1. Creating a Multidisciplinary Team to Develop and Implement Interprofessional Education (IPE) Simulations Preparing Students for Collaborative Practice
Lisa Bursch DNP, CPNP-PC & Dayna Herrera DNP,RN California Baptist University
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Background
Implementation Process Model
Implementation
Outcome – Change of Knowledge
Within the interprofessional education (IPE)-related literature there is general recognition that skilled and knowledgeable faculty are required for successful implementation of IPE. These faculty members promote collaborative practice and foster graduates who are better prepared to work in health care teams. Most of the literature reviewed supported that when faculty are trained, engaged, and committed to the IPE competencies that create practice ready healthcare professionals .
Planning sessions integrating IPE competencies ranked highest on the post program survey with 83.33% of faculty participants acknowledging a greater understanding of the others roles and programs enabling to successful create interprofessional simulations Involving other professions in client / patient / family and community care appropriate to their roles & responsibilities.
Step 1- Engage in training regarding IPE & Simulation
Step 2-Identify faculty champions from each discipline
Step 3 – Work together in small teams to build collaborative objectives for simulation.
Step 4- Use standard simulation development process across all disciplines
Step – Mentor & Build integrated curriculum .
Outcome – Change of Skills
Problem
As a result of collaborating on with other professions to create a IPE simulation , what one or two skills of IPE or simulation did you gain.
““How to build IPE learning objectives for simulation”
Greater of the practices of simulation and structured debriefing .
A better understanding of the roles and responsibilities of multidisciplines in a community setting.
An informal survey graduate healthcare professional programs conducted at California Baptist University (CBU ) (2014) indicated a lack of interprofessional simulation focused on preparing to work collaboratively in the outpatient setting in the current curriculum of 6 healthcare programs.
IPE Faculty Champions from 7 Disciplines (2017)
Outcome – Change of Practice
During Project Planning
Objective
Current 2017
Prior to Project
3 IPE Community
Simulation Activities
3 Discplines
No IPE Community Simulations
No Disciplines
6 IPE Community Simulations
7 Discplines
The intent of Called2Collaborate is to promote communication among IPE faculty, learn from and with each other, recognized each other’s’ skills and knowledge in order to effectively equip faculty champions who can develop a successful interprofessional simulation focused on care in the outpatient setting.
CBU Framework for IPE Graduate Curriculum .
Outcome –Change of Attitude
Conclusion .
The outcome results provide a strong support for continuation of faculty development in IPE and further opportunities for outcome evaluations. The C2C faculty development program successfully connected disciplines, promoted teamwork, and created IPE faculty champions who can build interprofessional curricula and advocate for collaboration across the health related professions within the university.
The pre-post Attitudes Toward Healthcare Teams (ATCHT) survey indicated less than 0.05 suggesting a significant difference at (p=.004) between the pre and post surveys. This difference suggests that a real change of attitude related to IPE simulation development occurred because of the implementation and planning process..
Purpose
CBU School of Nursing develop Called to Collaborate, a framework for interprofessional education. The purpose of IPE simulations at CBU are designed to facilitate the development of creative and robust and sustainable interprofessional initiatives, in which graduate nursing and one or more other professions actively learn and work together in community based clinical
Scenarios aligned with Interprofessional Education Competencies ( IPEC).
Survey Score
Resources
Freeth, D., Hammick, M., Koppel, I., Reeves, S., & Barr, H. (2002) A critical review of evaluations of interprofessional education. London: Learning and Support Network, Centre for Health Sciences and Practice
Greiner AC, Knebel E, eds. (2003). Health Professions Education: A Bridge to Quality. IOM (Institute of Medicine) Committee on the Health Professions Education Summit. National Academy Press, Washington,DC.
Heineman G., Schmitt ,M., Farrell,M. , Brallier ,S. (1999). Development of an Attitudes Toward Healthcare Teams Scale . Evaluation of Health Professions 22(1):123:42
Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.
World Health Organization (WHO). (2010). Framework for action on Interprofessional education & collaborative practice. Geneva: World Health Organization.