Start Date
10-29-2016 3:15 PM
End Date
10-29-2016 4:15 PM
Description
Learning Objectives
Participants will:
1. Describe how an innovative interprofessional education project was designed and implemented in an academic clinical setting.
2. Demonstrate how simulation was employed to achieve specific Core Competencies of Interprofessional Collaborative Practice
a. The Purpose of our project was to develop, implement and evaluate an interprofessional simulation program to assist medical students, pharmacy students and nursing residents in achieving the competencies required for interprofessional practice (IP).
b. Background: Working as a part of an interprofessional team is an essential skill for healthcare providers. As such it has become a core competency among trainees in many professional fields. Despite this need, there is little that currently exists in the clinical curriculum for students to participate in deliberately.
c. Description of Intervention or Program: An IP educational curriculum was built consisting of an online module describing each profession’s education requirements and elements of effective team function. Three simulation exercises were developed with an embedded issue requiring team approach to address the patient’s concern. The Interprofessional Collaborative Competency Attainment survey (ICCAS) was issued pre and post program for quantitative data. Additionally a focus group was held post project for qualitative data. All participants were asked to attend all education and simulation sessions.
d. Preliminary Results: Focus group comments include,” It was interesting to see different thought processes”. “We didn’t know (at first) what we were all capable of”. Initial ICCA results indicate that respondents perceive their IP abilities improved by participating in the project. Participants reported overall that they enjoyed the program and thought it should be continued.
e. Relevance to interprofessional education or practice: The results indicate that by participating in the project, these emerging professionals learned about another health care team members’ scope of practice, role and capabilities to managing patient problems.
f. Recommendations for future investigation and/or incorporation into education and/or practice settings: The importance of continued opportunities for emerging professionals to work together deliberately in the clinical setting will improve their outlook on team work in future interactions with other professionals. Scenarios need to be well focused and provide good opportunity for each involved discipline to contribute meaningfully. Individuals must be matched well in terms of experience or at least self-efficacy.
Included in
A Medical student, Pharmacy student and a Nurse resident walk into a room
Learning Objectives
Participants will:
1. Describe how an innovative interprofessional education project was designed and implemented in an academic clinical setting.
2. Demonstrate how simulation was employed to achieve specific Core Competencies of Interprofessional Collaborative Practice
a. The Purpose of our project was to develop, implement and evaluate an interprofessional simulation program to assist medical students, pharmacy students and nursing residents in achieving the competencies required for interprofessional practice (IP).
b. Background: Working as a part of an interprofessional team is an essential skill for healthcare providers. As such it has become a core competency among trainees in many professional fields. Despite this need, there is little that currently exists in the clinical curriculum for students to participate in deliberately.
c. Description of Intervention or Program: An IP educational curriculum was built consisting of an online module describing each profession’s education requirements and elements of effective team function. Three simulation exercises were developed with an embedded issue requiring team approach to address the patient’s concern. The Interprofessional Collaborative Competency Attainment survey (ICCAS) was issued pre and post program for quantitative data. Additionally a focus group was held post project for qualitative data. All participants were asked to attend all education and simulation sessions.
d. Preliminary Results: Focus group comments include,” It was interesting to see different thought processes”. “We didn’t know (at first) what we were all capable of”. Initial ICCA results indicate that respondents perceive their IP abilities improved by participating in the project. Participants reported overall that they enjoyed the program and thought it should be continued.
e. Relevance to interprofessional education or practice: The results indicate that by participating in the project, these emerging professionals learned about another health care team members’ scope of practice, role and capabilities to managing patient problems.
f. Recommendations for future investigation and/or incorporation into education and/or practice settings: The importance of continued opportunities for emerging professionals to work together deliberately in the clinical setting will improve their outlook on team work in future interactions with other professionals. Scenarios need to be well focused and provide good opportunity for each involved discipline to contribute meaningfully. Individuals must be matched well in terms of experience or at least self-efficacy.