Matching Items (5)

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The Impact of Interprofessional Education and Curricular Design on Healthcare Participant Professional Integration

Description

The landscape of healthcare is changing. All health providers in varying disciplines and roles must collaborate and function in teams for effective patient and care outcomes to take place. Collaborative practice starts in the academic environment through adoption of Interprofessional

The landscape of healthcare is changing. All health providers in varying disciplines and roles must collaborate and function in teams for effective patient and care outcomes to take place. Collaborative practice starts in the academic environment through adoption of Interprofessional Education (IPE). Fostering IPE increases learner confidence and communication but requires a team-based approach to eliminate known learner barriers. These barriers include attitude toward collaboration, role delineation, team development and patient delivery and outcome. While IPE opportunities and activities can be looked at as unique, developing structured curricular standards can be applied to all IPE experiences. Healthcare Participants (HCP’s) (N=15) from two organizational settings participated in an online IPE experience using best practice IPE interventions and structured design formatting focusing on older adults. The course consisted of an online pre learning activity followed by one online session to work as teams on case studies alongside mentorship guidance. The previously validated and reliable ICCAS and RIPLS survey tools were used to measure outcomes of readiness for IPE and professional development. Though no statistically significant changes were noted on the dependent variables, there was clinical significance found in professional development.

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Date Created
2021-05-03

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Community-Engaged Interprofessional Education: Integrated Analysis of Pedagogical Strategies Pivotal to Interprofessional Socialization

Description

Interprofessional educators increasingly recognize the importance of establishing graduated interprofessional learning strategies to socialize and prepare learners to work in collaborative care environments. Interprofessional socialization (IPS) is the process of bringing students together from different disciplines to learn from, with,

Interprofessional educators increasingly recognize the importance of establishing graduated interprofessional learning strategies to socialize and prepare learners to work in collaborative care environments. Interprofessional socialization (IPS) is the process of bringing students together from different disciplines to learn from, with, and about each other. However, education programs struggle to systematically integrate evidence-based interprofessional learning. Community-engaged learning, a pedagogical tool adaptable to diverse circumstances, offers an opportunity to expand IPS. The purpose of this mixed methods action research dissertation study was to explore the factors that contribute to IPS through participation in a community-engaged learning course and how IPS evolves among early learners. In this study, I explored several factors, including theoretically-grounded and contextually relevant teaching and learning strategies pivotal to IPS. Specifically, I created and facilitated an innovative pilot Interprofessional Education and Community Health course, guided by experiential learning theory, asset-based and critical pedagogy and flow theory. I found that these theoretically guided instructional techniques nurtured the benefits of team-based experiential learning, inspired a community of confident learners through praxis, and promoted optimal engagement in challenging and meaningful health promotion activities. The learner’s diverse backgrounds, meaningful community-engagement, and challenging collaborative assignments contributed to IPS. The shared novel real-world experiences ignited emotional reactions that nurtured their relationships; facilitating their ability to address conflicts. They sustained motivation to participate in community-engaged learning and maintained a consistent strong belief in the importance of working as a team. Whereas, their understanding of interprofessional teamwork, comfort and preference working on interprofessional teams grew over time. Four pedagogical strategies pivotal to interprofessional socialization emerged for use with community-engaged interprofessional education: 1) purposeful community partnerships, 2) structured collaborative written assignments, 3) intentional conversations, and 4) welcoming cultural assets.

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Date Created
2021

Interprofessional Collaborative Education in Mental Health: Exploring Attitudes and Beliefs About Collaboration and Teamwork

Description

Purpose: Assess provider perceptions on care coordination, collaboration, teamwork, and shared decision-making practices pre and post a brief educational intervention on interprofessional collaboration (IPC).

Background and significance: A lack of care coordination and active follow up in the outpatient setting of

Purpose: Assess provider perceptions on care coordination, collaboration, teamwork, and shared decision-making practices pre and post a brief educational intervention on interprofessional collaboration (IPC).

Background and significance: A lack of care coordination and active follow up in the outpatient setting of individuals living with mental illness places this population at high risk for developing various comorbidities. Care coordination across care providers and patients in a IPC, patient-centered treatment model of care is an intervention that can reduce this barrier to care.

Methods: At a behavioral health clinic in the southwestern United States (U.S.) twenty-two participants were assessed via the Collaborative Practice Assessment Tool (CPAT), before and after an educational presentation on IPC care. The CPAT is a tool that was developed to assess collaborative practice within teams and help identify needs for professional development.

Results: Statistical significance was found from pretest to posttest scores (t(21) = -1.936, p = .066). Statistical significance was found in two of the eight domains; mission, meaningful purpose, and goals (p = .009) and decision-making and conflict management (p = .058). Increases in posttest scores were seen in all eight domains.

Conclusions: Training behavioral health professionals in IPC practice and teambuilding may facilitate improved clinical team experiences and communication. Behavioral health professionals treating individuals living with serious mental illness (SMI), IPC training could prepare providers to work more effectively and efficiently in the delivery of patient-centered care in this population with complex health care needs.

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Date Created
2016-05-04

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Developing Team Skills and Attitudes through Interprofessional Leadership Competencies

Description

The health care industry increasingly recognizes interprofessional collaboration (IPC) as the key to optimizing delivery of care, and interprofessional education (IPE) has been the foundational method for building IPC. When IPC is examined, leadership skills of the practitioners are often

The health care industry increasingly recognizes interprofessional collaboration (IPC) as the key to optimizing delivery of care, and interprofessional education (IPE) has been the foundational method for building IPC. When IPC is examined, leadership skills of the practitioners are often seen as a positive force for optimizing team performance. This project aimed to deliver an education session sharing interprofessional leadership (IPL) competencies and the effect they may have on attitudes toward IPC. A pilot was designed for a single site, a student run clinic in a large city in the Southwest United States, which serves as a learning laboratory to help future health practitioners grow IPC skills through effective and innovative IPE. A search of the available evidence supporting this project revealed that educational activities delivered to practitioners can build the leadership skills seen in effective IPC.

During the Fall 2017 semester, the education sessions were delivered to student practitioners at the clinic during their semester-long rotation. The University of the West of England Interprofessional Questionnaire, designed to measure self-assessment of attitudes toward collaborative learning and collaborative working, was deployed at the beginning and end of a semester-long rotation to all students working at the clinic to look for changes. A low sample size limited results to assessment of clinical significance, but showed some changes that could be significant if the project continues. Clinically significant changes show an increase in students’ rating of their own skills and preferences toward interprofessional practice. In keeping with the learning laboratory model at the clinic, these outcomes support continued delivery and examination of the education model with subsequent clinic rotations to strengthen the conclusions being drawn from the results.

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Date Created
2018-04-30

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Delivering Interprofessional Education to Online Dietetics Students

Description

Interprofessional education (IPE) is an accreditation requirement and an important component of training for future registered dietitian nutritionists (RDNs). The dietetics program at the University of Arizona (UA) prepares students to become RDNs and has an online program to increase

Interprofessional education (IPE) is an accreditation requirement and an important component of training for future registered dietitian nutritionists (RDNs). The dietetics program at the University of Arizona (UA) prepares students to become RDNs and has an online program to increase access to dietetics training. The existing face-to-face program incorporated in-person IPE into the curriculum. However, there was limited IPE available to dietetics students in the online program due to logistical and resource issues. To address this problem of practice, an online IPE module was developed providing dietetics students the opportunity to build collaborative skills with students in other UA healthcare training programs. A mixed methods action research study was designed to answer two research questions: (1) How and to what extent did participation an online IPE module impact online dietetics students’ interprofessional attitudes? and (2) After participating in an online IPE module, in what ways did online dietetics students change their thinking regarding the roles of healthcare professionals? Participants were dietetics students enrolled in an upper-division online dietetics course. Data gathered included a retrospective pre-post survey, online team discussion responses, reflection journal entries, personal constructs related to health professional roles, and focus group interviews. Results suggested that the online IPE intervention had a positive impact on dietetics students’ attitudes of interprofessional practice and enhanced their understanding of the roles of members of the interprofessional team. Both the quantitative and qualitative results indicated that after completing the intervention, participants’ were more attuned to the importance of interprofessional practice and the need to collaborate to provide quality patient care. There was also evidence that participants’ thinking regarding different healthcare professionals’ roles were more defined. The opportunity for participants to work on a final project as part of an interprofessional team likely contributed to the positive shared learning experiences and overall growth in interprofessional collaboration. In relation to practice, results indicate IPE should be included throughout dietetics training, and embrace students from a variety of public health disciplines. Future research should focus on exploring new approaches to engaging students in the online environment and evaluating the impact of IPE on students’ future practice.

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Date Created
2021