Interprofessional education in the community: where to begin

Hays, Richard

doi:10.1111/j.1743-498x.2007.00158_1.x

Cited by 12 publications

(11 citation statements)

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“…Delivery of IPE to large numbers of students across different curricula and universities can be diffi cult for various reasons, such as scheduling, lack of funding, and administrative challenges (Hays, 2007). Providing students with the opportunity to learn by completing brief modules or workshops can be effective in introducing factors related to interprofessional team work.…”

Section: Ipe Initiativesmentioning

confidence: 99%

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A Unique Interprofessional and Multi-Institutional Education Series

Poling

Kiersma

2014

J Nurs Educ

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Interprofessional health education has received increased attention from educators and health care institutions over the past decades. In the Institute of Medicine's The Future of Nursing: Leading Change, Advancing Health report, the necessity of nursing professionals becoming full partners with other health care professionals is described. In 2011, a group of faculty members in northeast Indiana formed an interprofessional education (IPE) consortium, which included faculty from several universities. The members were from a larger community group who met monthly and realized they shared a common interest in developing an IPE program. The purpose of this article is to describe the unique interprofessional and multi-institutional educational series that has been off ered as a result of the collaborative eff orts of this consortium. The initiative is continuous and now enters the second phase of the IPE learning series. This initiative may help others make the necessary changes in health care education. [J Nurs Educ. 2014;53(x):xxx-xxx.] O ver the past several decades, the focus on implementing interprofessional learning experiences for health profession students has increased (Cerra & Brandt, 2011). Much of the attention has been provided by highly respected agencies, such as the Institute of Medicine (IOM). (IPEC Expert Panel, 2011) is recognized by health care educators as the benchmark for developing interprofessional education and collaborative practices, as it emerged from the desire to build on each of the profession's defi ned practice of interprofessional care. From this, students learn how to practice in a collaborative manner so that they are practice-ready upon graduation.The Core Competencies for Interprofessional Collaborative Practice can serve as a guide for interprofessional educators to coordinate efforts in developing curricula, as well as using other teaching strategies that lead to the effective assessment of the results of interprofessional education. In addition, the competencies provide a framework to help students meet the current interprofessional requirements expected by accreditation and licensing organizations.The IPEC panel noted that competency domains varied among the competency content in the literature; however, they developed four interprofessional competency domains, which include (a) values and ethics for interprofessional practice, (b) roles and responsibilities, (c) interprofessional communication, and (d) learners achieve the learning objectives within the four domains before becoming licensed or certifi ed in their respective disciplines. The goal of the IPEC continues to be one of enhancing patient safety through high quality, accessible, patient-centered care (IPEC Expert Panel, 2011). Another infl uential group dedicated to enhancing health care by improving health care education is the Josiah Macy Jr. Foundation. This group of professionals met in January 2013 to develop recommendations for transforming health care. The participants made several recommendati...

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Section: Ipe Initiativesmentioning

confidence: 99%

“…Students gained an understanding of one another's professional roles and increased their team building skills. Each program included ongoing activities that have been supported in the literature as a more effective way to increase IPE learning (Cusack & O'Donoghue, 2012;Hays, 2007;Owens et al, 2010;Pardue, 2013).…”

Section: Educational Innovationmentioning

confidence: 99%

A Unique Interprofessional and Multi-Institutional Education Series

Poling

Kiersma

2014

J Nurs Educ

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“…[3][4][5] In the experiential setting, IPE is achieved via simulations, service learning, and as a part of IPPEs or APPEs. [6][7][8][9] Although the latter is not as well documented in the literature, a few examples, such as Hays's study, provided examples of how IPE could be addressed in a community setting through activities that could involve multiple health care providers including, in some cases, a pharmacist. 7 The examples cited are out of the box and atypical of what is normally considered, such as the supermarket visit.…”

mentioning

confidence: 99%

“…[6][7][8][9] Although the latter is not as well documented in the literature, a few examples, such as Hays's study, provided examples of how IPE could be addressed in a community setting through activities that could involve multiple health care providers including, in some cases, a pharmacist. 7 The examples cited are out of the box and atypical of what is normally considered, such as the supermarket visit. Goldstone and Cooley described the development of an interprofessional psychiatric APPE elective that developed communication and collaboration skills in patient-care settings.…”

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Advancing Interprofessional Education via Strategic Planning

Poirier

Newman

2016

American Journal of Pharmaceutical Education

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Standard 11 of the 2016 Accreditation Council for Pharmacy Education (ACPE) stipulates that the curriculum should prepare all students to be contributing members of an interprofessional team in a variety of practice settings. 1 The team should include prescribers and other health care professionals. The standard indicates that this preparation should occur throughout the curriculum including didactic, introductory pharmacy practice experiences (IPPEs), and advanced pharmacy practice experiences (APPEs). The standard also indicates that schools must demonstrate achievement of the Interprofessional Education Collaborative (IPEC) core competencies. 2 We suggest a strategic plan is needed to effectively address interprofessional education (IPE) throughout the curriculum, including experiential education and addressing challenges and assessment approaches needed for this type of experience to be successful.The current approach to IPE can be described as a series of isolated events. The literature is abundant with individual examples and how they address core competencies, but not one overarching strategic model encompasses Standard 11 in its entirety.3-6 For example, some IPEC competencies are addressed early in the didactic curriculum with classroom teaching, case based study, and team-based projects. [3][4][5] In the experiential setting, IPE is achieved via simulations, service learning, and as a part of IPPEs or APPEs.6-9 Although the latter is not as well documented in the literature, a few examples, such as Hays's study, provided examples of how IPE could be addressed in a community setting through activities that could involve multiple health care providers including, in some cases, a pharmacist. 7 The examples cited are out of the box and atypical of what is normally considered, such as the supermarket visit. Goldstone and Cooley described the development of an interprofessional psychiatric APPE elective that developed communication and collaboration skills in patient-care settings. 9 An emerging focus on prevention education may be another focused area for IPE as pharmacy enhances its public health role. 10Another important area for a strategic model to address is assessment of IPEC competencies. Examples are limited to assessing knowledge and attitudes and sometimes patient care skills but rarely interprofessional skills. Common assessment tools are restricted to surveys, reflections, and preceptor evaluations.11 In their survey, Jones et al indicated 55% of US schools of pharmacy addressed IPE in IPPEs with a variety of formats. However, this data did not indicate if the core competencies were actually developed or assessed during this time.12 It is unclear if schools had a strategic plan for addressing and assessing the IPEC competencies. Additionally, in their literature review, Abu-Rish et al identified inconsistencies and shortcomings in how IPE events are conceptualized and assessed.11 Reeves et al advocated for more robust assessment of the IPE competencies than knowledge and attitudes, such as evalu...

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