1. Aspects of IPE at IUSO Fall 2015

2. Indiana University School of Optometry University Level Commitment Indiana University is committed to interprofessional health care education that prepares learners to partner in providing high quality, team-based care to optimize health. Core Values for Interprofessional Health Care Education – Mutual trust and respect – Open and responsive communication – Collective responsibility in decision-making – Shared accountability

3. Indiana University School of Optometry IPE at Indiana University Definition of Interprofessional Health Care Education Interprofessional health care education is “two or more health professionals learning about, from, and with each other to enable patient-centered collaborative practice and thereby enhance health outcomes”.

4. Indiana University School of Optometry Mission Statement To implement, support, and evaluate interprofessional health education and practice programs at Indiana University in order to translate the outcomes of interprofessional health education into collaborative practice models.

5.  Place individual, population, and community interest at the center of IP health and delivery.  Demonstrate high standards of ethical conduct in service delivery.  Manage ethical dilemmas appropriate to IP care situations.  Demonstrate competence in one's own. profession within the context of IP care.  Develop a trusting relationship with others (modified, CIHC, 2010). COMPETENCE: Entry-to-Practice  Integrate the knowledge and experience of others to inform care decisions.  Engage self /others to manage disagreements that impact care and/or service outcomes.  Use process improvement strategies to increase the effectiveness of IP teams.  Apply leadership practices that support collaborative practice and team effectiveness.  Engage in collaboration that supports reconciliation of differing priorities.  Describe the process of team development and the characteristics and practices of effective teams.  Reflect on individual and team performance.  Share accountability with others to improve outcomes relevant to prevention and health care.  Communicate the importance of teamwork in person-centered and community-focused care.  Listen actively, and encourage ideas and opinions of others.  Communicate one’s professional roles, responsibilities, and contributions to others  Recognize one's limitations in skills, knowledge, and abilities.  Describe how the team works together to improve health, healthcare, and community outcomes.  Recognize that individuals, populations and communities must have a voice in decisions that affect them.  Recognize that IP healthcare delivery incudes individuals, populations, and communities.  Embrace cultural diversity and individual differences.  Respect the unique cultures, values, roles/ responsibilities, contributions, and expertise of others. Teams and Teamwork REFLECTION IN AND ON ACTION ultimately leading to REFLECTION BEYOND ACTION LEARNING CONTINUUM SUM M A T I V E ASS E S S M E NT Inter p r o fe ss io n a l Pa rtner s hip and Co l la bo r at i ve P r ac t ice f o r Opti m i z at i on of Ind iv id u a l / P op u l a t i on H e al t h O u t c o m es IPEC CORE COMP E T EN CIES (IPEC, 2 0 1 1)  Engage diverse professionals to develop strategies to meet specific needs.  Participate in individual and team performance improvement.  Forge interdependent relationships to improve IP collaboration and advance learning.  Provide services that are safe, timely, efficient, effective, and equitable.  Use team science to advance care and services that are efficient, effective, and equitable.  Engage others in shared patient-, client-, or community-centered problem solving.  Reflect on team performance and improvement  Apply leadership practices that support team effectiveness.  Use process improvement strategies to increase the effectiveness of IP teams.  Use available evidence to inform effective teamwork and team-based practices.  Develop consensus on ethical principles to guide teamwork.  Choose effective communication tools and techniques to enhance team function.  Organize and communicate information in a manner that is understandable.  Use respectful language.  Communicate the importance of teamwork in patient-centered and community-focused care or service delivery.  Work in cooperation with those who contribute to or support the delivery of prevention and health services.  Respect the dignity and privacy of others while maintaining confidentiality in the delivery of IP care and services.  Act with honesty and integrity in relationships with others.  Explain the roles, responsibilities, and contributions of others and how to work together to optimize outcomes.  Engage diverse professionals to develop strategies to meet specific needs.  Communicate with team members to clarify each person’s responsibility.  Facilitate unique and complementary abilities of team members to improve outcomes.  Listen actively and encourage ideas and opinions of others.  Express one’s knowledge and opinions to team members to ensure common understanding of decisions.  Recognize how one's uniqueness contributes to effective teamwork. BASE L INE A SSES S MENT Values/Ethics for Interprofessional Practice Roles/ Responsibilities Interprofessional Communication EXPOSURE: Introduction IMMERSION: Development PR O CESS AS SESSM E NT *Grounded in community engagement to address individual and population concerns related to Indiana state health priorities. Framework language to be vetted through IU faculty groups. Developed by the CIPHEP Advisory Board; Adapted from (c) University of Toronto, Centre for Interprofessional Education: A Framework for the Development of Interprofessional Education Values and Core Competencies. IU TEACH (Team Education Advancing Collaboration in Healthcare) Framework for the Development of Interprofessional Collaboration and Practice Competencies*

6. Indiana University School of Optometry IUSO Involvement in IPE IUSO has been represented in the: – Development and adoption of an IPE Mission Statement for Indiana University – Strategic Planning Group for CIHEP – Advisory Board of CIHEP – Planning of IPE workshops on 2 campuses – Ethics IPE pilot program – Grand Rounds IPE pilot program

7. Indiana University School of Optometry IUSO Hosted the Bloomington Campus IPE Grand Rounds Pilot Event Description Students from a variety of health science schools had the opportunity to learn about, from, and with one another in a case-based activity that explored the healthcare needs of a 22 year old graduate student who suffered from a traumatic brain injury. This pilot program gave students the opportunity to learn about other health professions and see how health professionals work as a team to improve patient care. Collaborators: IU College of Arts and Sciences, IU School of Dentistry, IU School of Health and Rehabilitation Sciences, IU School of Medicine, IU School of Nursing, IU School of Optometry, IU School of Public Health - Bloomington

8. Indiana University School of Optometry IUSO Interprofessional Practice (IPP) On Campus Activities MLK Day Annual “Day of Service” – free care for the uninsured (Speech & Hearing; Nursing) VA “Stand-Downs” in several communities (with Nursing, Public Health, Dentistry) School screenings (Nursing) Vision Rehabilitation Clinic (Occupational Therapy, Social Work)

9. Indiana University School of Optometry IUSO Interprofessional Practice (IPP) Off Campus Activities Specific efforts are made to incorporate collaboration and collaborative practice into as many external rotation sites as possible Student interns have many opportunities to observe and work with other health care professionals at VA hospitals and referral based practice centers IPP experiences are surveyed and evaluated and tracked for all interns

10. Indiana University School of Optometry Plan for IPE and IPP at IUSO A grand rounds experience with multiple other health care learners will be incorporated in to the 1 st and 2 nd years (Exposure Experience) A higher level simulation with multiple health learners in the 2 nd or 3 rd year (Immersion Experience) Increased IPP opportunities will be added during the 3 rd and 4 th years (Competence clinical practice experiences)