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Attitudes Toward Interprofessional Education: Comparing Physician Assistant and Other Health Care Professions Students

: Since the release of the 1988 World Health Organization report on the need for interprofessional education (IPE) programs, various forms of IPE curricula have been implemented within institutions of higher education. The purpose of this paper is to describe results of a study using the Readiness for Interprofessional Learning Scale (RIPLS) to compare physician assistant (PA) students with other health professions students. The RIPLS survey was completed by 158 health professions graduate students, including 71 PA students, at a small northeastern university in the fall of 2010.
Susan Sterrett - Sep 02, 2016

Interprofessional Learning as a Third Space: Rethinking Health Profession Students’ Development and Identity through the Concepts of Homi Bhabha

Homi K. Bhabha is a post-colonial and cultural theorist who describes the emergence of new cultural forms from multiculturalism. When health profession students enculturated into their profession discuss patient care in an interprofessional group, their unilateral view is challenged. The students are in that ambiguous area, or Third Space, where statements of their profession’s view of the patient enmesh and an interprofessional identity begins to form.

Susan Sterrett - Sep 02, 2016

Assessing Self-Reported Interprofessional Competency in Health-Care Education: Impact of New Curriculum

Purpose: The Interprofessional Education Collaborative Expert Panel (IPEC) has identified four competencies essential for interprofessional functioning in the health professions. Those four competencies are (a) values/ethics for interprofessional practice, (b) roles/responsibilities, (c) interprofessional communication, and (d) teams and teamwork. Design of effective curricula to develop competence in these skills will improve interprofessional functioning in healthcare.

Susan Sterrett - Sep 02, 2016

Perceptions of Interprofessional Collaborative Practice and the Correlation with Patient/Family Satisfaction Scores

Perceptions of Interprofessional Collaborative Practice and the Correlation with Patient and Family Satisfaction Scores Effective interprofessional collaboration is viewed as an essential component for the delivery of quality patient care in increasingly complex clinical environments. Various groups of professionals may have worked as a team on a project, however are perceptions of interprofessional clinicians viewed as collaborative? Moving forward in establishing a model for interprofessional collaboration requires identifying elements of achievement on high functioning patient care units.
Susan Sterrett - Sep 02, 2016

Developing Communities of Interprofessional Practice Using a Communities of Practice Framework for Interprofessional Education

ABSTRACT: Development of interprofessional education programs that meet new Interprofessional Education Collaborative competencies is a challenge for faculty and administrators. This article describes a curricular design that places students in learning communities over a 2-year period with a plan for 5 learning sessions. Communities of practice is the theoretical framework of the curricular design, creating interprofessional clinicians capable of effective collaborative practice. Full-text Article · Dec 2015 · Nurse Educator

Susan Sterrett - Sep 02, 2016

University of Southern Indiana: Student Team Develop Comprehensive Care Plans

Students engage with the Veteran’s Administration (VA) Patient Aligned Care Teams (PACT), as well as nurse practitioners and support staff from the USI Community Health Centers, to develop comprehensive care plans and provide patient care. The teams are charged with developing a plan of care that addresses an individual’s primary health care needs.

Resources for the plan include individual, family and community assessments, and it is developed in collaboration with the IPE team, the individual and the family/support system. The teams also integrate technology such as telehealth to assist and support the patients for better self-management of their health. USI faculty members serve as Interprofessional Clinical Coaches (ICC) at each location. Intended intervention outcomes include improved management of chronic conditions and reduced hospital admissions.

Site Admin - Sep 01, 2016