The Saint Louis University Center for Interprofessional Education and Research developed under the following principles:
- IPE should occur as early as possible in the professional curriculum
- Patient-centered care and IP team practice should be an expected part of all professional practice
- Collaborative practice occurs with deliberate planning and implementation
- IPE must have interactive learning experiences and include critical reflection
Following the above principles, the SLU CIER has developed interprofessional programs for both freshman entry and post-baccalaureate entry health profession programs. Using the SLU competencie domains for interprofessional education and practice--interprofessional practice, patient-centered care, wellness, patient safety and quality care, and social justice--graduates from SLU's health profession programs are equipped to work in today's complex, collaborative health care environment.
Signature Programs and Activities:
The Interprofessional Education Program at Saint Louis University offers a concentration and a minor in Interprofessional Practice for undergraduate students. The 16 credit Minor is an elective option for students in the School of Nursing, the Doisy College of Health Sciences, Pre-Medical and Pre-Health majors, and other students enrolled in health profession related programs. A Concentration in Interprofessional Practice is recognized with the completion of four designated courses (9 credits). The Minor and Concentration in Interprofessional Practice offer the opportunities for students in the health professions education programs of Saint Louis University to study in an interprofessional environment.
At the graduate level, health professions programs which enroll entry level students who hold a bachelor's degree (including physician assistant, accelerated nursing, medicine, physical therapy, occupational therapy, dietetic interns and social work) participate in an Interprofessional Team Seminar. The format is an interprofessional team setting discussing patient cases including issues of patient-centered care, patient safety, health care system, cultural competence, health literacy, and community resources.
My Contributions
A listing of all contributions made to the National Center community.Contents
This article describes two strategies used to produce a more diverse RN workforce by increasing recruitment and retention efforts and supporting students entering nursing programs through successful matriculation and graduation. The recruitment program exposed 392 high school students to careers in...
There is increasing acknowledgement that interprofessional education (IPE) holds promise for preparing health professionals as collaborative-ready practitioners. The effects of IPE on learning outcomes are critical in determining the value of such programs. Attitudes are recognized as a significant...
Improvement in the provision of health care is essential in a complex, diverse and changing system. Studies are beginning to indicate that interprofessional (IP) collaboration can be a means to help address this issue. Institutions that have programs in health professions develop Interprofessional...
Appropriate collaboration and communication among health professionals is viewed as increasingly important in meeting the challenges of today's health care system. Student socialization to interdisciplinary practice is thought to be facilitated through interdisciplinary academic and clinical...
A problem-based learning (PBL) framework was utilized in a series of six interprofessional team seminars (IPTS) for postbaccalaureate students from seven health professions. The goal of IPTS was to develop a collaborative practice-ready workforce prepared to respond to patient care needs through...