The Readiness for Interprofessional Learning Scale: To RIPLS or not to RIPLS? That is only part of the question
We live in two inter-related worlds of interprofessional education and collaborative practice (IPECP) by simultaneously implementing and evaluating the University of Minnesota IPECP program, across 21 schools and programs on three campuses and in our work in the National Center for Interprofessional Practice and Education. We are constantly grappling with “on the ground” challenges and national issues that arise in the center; therefore, we are gaining a unique perspective about IPECP.
Incorporating Nurse-Midwifery Students into Graduate Medical Education: Lessons Learned in Interprofessional Education
There is a current emphasis on interprofessional education in health care with the aim to improve teamwork and ultimately the quality and safety of care. As part of a Health Resources and Services Administration Advanced Nursing Education project, an interprofessional faculty and student team planned and implemented the first didactic coursework for nurse-midwifery and medical students at the University of California, San Francisco and responded to formative feedback in order to create a more meaningful educational experience for future combined cohorts.
A Framework for Web-Based Interprofessional Education for Midwifery and Medical Students
Scheduling interprofessional team-based activities for health sciences students who are geographically dispersed, with divergent and often competing schedules, can be challenging. The use of Web-based technologies such as 3-dimensional (3D) virtual learning environments in interprofessional education is a relatively new phenomenon, which offers promise in helping students come together in online teams when face-to-face encounters are not possible.
Interprofessional Workplace Learning in Primary Care: Students from Different Health Professions Work in Teams in Real-Life Settings
Interprofessional education may be defined as an occasion when two or more professions learn with, from, and about each other in order to improve collaboration and quality of care. We studied the self-reported experiences from Norwegian health care students participating in interprofessional workplace learning in primary care. We discuss the results particularly in light of self-determination theory.
Findings from a mixed methods study of an interprofessional faculty development program
Forty faculty members from eight schools participated in a year-long National Faculty Development Program (NFDP) conducted in 2012–2013, aimed at developing faculty knowledge and skills for interprofessional education (IPE). The NFDP included two live conferences. Between conferences, faculty teams implemented self-selected IPE projects at their home institutions and participated in coaching and peer-support conference calls. This paper describes program outcomes. A mixed methods approach was adopted. Data were gathered through online surveys and semi-structured interviews.
Identification and Team-Based Interprofessional Management of Hospitalized Vulnerable Older Adults
Background
Extended hospital stays and complications are common among older adults and may lead to morbidity and loss of independence. Specialized geriatric units have been shown to improve outcomes; but, with the growing numbers of older adults, may be difficult to scale to meet needs.
Purpose
Reimagining health professional socialisation: an interactionist study of interprofessional education
The literature on interprofessional education (IPE) in allied health has historically been atheoretical and dominated by interventionist approaches using survey-based methods. Little is known about the social and contextual factors underpinning university-based interprofessional socialisation across allied health degrees. Using Holland et al.’s theory of ‘identities as practice’ and in-depth interview data from 19 students, we analyse first year Australian allied health students’ experiences of university-based IPE.
Huddle Coaching
Huddles are “structured brief (5-15 minutes) routine face-to-face communication of a team’s full members” (Rodriguez et al. 2014). Content covered during huddles typically includes a) pre-visit planning for scheduled patients, b) strategizing care plans for patients with special or complex needs, c) addressing workflow and communication issues through collective problem solving, and d) insuring awareness of what team members do and what actions are happening on the team and in practice.
Funding Sources
Previously Submitted by Patrick Gordan on Mar 11, 2015 - 10:50am CDT as a comment thread
