Loss In Translation: A Model For Therapeutic Engagement And Intervention With Grieving Clients

Bearing witness to grief is about accepting and experiencing suffering as an unavoidable aspect of loss. It also entails listening to and responding with clients in a way that affirms that their experiences have been heard and understood. This article describes a model for therapeutic engagement and intervention with grieving clients. The model is informed by contemporary grief and practice theories characterized by such qualities as emotional presence, reciprocity, responsiveness, empathic expression, and meaning making. Case examples from the author’s research and practice experience illustrate how these qualities contribute to what she describes as translational relationships that lead to transformations in clients’ self perceptions and assumptive worlds, and for some, to revived meaningfulness in a life changed by loss

Stronger when combined: Lessons from an interprofessional, jail-based service-learning project

Long recognized as a means for enhancing student awareness of social justice and responsibility, service learning is now also being explored as a means for helping students develop interprofessional teamwork skills. This paper describes preliminary evaluation results of one such pilot program, an interprofessional service-learning project at a county jail. In the model, college students from a range of health professions and inmates work collaboratively with jail staff to design service projects that are implemented in the facility. Qualitative analysis of open-ended surveys completed by student participants identifies key learning outcomes, including awareness of the health and social disparities faced by people incarcerated at the jail, confidence in the ability to engage in culturally-sensitive practice and to address these disparities, and appreciation for the value of interprofessional teamwork. This preliminary evaluation is part of a larger effort to develop tools to measure student and community outcomes in interprofessional serving learning initiatives

InterProfessional Education Collaborative (IPEC), The University of New England

Describes the growth and development of an InterProfessional Education Collaborative (IPEC) across the programs at the University of New England in Biddeford and Portland, Maine

Healthcare Students’ Abilities To Translate Interprofessional Education To Collaborative Practice

The purpose of this quantitative, correlational study was to examine the direct relationship between students learning about case-based, interprofessional education in their didactic coursework and then demonstrating a change in behavior that allows them to engage in interprofessional collaborative practice in the clinical setting. Specifically, the study determined if healthcare students from physical therapy, occupational therapy, and nursing programs demonstrated the behaviors learned during case-based, IPE training to engage in interprofessional collaborative practice in the clinical setting. The participants of the study had to have completed the case-based IPE training provided at their university during one semester and then participated in a clinical experience course in the following semester. They voluntarily completed an electronic survey that consisted of the validated Interprofessional Collaborative Competency Attainment Survey (ICCAS) and basic demographic questions. The results of the study suggested that students feel competent in IPCP skills after participating in IPE training in the classroom setting, which is a controlled environment. However, when they enter the clinical setting, an uncontrolled environment, their abilities to truly engage in IPCP is not as strong. These findings suggest the need to provide IPE training in the classroom and clinical settings. It would be beneficial for training to be scaffolded throughout the curriculum and include classroom training to provide the foundational knowledge (start of Bloom’s taxonomy), simulation to begin to introduce an uncontrolled environment (middle of Bloom’s taxonomy) and end with training in the clinical setting (high on Bloom’s taxonomy).https://dune.une.edu/pt_facpost/1005/thumbnail.jp

Theories of power in interprofessional research : developing the field

This guest editorial introduces a special issue on theories of power in interprofessional research. Building on the intentions of the late Professor Scott Reeves, Distinguished Editor of this Journal, the identification that the notions of power have been visible yet relatively inconsistent in interprofessional research warranted a focused attempt to draw together scholarship from across the globe. Power runs throughout and often dictates interprofessional dynamics yet the visibility of theoretical engagement with the subject has not reflected this. We would therefore like to invite submissions which attempt to address the issue of power in interprofessional contexts, utilizing theory to explore empirical phenomena, case studies, conceptual thought or evidence review. The piece below provides a brief, speculative overview of theoretical contributions which focus on power and how they may be used to inform interprofessional research. Including examples of previous application of theory, possible approaches to framing and insight into conflictual, consensual and constitutive modes of thought the aim here is to suggest ways in which potential contributors might frame their submissions. Given that coherent inteprofessional engagement is influenced by power systems and struggles, the need to bring together work which attempts to understand and respond to this has become a pressing contemporary concern

How to address health misinformation? Using focus groups to understand the experience and needs of Interprofessional undergraduate health professionals

The Problem of Health Misinformation Students from six different health professions share ideashttps://knowledgeconnection.mainehealth.org/lambrew-retreat-2023/1020/thumbnail.jp

Forward Thinking and Adaptability to Sustain and Advance IPECP in Healthcare Transformation Following the COVID-19 Pandemic

The proliferation of the novel SARS-CoV-2 (COVID-19) virus across the globe in 2020 produced a shared trauma internationally of unprecedented devastation, disruption, and death. At the same time, the pandemic has been a transformation catalyst accelerating the implementation and adoption of long overdue changes in healthcare education and practice, including telehealth and virtual learning. The COVID-19 pandemic has placed healthcare at a crossroads, either viewing it as a temporary situation that requires short-term solutions, or as a major disruption that presents opportunities for innovation for sustainable development and transformation. As COVID-19 transitions from pandemic to endemic, we have a unique opportunity to leverage lessons learned that can foster healthcare transformation through innovation, forward thinking, and interprofessional education and collaborative practice (IPECP). With the changing landscape of higher education and healthcare, IPECP leaders need to reflect on and implement ‘Forward Thinking and Adaptability’ and ‘Sustainability and Growth’ in their IPECP approaches and strategies to achieve the Quintuple Aim. To capitalize on this opportunity and based on a recent publication by InterprofessionalResearch Global, this paper explores and debates (from a global perspective) the impact and application of healthcare education and practice transformation on IPECP with the goal to identify best practices in integrating and sustaining IPECP and building a resilient workforce

Interprofessional Education and Collaborative Practice (IPECP) in Post-COVID Healthcare Education and Practice Transformation Era – Discussion Paper. Joint Publication by InterprofessionalResearch.Global, American Interprofessional Health Collaborative & Canadian Interprofessional Health Collaborative

In the past two years the world has experienced unprecedented devastation, disruption, and death due to the COVID-19 global Pandemic. At the same time, the Pandemic acts as a transformation catalyst that accelerated the implementation and adoption of long overdue changes in healthcare education and practice, including telehealth and virtual learning.Interprofessional collaboration during the pandemic was able to foster healthcare transformation in several ways at the policy and legislative level, such as the fast-tracking of internationally trained professions. The role and use of digital technologies in healthcare education and practice have been extended and solidified by the pandemic. Macro-level policies acknowledging the importance ofpopulation health are key for future interprofessional collaboration of stakeholders to address inequalities. Similarly, interprofessional collaboration is key to addressing the proliferation of misinformation. Interprofessional education and collaborative practice (IPECP) can be effectively utilized to combat misinformation by increasing health literacy amongst health professions and the communities they serve.Despite IPECP being an integral component of promoting patient safety, and holistic, quality care, silos continue to exist. Furthermore, implementation of the Quintuple Aim (better health, better care, better value, better work experience, and better health equity), particularly through the lens of equity, remains elusive. Going forward, the integration and sustainability of IPECP are crucial and the experience of IPECP within the context of the COVID-19 pandemic should be reflected on, researched, and evaluated to inform future global healthcare systems and the workforce to provide and achieve the Quintuple Aim; the goal ofall in healthcare.As we are emerging out of the Pandemic, we have a unique opportunity to leverage on the lessons learned from the pandemic in fostering the healthcare transformation through innovation and IPECP. To capitalize on this opportunity and in a collaborative effort, the InterprofessionalResearch.Global (IPR.Global), the American Interprofessional Health Collaborative (AIHC), and the CanadianInterprofessional Health Collaborative (CIHC) have developed this e-book as a Discussion Paper to explore and discuss (from a global perspective) the impact and application of healthcare education and practice transformation on IPECP as we emerge from the COVID Pandemic with the goal to identify best practicesto integrate and sustain IPECP. We call the interprofessional educators, practitioners, leaders, scholars, and policy makers to utilize ‘Forward Thinking and Adaptability’ and ‘Sustainability and Growth’ in their IPECP approaches and strategies, to achieve Quintuple Aim. As learned during the Pandemic, working together – across professions, institutions, nationally, and globally – is essential in emerging stronger and in transforming our healthcare education and practice

Equipping Health Professions Educators to Better Address Medical Misinformation

As part of a cooperative agreement with the US Centers for Disease Control and Prevention (Federal Award Identification Number [FAIN]: NU50CK000586), the Association of American Medical Colleges (AAMC) began a strategic initiative in 2022 both to increase confidence in COVID-19 vaccines and to address medical misinformation and mistrust through education in health professions contexts. Specifically, the AAMC solicited proposals for integrating competency-based, interprofessional strategies to mitigate health misinformation into new or existing curricula. Five Health Professions Education Curricular Innovations subgrantees received support from the AAMC in 2022 and reflected on the implementation of their ideas in a series of meetings over several months. Subgrantees included the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Florida International University Herbert Wertheim College of Medicine, the Jacobs School of Medicine and Biomedical Sciences at the University at Buffalo, the Maine Medical Center/Tufts University School of Medicine, and the University of Chicago Pritzker School of Medicine. This paper comprises insights from each of the teams and overarching observations regarding the challenges and opportunities involved with leveraging health professions education to address medical misinformation and improve patient health