over time providing benefits to student learning as well as participants. Models of IPE provide the opportunity for other educational institutions to implement similar projects.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49902888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1016/j.xjep.2023.100658
Craig E. Slater , Bronwyn Keefe , Karen Jacobs
Introduction
Leadership training is critical in preparing leaders of interprofessional teams to effectively coordinate teams and services to deliver high-quality, collaborative health care. This study aimed to determine the impact of the Interprofessional Leadership in Healthcare Certificate program on participants’ knowledge, skills, and workplace practices.
Methods
Thirty practicing health professionals participated in the five-month, online certificate program. At the end of the program, participants completed the Interprofessional Collaborative Competency Attainment Survey (ICCAS) and a leadership competency self-evaluation, both retrospective pre-/post-tests. At six months following the certificate, participants completed the same instruments together with a set of three open-response questions.
Results
Nineteen participants completed both the survey at the end of the certificate and the 6-month follow-up survey. There was a significant increase in mean ICCAS and Leadership Competency Self-Evaluation scores from before to after and six-months following the certificate. Five themes were found in the qualitative data: (1) enhanced listening and communication skills; (2) a better understanding of team members’ roles; (3) increased collaboration; and (4) improved leadership skills.
Conclusion
The certificate program had a positive impact on participants’ knowledge, skills, and workplace practices relating to interprofessional collaboration and leadership. This may be attributable to intentional interprofessional collaboration in both program development and learning experiences, and the use of the Project ECHO® model.
{"title":"Impact of the Interprofessional Leadership in Healthcare Certificate on health professionals’ collaboration and leadership abilities","authors":"Craig E. Slater , Bronwyn Keefe , Karen Jacobs","doi":"10.1016/j.xjep.2023.100658","DOIUrl":"https://doi.org/10.1016/j.xjep.2023.100658","url":null,"abstract":"<div><h3>Introduction</h3><p>Leadership training is critical in preparing leaders of interprofessional teams to effectively coordinate teams and services to deliver high-quality, collaborative health care. This study aimed to determine the impact of the Interprofessional Leadership in Healthcare Certificate program on participants’ knowledge, skills, and workplace practices.</p></div><div><h3>Methods</h3><p>Thirty practicing health professionals participated in the five-month, online certificate program. At the end of the program, participants completed the Interprofessional Collaborative Competency Attainment Survey (ICCAS) and a leadership competency self-evaluation, both retrospective pre-/post-tests. At six months following the certificate, participants completed the same instruments together with a set of three open-response questions.</p></div><div><h3>Results</h3><p>Nineteen participants completed both the survey at the end of the certificate and the 6-month follow-up survey. There was a significant increase in mean ICCAS and Leadership Competency Self-Evaluation scores from before to after and six-months following the certificate. Five themes were found in the qualitative data: (1) enhanced listening and communication skills; (2) a better understanding of team members’ roles; (3) increased collaboration; and (4) improved leadership skills.</p></div><div><h3>Conclusion</h3><p>The certificate program had a positive impact on participants’ knowledge, skills, and workplace practices relating to interprofessional collaboration and leadership. This may be attributable to intentional interprofessional collaboration in both program development and learning experiences, and the use of the Project ECHO® model.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49902899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-08DOI: 10.1016/j.xjep.2023.100678
Jeannette Kates , A. Maggie Randazzo , Stephen DiDonato , Ashley S. von Dohlen , Richard W. Hass , Amber E. King
With nearly 92,000 drug-involved overdose deaths in the United States in 2020, it is critical to enhance health care professions students’ curricula to prepare future clinicians to meet the complex needs of patients with substance use disorders (SUD). This curricular resource describes a half-day, in-person interprofessional SUD symposium using storytelling as a pedagogical approach. Two learning objectives guided the symposium: a) examine biases against people with SUDs through storytelling, reflection, and role-play and b) create solutions to mitigate stigma that people with SUDs face in the healthcare system. Pre-post analysis included comfort level with interacting with persons with SUDs, Medical Condition Regard Scale, Jefferson Scale of Empathy for Health Professions Students, and word-frequency analysis. Open-ended reflection prompts were completed throughout the symposium and at its conclusion. After participating in the symposium, students reported higher levels of comfort in interacting with persons with SUDs and higher levels of regard for patients with SUDs. Qualitative analysis revealed that students gained knowledge, insight, and skills that will inform their future clinical practice. Overall, the symposium content and format was well received by students. Incorporating interprofessional learning using storytelling, multi-perspective discussion, and role-playing may be an effective way to mitigate stigma and bias regarding SUDs in health professions students. Information required to implement the activity is available under required materials, tables, and figures.
{"title":"The power of storytelling: Impact of an interprofessional substance use disorder symposium on stigma and bias in health professions students","authors":"Jeannette Kates , A. Maggie Randazzo , Stephen DiDonato , Ashley S. von Dohlen , Richard W. Hass , Amber E. King","doi":"10.1016/j.xjep.2023.100678","DOIUrl":"https://doi.org/10.1016/j.xjep.2023.100678","url":null,"abstract":"<div><p>With nearly 92,000 drug-involved overdose deaths in the United States in 2020, it is critical to enhance health care<span> professions students’ curricula to prepare future clinicians to meet the complex needs of patients with substance use disorders (SUD). This curricular resource describes a half-day, in-person interprofessional SUD symposium using storytelling as a pedagogical approach. Two learning objectives guided the symposium: a) examine biases against people with SUDs through storytelling, reflection, and role-play and b) create solutions to mitigate stigma that people with SUDs face in the healthcare system. Pre-post analysis included comfort level with interacting with persons with SUDs, Medical Condition Regard Scale, Jefferson Scale of Empathy for Health Professions Students, and word-frequency analysis. Open-ended reflection prompts were completed throughout the symposium and at its conclusion. After participating in the symposium, students reported higher levels of comfort in interacting with persons with SUDs and higher levels of regard for patients with SUDs. Qualitative analysis revealed that students gained knowledge, insight, and skills that will inform their future clinical practice. Overall, the symposium content and format was well received by students. Incorporating interprofessional learning using storytelling, multi-perspective discussion, and role-playing may be an effective way to mitigate stigma and bias regarding SUDs in health professions students. Information required to implement the activity is available under required materials, tables, and figures.</span></p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50183771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-08DOI: 10.1016/j.xjep.2023.100679
Lisa K. Diamond , Kim Paxton , Sarah Tietz
By 2030, it is projected that one in five people in the United States will be 65 years old and older. It is critical that future health care professionals are prepared to care for older adults. Students’ communication skills and attitudes toward older adults have been shown to benefit from a geriatric specific curriculum. Connecting Older Adults with Students Through Interprofessional Telecare (COAST-IT), a longitudinal program begun in 2020, pairs student partners (SPs) with older adult partners (OAPs) who have regular phone calls. This was implemented across various graduate health profession schools and aims to provide students the opportunity to learn and practice effective communication skills with older adults, while also decreasing social isolation and loneliness experienced by the older adult partner. This paper focuses on our initial results looking at the impact on students who participated. Students were surveyed pre- and post-participation in the COAST-IT program through a combination of open-ended questions and questions taken from the University of California, Los Angeles (UCLA) Geriatrics Attitude Scale. Students reported an improvement in their ability to communicate with older adults, increased confidence in their communication skills, and an improved understanding of ageism.
Initially, OAPs were recruited from a variety of local facilities including the geriatric clinic associated with the University and the community of assisted living and long-term care facilities, senior living communities, and various community organizations that focus on serving older adults. The Director of Outreach Programs in the Multidisciplinary Center on Aging at the University of Colorado presented to civic organizations and older adults began volunteering. Word of mouth spread among OAPs, and they began recruiting their friends; there are now OAPs from nine states participating. The program received a Social Innovation Award from the National Area of Agencies in Washington D.C., which supported our university's Age Friendly University designation.
Students are oriented to the program and process of conducting weekly phone calls by their faculty coordinator in each program. The COAST-IT mission, process information, and examples of communication techniques are provided to students through a student handbook and Learning Management System module. Students participate in an interdisciplinary formal orientation prior to engaging in their OAP encounters. Monthly synchronous online educational presentations are provided to all students. Topics include a variety of issues on aging with breakout sessions for discussion and networking among disciplines.
{"title":"Connecting Older Adults with Students Through Interprofessional Telecare (COAST-IT)","authors":"Lisa K. Diamond , Kim Paxton , Sarah Tietz","doi":"10.1016/j.xjep.2023.100679","DOIUrl":"https://doi.org/10.1016/j.xjep.2023.100679","url":null,"abstract":"<div><p>By 2030, it is projected that one in five people in the United States will be 65 years old and older. It is critical that future health care<span> professionals are prepared to care for older adults. Students’ communication skills and attitudes toward older adults have been shown to benefit from a geriatric<span> specific curriculum. Connecting Older Adults with Students Through Interprofessional Telecare (COAST-IT), a longitudinal program begun in 2020, pairs student partners (SPs) with older adult partners (OAPs) who have regular phone calls. This was implemented across various graduate health profession schools and aims to provide students the opportunity to learn and practice effective communication skills with older adults, while also decreasing social isolation and loneliness experienced by the older adult partner. This paper focuses on our initial results looking at the impact on students who participated. Students were surveyed pre- and post-participation in the COAST-IT program through a combination of open-ended questions and questions taken from the University of California, Los Angeles (UCLA) Geriatrics Attitude Scale. Students reported an improvement in their ability to communicate with older adults, increased confidence in their communication skills, and an improved understanding of ageism.</span></span></p><p>Initially, OAPs were recruited from a variety of local facilities including the geriatric clinic associated with the University and the community of assisted living and long-term care facilities, senior living communities, and various community organizations that focus on serving older adults. The Director of Outreach Programs in the Multidisciplinary Center on Aging at the University of Colorado presented to civic organizations and older adults began volunteering. Word of mouth spread among OAPs, and they began recruiting their friends; there are now OAPs from nine states participating. The program received a Social Innovation Award from the National Area of Agencies in Washington D.C., which supported our university's Age Friendly University designation.</p><p>Students are oriented to the program and process of conducting weekly phone calls by their faculty coordinator in each program. The COAST-IT mission, process information, and examples of communication techniques are provided to students through a student handbook and Learning Management System module. Students participate in an interdisciplinary formal orientation prior to engaging in their OAP encounters. Monthly synchronous online educational presentations are provided to all students. Topics include a variety of issues on aging with breakout sessions for discussion and networking among disciplines.</p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50183772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-02DOI: 10.1016/j.xjep.2023.100677
Alexa Sevin Valentino , Camilla Curren , Emily Baker , Vondolee M. Delgado-Nixon , Megan Gregory , Darryl B. Hood , Tessa Miracle , Andrea L. Pfeifle , James W. McAuley
Understanding the effects of racism on public health is necessary to stimulate structural and systemic change to improve the health outcomes of patients. As a healthcare team, racism is best addressed through interprofessional collaboration to develop equitable and sustainable solutions that transform the health and wellbeing of patients and communities. As a part of the collective effort to properly educate our health professional students about the declarations by local and county health departments that “racism as a public health crisis,” we sought to utilize an interprofessional collaboration model. A steering committee of faculty, staff, and students at The Ohio State University created a new longitudinal interprofessional education (IPE) exercise titled Personal and Collective Responsibility for Health Equity: Anti-Racism in Action (ARIA). The participating Colleges/Schools of Dentistry, Medicine, Nursing, Optometry, Pharmacy, Public Health, School of Health and Rehabilitation Sciences (SHRS), Social Work, and Veterinary Medicine worked with leaders from the University's Office of Interprofessional Practice and Education to develop this 5-week program to engage a cohort of approximately 1300 students in a virtual learning experience during the Spring of 2021, when COVID-19 restricted in-person instruction. Ultimately, 200-interprofessional teams of 5–7 students were involved in this learning experience. Students individually selected resources (readings or videos) from a comprehensive resource kit provided by the steering team, to learn about and reflect on the differential types of racism, how it impacts well-being, health care delivery, and how health professionals can collaborate to advance health equity. The 200 interprofessional teams met twice virtually during the 5-week module and were provided with discussion questions and short assignments. Each team then contextualized, designed and submitted a final poster of a project to describe how an interprofessional approach to racism could further racial equity in health and healthcare delivery as applied to a selected perceived health equity issue, problem or dilemma. Student survey data was used to describe the effect of this module on student learning and attitudes. Students generally agreed that the module helped them to achieve the learning objectives. A thematic analysis of open-ended responses revealed that students generally had a positive response to the content on racism and the opportunity to learn interprofessionally, and they had specific suggestions for how to improve the experience. The results were utilized to re-design the activity for the following year and may be useful to other institutions wishing to address racism through interprofessional education.
{"title":"Personal and collective responsibility for health equity: An interprofessional education program around racism","authors":"Alexa Sevin Valentino , Camilla Curren , Emily Baker , Vondolee M. Delgado-Nixon , Megan Gregory , Darryl B. Hood , Tessa Miracle , Andrea L. Pfeifle , James W. McAuley","doi":"10.1016/j.xjep.2023.100677","DOIUrl":"https://doi.org/10.1016/j.xjep.2023.100677","url":null,"abstract":"<div><p><span>Understanding the effects of racism on public health<span><span> is necessary to stimulate structural and systemic change to improve the health outcomes of patients. As a healthcare team, racism is best addressed through interprofessional collaboration to develop equitable and sustainable solutions that transform the health and wellbeing of patients and communities. As a part of the collective effort to properly educate our health professional students about the declarations by local and county health departments that “racism as a public health crisis,” we sought to utilize an interprofessional collaboration model. A steering committee of faculty, staff, and students at The Ohio State University created a new longitudinal </span>interprofessional education (IPE) exercise titled </span></span><u>Personal and Collective Responsibility for Health Equity: Anti-Racism in Action</u><span><span> (ARIA). The participating Colleges/Schools of Dentistry, Medicine, Nursing, </span>Optometry<span>, Pharmacy, Public Health, School of Health and Rehabilitation Sciences (SHRS), Social Work, and Veterinary Medicine worked with leaders from the University's Office of Interprofessional Practice and Education to develop this 5-week program to engage a cohort of approximately 1300 students in a virtual learning experience during the Spring of 2021, when COVID-19 restricted in-person instruction. Ultimately, 200-interprofessional teams of 5–7 students were involved in this learning experience. Students individually selected resources (readings or videos) from a comprehensive resource kit provided by the steering team, to learn about and reflect on the differential types of racism, how it impacts well-being, health care delivery, and how health professionals can collaborate to advance health equity. The 200 interprofessional teams met twice virtually during the 5-week module and were provided with discussion questions and short assignments. Each team then contextualized, designed and submitted a final poster of a project to describe how an interprofessional approach to racism could further racial equity in health and healthcare delivery as applied to a selected perceived health equity issue, problem or dilemma. Student survey data was used to describe the effect of this module on student learning and attitudes. Students generally agreed that the module helped them to achieve the learning objectives. A thematic analysis of open-ended responses revealed that students generally had a positive response to the content on racism and the opportunity to learn interprofessionally, and they had specific suggestions for how to improve the experience. The results were utilized to re-design the activity for the following year and may be useful to other institutions wishing to address racism through interprofessional education.</span></span></p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50183773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-27DOI: 10.1016/j.xjep.2023.100675
Irma Ruebling , Terry Eggenberger , Jody Shapiro Frost , Ellayne Gazenfried , Annette Greer , Hossein Khalili , Jessica Ochs , Julie Ronnebaum , Susan M. Stein
The United States faces a health system crisis from evolving and lingering social, economic, and political issues complicated by a global pandemic. However, it is the same crisis that presents opportunities for transformation as the nation evaluates how best to address the vulnerabilities, inequities, and inefficiencies of fragmented healthcare exposed during a period of extreme systemic strain on the healthcare system. The National Academies of Practice (NAP) is well positioned as the oldest interprofessional health sciences organization, to lead advocacy efforts in a comprehensive approach for inclusive care that is modeled on interprofessional collaborative practice. NAP recognizes that the scope of healthcare extends traditional hospital boundaries into communities and homes. Further, NAP advocates for intentional interprofessional education of pre-licensure and post-licensure health professionals as a requirement to foster a paradigm shift in healthcare where the patient and family are central and active members of decision making. The purpose of this paper is to provide an explanation of the ongoing strategic goals, initiatives, and core tenets of NAP that are focused on Interprofessional Collaborative Practice (IPCP), Interprofessional Education (IPE), and now Interprofessional Education for Collaborative Practice (IPECP). Further, NAP examines current healthcare system issues in a defining manner and offers viable action plans for NAP and others to support a paradigm shift in the framework for health system transformation.
{"title":"Interprofessional collaboration: A public policy healthcare transformation call for action","authors":"Irma Ruebling , Terry Eggenberger , Jody Shapiro Frost , Ellayne Gazenfried , Annette Greer , Hossein Khalili , Jessica Ochs , Julie Ronnebaum , Susan M. Stein","doi":"10.1016/j.xjep.2023.100675","DOIUrl":"https://doi.org/10.1016/j.xjep.2023.100675","url":null,"abstract":"<div><p>The United States faces a health system<span> crisis from evolving and lingering social, economic, and political issues complicated by a global pandemic. However, it is the same crisis that presents opportunities for transformation as the nation evaluates how best to address the vulnerabilities, inequities, and inefficiencies of fragmented healthcare exposed during a period of extreme systemic strain on the healthcare system. The National Academies of Practice (NAP) is well positioned as the oldest interprofessional health sciences organization, to lead advocacy efforts in a comprehensive approach for inclusive care that is modeled on interprofessional collaborative practice. NAP recognizes that the scope of healthcare extends traditional hospital boundaries into communities and homes. Further, NAP advocates for intentional interprofessional education of pre-licensure and post-licensure health professionals as a requirement to foster a paradigm shift in healthcare where the patient and family are central and active members of decision making. The purpose of this paper is to provide an explanation of the ongoing strategic goals, initiatives, and core tenets of NAP that are focused on Interprofessional Collaborative Practice (IPCP), Interprofessional Education (IPE), and now Interprofessional Education for Collaborative Practice (IPECP). Further, NAP examines current healthcare system issues in a defining manner and offers viable action plans for NAP and others to support a paradigm shift in the framework for health system transformation.</span></p></div>","PeriodicalId":37998,"journal":{"name":"Journal of Interprofessional Education and Practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50183747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}