Faculty Development for Continuing Interprofessional Education and Collaborative Practice

2017 ◽  
Vol 37 (4) ◽  
pp. 262-267 ◽  
Author(s):  
Ivan l. Silver ◽  
Karen Leslie
Keyword(s):  
Faculty Development ◽  
Interprofessional Education ◽  
Collaborative Practice

scholarly journals Developing Clinical Faculty Understanding of Interprofessional Education: An Inter-institutional, Interprofessional Approach

2017 ◽  
Author(s):  
Debra Bierwas ◽  
Oaklee Rogers ◽  
Brenda Taubman ◽  
Lorie Kroneberger ◽  
Holly Carroll ◽  
...  
Keyword(s):  
Faculty Development ◽  
Professional Identity ◽  
Interprofessional Education ◽  
Core Competencies ◽  
Collaborative Practice ◽  
Clinical Faculty ◽  
Interprofessional Practice ◽  
Interprofessional Learning ◽  
Clinical Educators ◽  
Interprofessional Teaching

Introduction: The call for increasing interprofessional education requires institutional support for educators in the clinical environment. Innovative ideas, such as partnering with multiple universities and programs to facilitate an interprofessional workshop, have the opportunity to reach a broader group of clinical educators. The purpose of this study was to examine the attitude of healthcare professionals towards interprofessional learning, familiarity with concepts of interprofessional teaching, and interprofessional practice, and to examine the influence of an interprofessional faculty development workshop on participant familiarity with concepts of interprofessional teaching and learning. Methods: The occupational therapy, physical therapy, and physician assistant programs from two universities collaborated to implement an all-day inter-institutional, interprofessional clinical faculty development workshop. Community clinical educators who participated in the event were surveyed pre- and post-workshop to examine their attitude, readiness, and knowledge of interprofessional learning and teaching. Using the revised version of the Readiness of Interprofessional Learning Scale, the following subscales were measured and analyzed: 1) Teamwork and Collaboration, 2) Negative Professional Identity, 3) Positive Professional Identity, and 4) Roles and Responsibilities. Results: Forty-three participants representing six different healthcare professions completed pre- and post-course surveys. Forty-four percent reported participating in interprofessional education. Overall, the attendees reported the value of the workshop as a 4.6 on a 5.0 point Likert scale, with 5.0 being the highest rating. Self-reported familiarity of the fundamental concepts of interprofessional teaching, interprofessional practice, and interprofessional education improved up to 32% following participation in the workshop. The highest increase in familiarity was in the area of knowledge of interprofessional practice and education. Participants reported high levels of agreement about the value of teamwork, collaboration, and positive professional identity. Conclusion: Integrating the Core Competencies for Interprofessional Collaborative Practice into educational programs and clinical practice can facilitate improved understanding of professional roles and improved collaborative practice.

Using Interprofessional Simulation to Enhance Student Knowledge and Promote Collaborative Practice in Disaster Management

2021 ◽  
pp. 237337992098757
Author(s):  
Matthew Fifolt ◽  
Michelle Brown ◽  
Elena Kidd ◽  
Meena Nabavi ◽  
Heather Lee ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Student Learning ◽  
Disaster Management ◽  
Interprofessional Education ◽  
Collaborative Practice ◽  
Theory And Practice ◽  
Knowledge Gain ◽  
Student Knowledge ◽  
Complex Situation ◽  
Incident Command

Introduction. Experiential learning activities, such as simulations, strengthen student learning by allowing students to apply didactic knowledge to real-world settings. Moreover, simulation-based interprofessional education supports teamwork and skill development as outlined in accreditation standards for many health and health-related academic programs. The purpose of this article is to describe the role of interprofessional simulation in enhancing student knowledge and promoting collaborative practice for disaster management. Method. Multiple data sources were used to assess a simulated EF-5 tornado disaster event including an observational protocol, a disaster simulation survey, and a survey from the Office of Interprofessional Simulation for Innovative Clinical Practice. Results. Students reported increased satisfaction and knowledge with applying skills associated with interprofessional practice, including communication, teamwork, and collaboration. Additionally, students identified skills that could be broadly applied to a range of work settings on graduation such as seeking role clarity, utilizing job action sheets, and responding to a complex situation. Notably, students reported increased levels of knowledge gain of the incident command structure after applying knowledge from didactic sessions to the simulation. Conclusion. Simulation is an innovative strategy for integrating theory and practice to best prepare graduates for the dynamic world in which they live and work. Experiential learning opportunities appeal to the assumptions of adult learning, promote the skills that employers value, and bridge the competencies of multiple academic disciplines that frequently operate in silos. Institutional leaders should view experiential learning as a critical component of student learning and an investment in workforce development.

scholarly journals Challenges to and Resources for Participation in Interprofessional Collaborative Practice: Perceptions of Collegiate Athletic Trainers

2019 ◽  
Vol 54 (1) ◽  
pp. 106-114
Author(s):  
Sarah A. Manspeaker ◽  
Dorice A. Hankemeier
Keyword(s):  
Health Care ◽  
Interprofessional Education ◽  
Health Care Systems ◽  
Athletic Trainers ◽  
Health Care Team ◽  
Collaborative Practice ◽  
College And University ◽  
Interprofessional Collaborative Practice ◽  
Care Systems ◽  
Collegiate Athletic Trainers

Context Health care systems are increasing their emphasis on interprofessional collaborative practice (IPCP) as a necessary component to patient care. However, information regarding the challenges athletic trainers (ATs) perceive with respect to participating in IPCP is lacking. Objective To describe collegiate ATs' perceptions of challenges to and resources for participation in IPCP. Design Qualitative study. Setting College and university. Patients or Other Participants The response rate was 8% (513 ATs [234 men, 278 women, 1 preferred not to disclose sex], years in clinical practice = 10.69 ± 9.33). Data Collection and Analysis Responses to survey-based, open-ended questions were collected through Qualtrics. A general inductive qualitative approach was used to analyze data and establish relevant themes and categories for responses. Multianalyst coding and an external auditor confirmed coding saturation and assisted in triangulation. Results Challenges were reported in the areas of needing a defined IPCP team structure, respect for all involved health care parties, and concerns when continuity of care was compromised. Communication was reported as both a perceived challenge and a resource. Specific resources seen as beneficial to effective participation in IPCP included communication mechanisms such as shared patient health records and educational opportunities with individuals from other health care professions. Conclusions As ATs become more integrated into IPCP, they need to accurately describe and advocate their roles, understand the roles of others, and be open to the dynamic needs of team-based care. Development of continuing interprofessional education opportunities for all relevant members of the health care team can help to delineate roles more effectively and provide more streamlined care with the goal of improving patient outcomes.

Neophyte facilitator experiences of interprofessional education: implications for faculty development

2011 ◽  
Vol 25 (5) ◽  
pp. 333-338 ◽  
Author(s):  
Eileen Egan-Lee ◽  
Lindsay Baker ◽  
Stasey Tobin ◽  
Elisa Hollenberg ◽  
Dale Dematteo ◽  
...  
Keyword(s):  
Faculty Development ◽  
Interprofessional Education

Interprofessional Collaborative Practice and School Nursing: A Model for Improved Health Outcomes

2017 ◽  
Vol 22 (3) ◽  
Author(s):  
Robin Fleming ◽  
Mayumi Willgerodt
Keyword(s):  
Case Management ◽  
Health Professionals ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
Core Competencies ◽  
School Setting ◽  
Healthcare Providers ◽  
School Nurse ◽  
Collaborative Practice ◽  
Interprofessional Collaborative Practice

Effective communication, teamwork, and interprofessional collaboration, or teams of health and non-health professionals working together, are critical to improving the patient experience of care; improving population health; and reducing healthcare costs (i.e., the Triple Aim). In 2016, the Interprofessional Education Collaborative (IPEC) Expert Panel updated its Core Competencies for Interprofessional Collaborative Practice. As health professionals who collaborate with an extensive network of health and non-health professionals, school nurses embody the aims of interprofessional collaboration (IPC). This article briefly reviews the background of interprofessional collaboration and describes ways that school nurse practice aligns with IPC core competencies to incorporate interprofessional collaboration. We discuss successes, such as case management and care coordination, and include challenges to IPC in the school setting. In conclusion, through case management and collaborative care, school nurse expertise in effective IPC fosters knowledge through which core competencies can be strengthened, with benefits for both patients and other healthcare providers.

scholarly journals Implementation and lessons learned from 2 online interprofessional faculty development programs for improving educational practice in the health professions in Chile and the United Kingdom from 2018 to 2021

2021 ◽  
Vol 18 ◽  
pp. 21
Author(s):  
Cesar Orsini ◽  
Veena Rodrigues ◽  
Jorge Tricio
Keyword(s):  
United Kingdom ◽  
Faculty Development ◽  
Learning Strategies ◽  
Interprofessional Education ◽  
Teaching Style ◽  
Educational Practice ◽  
Health Professions ◽  
Lessons Learned ◽  
Development Programs ◽  
The United Kingdom

This study presents the design, implementation, and lessons learned from 2 fit-for-purpose online interprofessional faculty development programs for educational practice improvement in the health professions in Chile and the United Kingdom from 2018 to 2021. Both programs were designed to enhance teaching and learning practices in an interprofessional environment based on 4 pillars: professional diversity, egalitarianism, blended/online learning, and active learning strategies. A multidisciplinary mix of educators participated, showing similar results. The 3 main lessons learned were that the following factors facilitated an interprofessional environment: a professions-inclusive teaching style, a flexible learning climate, and interprofessional peer work. These lessons may be transferable to other programs seeking to enhance and support interprofessionality. Faculty development initiatives preparing educators for interprofessional practice should be an integral component of health professions education, as delivering these courses within professional silos is no longer justifiable. As the relevance of interprofessional education grows, an effective way of promoting interprofessonal education is to train the trainers in formal interprofessional settings.

Interprofessional Education

2018 ◽  
pp. 520-541
Author(s):  
Rebecca Moote
Keyword(s):  
Patient Care ◽  
Student Learning ◽  
Interprofessional Education ◽  
Improve Patient Care ◽  
Collaborative Practice ◽  
Evidence Based ◽  
High Quality ◽  
Design And Implementation ◽  
Assessment Strategies ◽  
Improve Patient

Interprofessional education (IPE) is recognized as an important component in the education of healthcare students. The goal of bringing students together to learn with, from, and about each other is to ultimately impact collaborative practice and improve patient care. Over the last 20 years there has been increased focus on the design and implementation of IPE experiences. Several IPE collaborative organizations and IPE centers have been formed to provide evidence-based recommendations and guidelines. Strategies have been created for designing and implementing high quality IPE activities, developing faculty in IPE, overcoming student stereotypes, determining assessment strategies, and identifying barriers to IPE. This chapter will focus on each of these elements and provide specific recommendations on how to create and implement IPE that improves student learning.

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