Using Knowledge Translation Strategies to Promote Integration of Evidence into Practice: Faculty, Fieldwork Educator and Fieldwork Student Partnerships

The Research to Practice Gap The gap between what is known from research and what happens at the point of care continues to be a concern across health care.1,2 Occupational therapists have a positive attitude toward evidence based practice yet actual use of evidence to guide occupational therapy practice is low.3,

An Online Approach to Interprofessional Education

Despite increasing interest in providing interprofessional education (IPE) opportunities for health profession students, the logistics of scheduling and integrating diverse curriculums remain challenging. Several models to address these potential barriers have been proposed and utilized (Blue et al, 2010). Faculty from three colleges within Thomas Jefferson University developed an asynchronous online interprofessional course as one solution to overcome logistical barriers to IPE. Interprofessional Grand Rounds is offered to third year pharmacy students and second year occupational therapy (OT) students in the fall semester. The course utilizes a variety of learning activities to evaluate the influence of current public health and psychosocial issues on the United States healthcare system. The content is divided into modules which address current healthcare issues such as evidence-based decision making relative to patient preference and provider autonomy, the TeamSTEPPS® approach to optimizing patient safety by enhancing communication and team-work skills, technology use in healthcare and end of life care. In addition, first year students from the Department of Physical Therapy (PT) and College of Nursing join the course for one module on patient safety and error reduction

Use of the Delphi Technique in Instrument Development to Assess Debriefing Facilitation

Debriefing is an essential part of the simulation experience because this is where most of the learning occurs (Arafah, Hansen & Nichols, 2010). To date, there are no validated instruments to measure the ability of a facilitator to effectively debrief learners after a patient simulation. This poster describes phase one of a pilot study to develop and evaluate an instrument that assesses the effectiveness of a debriefing facilitator. The instrument is based on the current scientific literature and was tested to establish reliability and validity. In phase one, the Delphi Technique was selected as it has been shown to be a cost effective method of generating ideas and achieving consensus on a particular issue where there is a lack of empirical evidence (Powell, 2003). The process for establishing the panel, collecting and analyzing responses and achieving acceptable level of consensus will be described. Arafeh, J. M. R., Hansen, S. S. & Nichols, A. (2010). Debriefing in simulated-based learning: Facilitating a reflective discussion. Journal of Perinatal Neonatal Nursing, 24(4), 302-309. Powell, C. (2003). The Delphi Technique: Myths and realities. Journal of Advanced Nursing, 41(4), 376-382. Objectives: After viewing this poster the participants should be able to: 1. Describe best practice for effective facilitation of debriefing following simulation in health professions education. 2. Describe the process of the Delphi Technique in establishing instrument reliability and validity. 3. Discuss the benefits and challenges of using the Delphi Technique in instrument development

Contemporary Therapeutic Aquatics: Interprofessional Course

Aquatic therapy can meet the needs of individuals from childhood to older adulthood with a variety of health conditions, and, in certain situations, is preferable to land-based therapy. Information on this specialized area of practice is minimally covered in entry-level occupational and physical therapy curricula, yet aquatic therapy is a rapidly expanding area of practice

Caring for aging patients with IDD/ASD/SPMI

Outline and Objectives: What are we talking about? Prevalence and associated co-morbidities Healthy aging pearls for special populations A case: Dr. Herge. . . . From the OT perspective Best practices for referral and resources A case: Dr. Rene. . . .From the behavioral health perspective Best practices for referral and resource

Developing and Evaluating Teamwork Skills using an Interprofessional Simulated Discharge Planning Meeting

Purpose: The Clinical Discharge Scenario (CDS) provides students the opportunity to work as an interprofessional team in a simulated scenario. Evaluating student competence in teamwork skills provides insight into their ability to work as effective team members. Background: A literature review reveals the majority of tools assessing student learning in interprofessional education (IPE) measure satisfaction, attitudes and knowledge (Abu-Rish et al., 2012). Kirkpatrick’s evaluation model proposes a hierarchy of changes as a result of training (Kirkpatrick, 1979). At the highest level is transfer of learning to change behavior. Assessment of IPE influenced behavior change is limited (Abu-Rish et al., 2012). Description of Intervention: Interprofessional student teams participate in a simulated discharge planning meeting with an elder female patient and her adult daughter (standardized patients). Student teams develop a discharge plan for the patient. Teamwork is assessed via Team Observation checklists (Herge, et al, 2015) completed by faculty observers and standardized patients. Students debrief with faculty and standardized patients and complete a posttest identifying one thing they learned from the experience. Results: Three years of data spring 2014-2016 was analyzed. Preliminary results indicate students were rated as above average on team skills. Thematic analysis of the posttest revealed 7 themes: communication, client centered care, meeting structure, IPE teams, family/caregiver, student experience and difficult patient. Conclusion: The CDS is an effective way for students to practice teamwork skills in a simulated environment. Evaluating student behavior in this setting provides data regarding student ability to apply learning and demonstrate teamwork skills. Relevance to Interprofessional Education: The Institute of Medicine report (IOM, 2015) calls for greater measurement of IPE impact on practice and behavior change. Simulated patient encounters provide students the opportunity to practice teamwork skills and faculty to measure student teamwork skills as related to IPE. Learning Objectives: At the conclusion of this session participants will: Recognize the value of simulated learning activities in interprofessional education. Describe the learning outcomes of an interprofessional simulated team activity. Identify ways to evaluate performance as an outcome of interprofessional education in their own educational/clinical setting. References: 1. Abu-Rish, E., Kim, S., Choe, L., Varpio, L., Malik, E., White, A. A. & Thigpen, A. (2012). Current trends in interprofessional education of health sciences students: A literature review. Journal of Interprofessional Care, 26(6):444-451. 2. Kirkpatrick, D. L., (1979). Techniques for evaluating training programs. Training and Development Journal. 33(6):178-192. 3. Herge, E. A., Hsieh, C., Waddell-Terry, T. & Keats, P. (2015). A simulated clinical skills scenario to teach interprofessional teamwork to health profession students. Journal of Medical Education and Curricular Development. 2:27-34. doi:10.4137/JMECD.S18928 4. Institute of Medicine (2015). Measuring the impact of interprofessional education on collaboration and patient outcomes. Washington, D.C.: The National Academies Press

The Role of Critical Case Analysis in Interprofessional Education

Goals for interprofessional education include preparing students to work in collaborative practice, teaching them how to work in teams and to asses and improve the quality of patient care. (Barr, 2007, Thibault, 2013). Four core competency domains have been established to inform interprofessional education (Interprofessional Education Collaborative Expert Panel, 2011). These are ethics/values, roles/responsibilities, interprofessional communication and teams/teamwork. Various pedagogical approaches have been used to help students meet these competencies. The Josiah Macy, Jr. Foundation (2013) recommends development and implementation of innovative models to link interprofessional education and practice. Thibault (2013) recommends students engage in “real work” as part of their interprofessional education experience