Development and Implementation of an Innovative Model for Inter-professional Education
Purpose
The purpose of this presentation will be to present an interdisciplinary, integrated and comprehensive model of Inter-Professional Education (IPE) that was developed within the Touro College School of Health Sciences and included participation from the following programs; Nursing (RN), Occupational Therapy (OT), Physician Assistant (PA), Physical Therapy (PT), and Speech and Language Pathology (SLP). The model was designed to establish the foundation for inter-professional collaboration during the student’s professional education. The Inter-professional Education Collaborative (IPEC) Core Competencies for Collaborative Practice define specific competencies for inter-professional collaborative practice and guided the development of the IPE model. Currently many health professions, including Physical Therapy, include these core competencies for Inter-professional Education (IPE) in their accreditation standards
Methods and/or Description of Project
Over the course of three years, an inter-professional committee with representation from the RN, OT, PA, PT, and SLP departments created and fine-tuned a model of interactive, collaborative IPE that integrated the values and core concepts of collaborative practice and included simulated IEP experiences, involvement of administration, faculty and students, curricular integration, faculty facilitator training, feedback mechanisms and a full day IPE Symposium attended by approximately 400 School of Health Science students in the final year of their program. The development of the program from its inception with the formation of an inter-professional educational committee consisting of administrators, program chairs and faculty, will be described along with the subsequent creation of the yearly inter-professional symposium. The presentation will describe the creation of 36 interdisciplinary teams of 12 students each guided by a trained faculty facilitator. A full-day event that involves both inpatient inter-professional planning and management, creating priorities and inpatient care plans, documenting results and discussions, and establishing a care plan will be illustrated. The model also provides for opportunities to develop an interdisciplinary discharge plan with relevant documentation. The day culminates with interdisciplinary discussion, sharing ideas, individual group’s recommendations for the simulated case and discussion of the benefits of inter-professional experience
Results/Outcomes
Feedback from the evaluations by faculty and students were overwhelmingly positive and demonstrated that by the completion of the curricular integration component and the IPE symposium, students were able to achieve the following objectives;
Identify the value of inter-professional communication in the patient care planning process.
Recognize the role of the other disciplines participating in the care team and
Work in collaborative, inter-professional teams to identify care plans for optimal patient treatment and care outcomes.
Conclusions/Relevance to the conference theme: The Pursuit of Excellence in Physical Therapy Education
Physical Therapist education programs need to incorporate IPE into both didactic and clinical experiences with the ultimate goal of collaboration leading to optimal patient care and improved health outcomes. Partnering with other disciplines at the college assisted in developing a model of effectively meeting the challenges of IPE. The curricular integration component gave students the opportunity to fully represent their profession at the table during the IPE symposium. Furthermore, the experience of working in the collaborative inter-professional teams at the symposium enabled them to understand and value the roles of the other professions. The simulated team environment at the symposium gave students a preview of how inter-professional collaboration optimizes patient outcomes teaching them to value inter-professional communication.
References
WHO 2010 Framework for action on interprofessional education and collaborative practice
http://www.who.int/hrh/resources/framework_action/en/ accessed April 10, 2016
Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative.
Wise, Holly H, ; Frost, Jody S, ; Resnik, Cheryl, ; Davis, Beth P, ; Iglarsh, Z Annette, Interprofessional Education: An Exploration in Physical Therapist Education Journal of Physical Therapy Education29.2 (2015): 72-83.
Kraft, Sara, PT, DPT; Wise, Holly H, PT, PhD; Jacques, Paul F, DHSc, EdM, PA-C; Burik, Jerry K, MHS, OTR/L. Discharge Planning Simulation: Training the Interprofessional Team for the Future Workplace Journal of Allied Health42.3 (Fall 2013): 175-81.
Shoemaker, Michael J, PT, DPT; Beasley, Jeanine, EdD, OTR; Cooper, Megan, BS; Perkins, Ron, BSN, RN; Smith, Jeanne, BS, BA; et al. A Method for Providing High-volume Interprofessional Simulation Encounters in Physical and Occupational Therapy Education Programs Journal of Allied Health40.1 (Spring 2011): e15-21
Course Objectives
By the completion of this presentation learners will be able to
1. Define the Core Competencies for Collaborative Practice developed by the Interprofessional Education Collaberative
2. Describe the progression of the Touro College Interprofessional Education Committee in developing the 1st 2nd and 3rd annual Interprofessional Education Symposiums with lessons learned along the way
3. Create a fictitious patient case with an interprofessional team that is realistic, and allows students from the various participating health education programs to be a valueable part of the team.
4. Review the practical considerations required for a successful project including human resources, space requirements, monetary considerations, and facilitator preparation
Instructional Methods
This session is designed as a powerpoint presentation. There will be time alloted at the completion for Q and A.
Tentative Outline/Schedule
Based on a 1.5 hr session....
( 15 min) Introduction,course objectives,discussion of IPEC Core competencies and the value of IPE, review of the current literature
( 20 min) Genesis of the IPE committee, planning of the first IPE symposium; theme, design of the day, development of the patient case and outcomes from the day
( 25min) Planning the second IPE symposium; lessons learned from first symposium, theme, design of the day, involvement of disciplines outside the SHS. development of patient case, content of informational packets, practicalities, financial considerations.pros and cons
( 30 min) 2:15-2:45 planning the third IPE symposium; with formal curricular integration piece,; theme, design of the day, involvement of disciplines outside the SHS. Development of patient case, content of informational packets, practicalities, financial considerations.pros and cons of the symposium,
Q and A and conclusion. review of session objectives