Resource Center

This article provides a 2019 update to the American Geriatrics Society Beers Criteria for Potentially Inappropriate Medication Use in Older Adults based upon a systematic review of new evidence.

“Integrating Music Therapy Students into Interprofessional Education: Academic Program Development”, an article by Director of Music Therapy Studies, Coordinator of Graduate Music Therapy and Associate Professor of Music Therapy Tony Meadows, Ph.D., MT-BC; Director of Pre-Health and Interprofessional Education and Associate Professor of Physician Assistant Studies Anne Schempp, Ed.D., PA-C, and Assistant Professor of Music Therapy Bronwen Landless, M.M.T., MT-BC; was published in Music Therapy Perspectives in December 2019.

OHNEP's mission is to increase oral health integration in primary care and nursing education and clinical practice.  As part of this mission, we promote evidence-based research studies and literature that demonstrates the importance of the oral-systemic connection across the lifespan. We invite you to review the pivotal interprofessional oral health articles copied below, and check out the "Resources" tab of our website ohnep.org to browse through our publications, presentations and other resources.

HIPO is based on the Online Simulated Patient Interaction and Assessment platform, which has facilitated thousands of ‘medical student – Simulated Patient’ interactions since 2016. HIPO is soon to be in pilot to facilitate ‘medical student – other HP student’ interactions in an inter-institutional collaboration.

This IPE resource is a recent, accepted peer reviewed manuscript that is the first to investigate the use of an interprofessional pain assessment and management simulation for physiotherapy and occupational therapy students. This resource is of significant benefit to health professional educators who wish to construct interprofessional learning activities in the area of pain management. The intervention uses authentic simulation to allow interprofessional collaboration between students with effective debriefing and feedback.

This article reports student perceptions and readiness for interprofessional education in the rural clinical learning environment in one region of Australia. The mixed methods approach used a survey, interviews and focus groups. The findings indicated students had numerous opportunities for interprofessional education, to observe role modelling in the workplace and considered that learning with other professions would help them become more effective members of the health care team.

A Faculty-wide interprofessional curriculum framework was developed at Monash University in Australia to assist academics in building interprofessional programmes with other professions at the level required for student learning.

Interprofessional education (IPE) and interprofessional collaborative practice (ICP) are essential to achieving high-quality patient care. Leading IPE/ICP requires training in new knowledge and skills that most health professions faculty and clinicians lack. To guide this training, the Interprofessional Education Collaborative (IPEC) defined interprofessional collaboration through four core competencies: (a) Values/Ethics for Interprofessional Practice, (b) Roles/Responsibilities, (c) Interprofessional Communication, and (d) Teams and Teamwork.

Wall, C. L. (2018). Preparing BSN students for engagement in interprofessional learning. Nursing Education Perspectives, 39(6), 366-367. doi:http://dx.doi.org/10.1097/01.NEP.0000000000000315

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