Mind Mapping: A Strategy to Promote Interprofessional Collaboration among Health Science Students

Purpose/Background: This presentation will provide participants with an understanding of what mind mapping is and engage participants in a discussion and hands on experience of how mind mapping can be used to prepare students for interprofessional collaborative practice and integrate patient centered models of care. Managing a patient’s plan of care requires health care practitioners to share and integrate data in order to formulate a plan of care. How to engage with other disciplines is often developed during student’s clinical educational experiences. Assisting and engaging students during the academic portion are essential to prepare them for interprofessional collaborative practice. Mind Mapping is an innovative instructional strategy which focuses on integrating information using a 360 non-linear approach. Mind maps require learners to think not only in a curvilinear manner but also use visuospatial relationships which flow from a central concept. For students, using this 360 approach to explore and connect concepts and themes a rich environment for content integration emerges. Mind mapping is emerging as a positive teaching and learning strategy for health science students however there has been limited evidence supporting its efficacy in interprofessional education. Descriptions of Program Mind mapping can be infused at several points within an interprofessional curriculum. Faculty can model for students their own integration of knowledge by creating and sharing their mind maps. Alternately, IPE student groups can create mind maps and thereby engage in self-directed active learning. These options provide rich experiences for students to work on integrating content knowledge across disciplines for the development of robust interprofessional patient-centered care. Preliminary Result on Mind Mapping used in an interprofessional curriculum as well as students’ perceptions will be shared. Conclusion /Relevance to interprofessional education or practice Using a mind maps non-linear approach to learning provides may further aid student’s ability to critically reflect upon and analyze the necessary information, to develop and modify a patient’s interprofessional plan of care. This model of infusion of mind maps can be utilized in interprofessional curricular to prepare students for collaborative practice. Learning Objectives: Participants will be able to: describe the tenets associated with the development of a mind map for IPE discuss a model of infusion of mind maps for interprofessional education and collaborations recognize how to integrate mind maps into their interprofessional curricular model

You Tube: An Innovation Promoting IPP Immersion Opportunities for Health Science Students

One of the primary goals for health science educational programs is to support the development of evidenced based, critically reflective entry-level healthcare professionals who practice within a patient centered interprofessional model of care. Recognizing the importance of experiential learning in preparing students, Seton Hall University Core Signature IPE Experience employs social media innovations to immerse students in real life situations. Specifically, You Tube is used as a platform for students to meet “in person” patient/clients within their “real- life situations” during their didactic coursework. You Tube IPP immersion opportunities do not replace hands on activities within real life situations, but it does offer educators an alternate medium to engage students as active learners. You Tube IPP immersion experiences can be used to prepare students by allowing them to err without harming the patient, it also provides students the opportunity to build their self-confidence as entry-level health care professionals. This presentation will describe the You Tube IPP immersion experience used at SHU, discuss perceived benefits, and engage participants in collegial discussion addressing how to infusion You Tube IPP immersion opportunities within their educational curriculums. Results: Data on faculty and student perceptions regarding the You Tube IPP immersion opportunity used at SHU to provide students across health professional programs with a sustainable and consistent immersion experience will be shared. Conclusion and Relevance: As health science educators we must assess the utility of emerging web based technologies to assist us in meeting the needs of preparing interprofessional healthcare practitioners. The You Tube IPP immersion model used at SHU is one potential innovation that provides an opportunity to engage students across professions as they seek to learn from and with each other. The You Tube IPP immersion model offers a safe environment for students to observe and engage in real life health care scenarios without the potential for harm to the patient. Learning objectives: 1) Describe You Tube IPP immersion experiences 2) Explore faculty and students perceptions of You Tube IPP immersion experiences in promoting learning and IPP. 3) Engage participants in collegial discussion addressing how to infusion You Tube IPP immersion opportunities within their educational curriculums

Dual task training for the geriatric client: Promoting attention to detail

Objectives: To describe the impact of dual tasking on the functional mobility of older adults To explore the role of interprofessional educational series to impact older adults attention to detail To discuss the utilization of technology and social media in dissemination of an interprofessional educational series for older adult

Core Signature Experience: A Sustainable Model for IPE

Objectives • To describe an adult learning framework using “structured immersion approach (SIA)” •To explore options for the development of core signature IPE offerings •To discuss the value of sustainable and consistent IPE experiences in fostering IP

Linking Academic and Clinical Leaders to Promote IPP

Missing link in IPE Ensuring that all health care professionals recognize the importance of an interprofessional practice model for patient-centered care is paramount in today’s health care arena. While, the use of IPE experiences is not new in the academy linking those experiences to rich clinical experiences is less frequently observed. Academic faculty partnering with clinical residency programs to design learning environments that capitalize upon the strengths of both can create an insightful IPE educational experience for students during their didactic training and support IPP. This partnership provides mentorship for residents transitioning from their role as clinicians to that of an educator and advocate of IPP with students

Creating Faculty Engagement in Interprofessional Learning Experiences

ENGAGEMENT FOSTERS AN UNDERSTANDING OF THE IMPORTANCE OF THE IPE JOURNE

Using Schoolwide Core Signature IPE Experiences to Create a Culture of Inquiry

Purpose: To describe a model for infusing the generalized empirical method (GEM) into a Schoolwide Core Signature IPE Experience to create a Culture of Inquiry. Background: As we continue to develop and refine IPE experiential learning opportunities at Seton Hall University amongst the commonality identified across health science professionals is the need to use “inquiry” to promote and develop evidenced based patient-centered care plans. Creating a culture of inquiry within our IPE experiential learning opportunities is paramount as learning experiences are but an “invitation to an intellectual journey”. Bernard Lonergan who wrote on the “Generalized Empirical Method” (GEM), and self-appropriation suggests that one’s ability to get to know themselves in the deepest sense via true understanding is a means for knowing and understanding all other disciplines. As part of the interprofessional community of learners, educators must promote students intellectual journey with personal effort, involvement, and self-reflection to insure that transformation of one’s self emerges. Armed with deeper insight students can begin to engage in interprofessional dialogues which seeks to disperse academic “silos” for the emergence of a common ground for effective patient-centered care. This presentation will describe how the GEM was infused into a Schoolwide Core Signature IPE Experience to create a culture of inquiry. Preliminary Results: Qualitative data from faculty and student focused interviews exploring perceptions of GEM infused IPE Core Signature experience in promoting a culture of inquiry will be shared. Relevance and Recommendations: Developing rich and meaningful interprofessional learning opportunities is not only paramount for students, but for healthcare professions and the patients they serve. Interprofessional practice environments need insightful inquisitive healthcare professionals to meet the needs of our diverse populations. This model infuses the GEM to support student’s intellectual insight development, self-appropriation and thereby create an IP culture of inquiry. OBJECTIVES Upon completion of this presentation participants will be able to: Discuss the underlining tenets associated with GEM used in a Schoolwide Core Signature IPE Experience to create a culture of inquiry Describe options for GEM in their own IPE experiences to promote a culture of inquir