Translating Interprofessional Education to Interprofessional Practice: Creating a Culture of Team Based Care
Purpose
The purpose of this educational session is to outline academic interprofessional education (IPE) and various structured interprofessional practice (IPP) opportunities to prepare students for team based care.
Methods and/or Description of Project
The benefits of interprofessional education have been well outlined by the World Health Organization since 1988.1 IPE and IPP opportunities are integral in preparing students for clinical practice in the current health care environment. While academic institutions are responsible for IPE, it is imperative that they collaborate with clinical facilities to offer valuable IPP opportunities. New CAPTE criteria has placed an emphasis on IPE and IPP; therefore making it essential that not only academic institutions teach IPE but that students experience IPP during clinical internships. In this education session, we will outline various structured opportunities available to students during clinical internships to enhance IPP. We will also describe student opinions regarding IPP collected after completion of internships at these clinical facilities.
Results/Outcomes
After completing internships, students completed a survey regarding their opinions towards IPP and team based care. Greater than 94% either agreed or strongly agreed that after their experience at these facilities that IPP enhanced their clinical problem solving skills and that learning from other disciplines made them a more effective member of the healthcare team. 100% agreed or strongly agreed that patients would ultimately benefit from a team-based approach.
Conclusions/Relevance to the conference theme: Through the Looking Glass: Transforming Physical Therapy Education
After completing clinical internships where IPP is emphasized, students had a positive opinion about team based care and a good understanding of their role on the healthcare team. These learning activities are focused to prepare students for the ever-changing healthcare environment in order to provide quality care and improve patient outcomes.
References
1. Learning together to work together for health. Report of a WHO study group on multiprofessional education of health personnel: The team approach. World Health Organization. 1988. Geneva, Switzerland.
2. Interprofessional Education Collaborative. Core Competencies for Interprofessional Collaborative Practice. Report of an expert panel, May 2011. Retrieved from http://www.aacn.nche.edu/education-resources/ipecreport.pdf
3. McCallum C. A process of curriculum development: meeting the needs of a community and a professional physical therapist education program. J Phys Ther Education, 2008;22(2):18-28.
4. Nápoles AM, Santoyo-Olsson J, Stewart AL. Methods for translating evidence-based behavioral interventions for health-disparity communities. Prev Chronic Dis 2013;10.
5. Centers for Disease Control and Prevention. Preventing Falls: What Works. Compendium of
Effective Community-based Interventions from Around the World, 2008. Retrieved at
http://www.cdc.gov/homeandrecreationalsafety/images/cdccompendium_030508-a.pdf
6. Reicherter EA, Manuel B. Service learning in physical therapy: enhancing healthy lifestyles of older African Americans in Washington DC, Creative College Teaching J, 2005;2(1):65-77.
7. Reicherter EA, McCombe S. Professional practice opportunities: integrated clinical education preparing students to care for an aging population. J Phys Ther Educ, 2014;28(2):60-68.
8. Beling J. Effect of service-learning on knowledge about older people and faculty teaching evaluations in a physical therapy class. Gerontology & Geriatrics Education. 2003;24(1):31-46.
9. Gazsi CC, Oriel KN. The impact of service learning experience to enhance curricular integration in a physical therapist education program. J Allied Health, 2010;39(2):e61-67.
10. Reising DL, Allen PN, Hall SG. Student and community outcomes in service-learning: part 1— student perceptions. J Nurs Education, 2006;45(12):512-515.
11. Regan S, Laschinger H, Wong C. The influence of empowerment, authentic leadership, and professional practice environments on nurses’ perceived interprofessional collaboration. J Nurs Mangement. 2016;24:54-61.
12. Reeves S, McMillan S, Kachan N, Paradis E, Leslie M, Kitto S. Interprofessional collaboration and family member involvement in intensive care units: emerging themes from a mult-sited ethnography. Journal of Interprofessional Care. 2015;29(3):230-237.
13. Bai J. Perceived Support as a Predictor of Acculturative Stress among International Students in the United States. Journal of International Students. 2016;6(1):93-106.
Course Objectives
At the completion of this session, attendees will be able to:
1. Define the difference between interprofessional education and interprofessional practice
2. List classroom and lab activities that enhance interprofessional education
3. List structured interprofessional practice opportunities that can be included in clinical internships
4. Describe the advantages of interprofessional education and interprofessional practice
Instructional Methods
lecture, question and answer
Tentative Outline/Schedule
Introduction: 5 minutes
Interprofessional Education in 2 different academic settings: 25 minutes
Interprofessional Practice Opportunities for Students in 3 different clinical settings: 45 minutes total
Acute Care: 15 minutes
Inpatient Rehab: 15 minutes
Outpatient Rehab: 15 minutes
Conclusions: 5 minutes
Questions/Answers: 10 minutes