Interprofessional Education and Collaboration

2019 ◽  
pp. 301-312
Author(s):  
Wendy Manetti
Keyword(s):  
Interprofessional Education

Moving From Interprofessional Education Toward Interprofessional Practice: Bridging the Translation Gap

2019 ◽  
Vol 4 (5) ◽  
pp. 971-976
Author(s):  
Imran Musaji ◽  
Trisha Self ◽  
Karissa Marble-Flint ◽  
Ashwini Kanade
Keyword(s):  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Evaluation Model ◽  
Implementation Strategies ◽  
Future Research ◽  
Successful Implementation ◽  
Interprofessional Practice ◽  
Translational Model ◽  
Key Stakeholders ◽  
Clear Identification

Purpose The purpose of this article was to propose the use of a translational model as a tool for identifying limitations of current interprofessional education (IPE) research. Translational models allow researchers to clearly define next-step research needed to translate IPE to interprofessional practice (IPP). Method Key principles, goals, and limitations of current IPE research are reviewed. A popular IPE evaluation model is examined through the lens of implementation research. The authors propose a new translational model that more clearly illustrates translational gaps that can be used to direct future research. Next steps for translating IPE to IPP are discussed. Conclusion Comprehensive reviews of the literature show that the implementation strategies adopted to date have fostered improved buy-in from key stakeholders, as evidenced by improved attitudes and perceptions toward interprofessional collaboration/practice. However, there is little evidence regarding successful implementation outcomes, such as changed clinician behaviors, changed organizational practices, or improved patient outcomes. The authors propose the use of an IPE to IPP translational model to facilitate clear identification of research gaps and to better identify future research targets.

Interprofessional Education: Teaming for Transition From Adolescence to Adulthood for People With Significant Disabilities

2019 ◽  
Vol 4 (3) ◽  
pp. 492-501 ◽  
Author(s):  
Kimberly F. Frazier ◽  
Peggy J. S. Whitby ◽  
Suzanne Kucharczyk ◽  
Kristi L. Perryman ◽  
Johanna Thomas ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Significant Disabilities

Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

2020 ◽  
Vol 5 (6) ◽  
pp. 1410-1421
Author(s):  
Erica Ellis ◽  
Mary Kubalanza ◽  
Gabriela Simon-Cereijido ◽  
Ashley Munger ◽  
Allison Sidle Fuligni
Keyword(s):  
Los Angeles ◽  
Training Program ◽  
Interprofessional Education ◽  
Clinical Training ◽  
Interprofessional Collaboration ◽  
Communication Disorders ◽  
Outreach Program ◽  
State University ◽  
Diversity And Inclusion ◽  
Health Nursing

Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.

Interprofessional Education: Co-located Services, Not Just Classwork

ASHA Leader ◽  
2017 ◽  
Vol 22 (10) ◽  
pp. 50-54
Author(s):  
Sharon Glennen
Keyword(s):  
Interprofessional Education

La evaluación del interprofesionalismo en la educación basada en simulación

2019 ◽  
Vol 62 (0) ◽  
pp. 56-63
Author(s):  
Laura Silvia Hernández Gutiérrez ◽  
Angélica García-Gómez ◽  
Argimira Vianey Barona Nuñez ◽  
Erick López Léon
Keyword(s):  
Health Professionals ◽  
Interprofessional Education ◽  
Collaborative Work ◽  
Educational Process ◽  
Educational Institutions ◽  
Controlled Environment ◽  
Study Group ◽  
The Us ◽  
Improvement Strategies

The education based on simulation is an educationalstrategy where students learn from their errors, developing skills, knowledge, competences,etc. in a controlled environment. During the process of teaching by simulation, it is necessaryto execute various types of assessments (diagnostic, summative, formative) in order tomake adjustments or changes in the educational process of the students, therefore identifying areas of opportunity for improvement. With the simulation, different processes can be taught, like interprofessionalism and collaborative work. Nowadays, there is a major concern for added safety and the quality of care for the patients and their families. Therefore, a WHO study group determined the basic interprofessional competences, and has been given the task of disseminating and promoting interprofessional education. Some educational institutions in the US, Canada and Europe have integrated interprofessional and collaborative work in simulation practices. All the activity by simulation must be evaluated in order to provide feedback to the participants and establish improvement strategies. The assessment of the interprofessional work focuses on the evaluation of common skills and competencies among various health professionals.

scholarly journals GAINING INTERPROFESSIONAL COMPETENCE THROUGH A GERIATRICS CASE CONFERENCE

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S151-S151
Author(s):  
Amber S McIlwain ◽  
Danielle Backus ◽  
Kristine Marcus ◽  
Jeff Fortner
Keyword(s):  
Interprofessional Education ◽  
Healthcare Providers ◽  
Core Competency ◽  
Healthcare Team ◽  
Case Conference ◽  
Her Family ◽  
Centered Care ◽  
Geriatric Disorder ◽  
Positive Response Rate ◽  
Care Conference

Abstract There is increased demand to provide health professions students with interprofessional education and practice experience. Interprofessional Case Conferences (ICC) allow students to work in teams to learn about different professions while exploring a topic through the lens of an interprofessional core competency. The goal of this particular ICC was to provide students an experience to witness and discuss team-based, person-centered care for a common geriatric disorder. The case was designed to develop the interprofessional competency of teams and teamwork. Students were divided into teams and observed live vignettes of a care conference involving an 80-year old female admitted to a rehabilitation facility following a hip fracture and replacement. Students witnessed how patients, families, and healthcare providers work together during a stressful time. After each vignette, students discussed questions related to miscommunications, motivations of the different actors involved, and how the healthcare team should respond. In the first offering, 93 students participated, increasing to 150 in the next year. Students completed a post-survey to determine if the session delivered a positive interprofessional experience. The average positive response rate was 92.5% (92-94%, n = 53) in year-1 and 93.5% (90-97%, n = 71) in year-2. By allowing students to witness a simulated live care conference, they had a tangible event to dissect instead of discussing hypotheticals. By discussing a geriatrics case in a rehabilitation setting, students witnessed how numerous healthcare professions coordinate care for a patient and her family, thereby demonstrating competence in teamwork.

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