Resource Center

This report describes an innovative interprofessional education collaborative practice (IPCP) experience for rehabilitation professions students using a unique on-campus camp model through a community-academic partnership. Throughout the three-day camp, known as the Bright Ideas TBI Camp, interprofessional student groups deliver tailored health and wellness services to individuals with disabilities due to traumatic brain injury and their caregivers.

People receiving palliative care have complex, wide-ranging, and changing needs, not just physical distress, but also psychosocial, practical, and spiritual. Influences on complexity in palliative care are different among healthcare providers and may depend on diverse aspects of the patient's condition, time, and environment. Therefore, this study aimed to integrate and describe the perspective of complexity in palliative care.

This article discusses strategies for delivering serious news. Several common frameworks are identified (ABCDE, BREAKS, SPIKES, Nurse). It is written from a physician perspective.

"Culture Clash No More: Integration and Coordination of Disease Treatment and Palliative Care" include the following learning objectives: the limitations of the Medicare hospice benefit; defining three models of palliative care; identifying the benefits and barriers to early palliative care referral and intervention; identifying reasons patients are lost to follow up; recognizing the importance of health literacy to care decisions; listing possible disease treatments that fit into the hospice model.

Addressing intergenerational trauma remains a public health priority in Native American (NA) communities. Clinicians working with NA patients must express humility, understand local culture, collaborate, and develop an insider's perspective on NA past and present life in order to earn trust. This case considers an NA adolescent suffering from mental distress, possible substance use, and multiple traumas.

A call to action for newly assigned champions, coordinators, and directors of education practice and education. In particular, understanding that often universities, programs, centers, etc. already have IPE in place.  A key strategy is to identify the when, where and how of IPE and to strategically organize the varied events, co-curricular activities, simulation, and other interprofessional inititiatives into a longitudinal pathway for leaners.

Report on a a 3 year project involving clinical faculty and students from pharmacy, nursing, and occupational therapy who engaged in team-based home visits with at risk seniors in an underserved county in Wisconsin. In particular, this report highlights the importance of community-based partnerships with organizations, such as Fresh Meals on Wheels and Area Health Education Centers.  Results indicated that faculty, students and the recipients of care were extremely satisfied with the program.

Background: An interprofessional mental health court (MHC) team was created in Milwaukee, Wisconsin, in 2014 to help keep low-level offenders with mental health (MH) disorders out of the correctional system. The focus of MHC is on stabilization of MH disorders and rehabilitation rather than incarceration. A clinical MH pharmacist was added to the team in 2015 to provide expertise on psychotropic medication regimens and to meet with clients for medication education. Case Reports: A 58-year-old black male was admitted to the MHC after he failed to provide sex registry information.

Benzodiazepines are a class of medications that tend to fl y “under the radar” within the general population but nonetheless post a signifi cant risk to older adults when not used appropriately. The current article aims to shine a spotlight on this medication class along with a framework for a team-based approach to successfully de-escalate use when clinically appropriate. [Journal of Psychosocial Nursing and Mental Health Services, 58(1), 23-28.

Introduction: Refugees access health care at rates similar to US citizens. Many clinicians, however, do not feel prepared to care for them. This study evaluated whether an interprofessional presentation could improve knowledge of refugee health and cross-cultural comfort. Methods: The session consisted of a lecture and 3 small-group sessions. Students from various health care programs attended via Zoom. Participants completed pre- and postsurveys to assess cross-cultural comfort and knowledge of refugee health.