The Dip: Orchestrating a Clinical Immersion Experience in Interprofessional Education

Research Question: Do health professions students who participate in an interprofessional education experience report improved teamwork skills

A Partnership Model of Clinical Interprofessional Education

Purpose and Background: The University wanted to enhance students’ uniprofessional education by providing an interprofessional experience in a gerontology context in collaboration with a clinical education partner. The project goals were to improve students’ teamwork skills, improve the vitality of their elder teacher, and create a model of interprofessional education for undergraduate and graduate students which would also benefit the clinical partner. Description of Intervention or program: Over three semesters, 44 students formed interprofessional teams of 4-5 students and worked with an elder teacher (resident) of the facility to learn with, from, and about each other. The student teams were supported by clinical mentors and faculty mentors. The students experienced a two-week didactic course focusing on teamwork followed by 14 weeks of clinical immersion in a long-term care setting. Evaluation included tools found in the literature (RIPLS and IEPS) and an assessment developed by the planning team. Additionally, student assignments, meeting summaries, and observer field notes were analyzed. This workshop will include a discussion of the interests and needs of the university and the clinical partner. Results: Students improved the vitality of their elder teachers. Additionally, they reported learning about other professions, practiced client-centered interventions, and became more holistic in their thinking. The partner has requested to have students on site all year round, not only in the spring semester. Conclusion: The project was beneficial to both partner organizations and for all participants. The project will be expanded next academic year to impact more students and elder teachers. Relevance to interprofessional education and practice: This project immerses students on interprofessional teams. It involves the facility staff in supporting the teams and this encourages team–based practice in this setting. Everyone works and everyone learns (Vanderbilt model). Seminar outline/timeframe of presentation and interactive discussion: 5 Min: Introduction and background 15 Min: Description of the collaboration project and how the voices of the clinical partner. Introduce activity: How do you develop a mutually beneficial immersion experience. 15 min: The teams will identify the interests of the university and the community partner. What are the gives and gets of each? We will assign different participant small groups to be either a university or a community partner. 15 min: After they identify their interests, have two groups get together and see if and how well their interests align. 10 min: Large group debriefing, sharing learnings, and next steps Two to three measurable learning objectives relevant to the conference goals: 1. Recognize opportunities/apply strategies to engage patients as partners in developing new models of interprofessional education and care 2. Describe a strategy that engages the clinical partner in the planning and engages the residents as elder teachers in implementation of an interprofessional immersion experience for undergraduate and graduate healthcare students. 3. Design innovative interprofessional curriculum, collaborative practice and quality improvement initiatives with attention to actualizing academic and clinical partnerships. 4. Identify the interests of both the university and the clinical partner in order to design a mutually beneficial IPE immersion experience

Experiences of Older Adults Using Smart Home Technology in a Senior Living Community.

Researchers from a University partnered with a senior housing organization and a technology provider to study the implementation of smart home technologies for seniors living independently. Smart home technologies included in home motion and pressure sensors and an Amazon Echo device. Older adults who received the technology and their designated family members were interviewed to ascertain the impact of the technology on the daily activities and communication

Guidelines for Effective Documenation and Quality Reporting

This chapter outlines general guidelines for documentation of clinical occupational therapy services and quality reporting for Medicare. The role of the manager in documentation by staff is discussed. The chapter includes guiding questions and a case study

Documentation in Practice

The chapter explains how to document occupational therapy services in clinical settings. It describes best practices in documentation. The reasons for documenting occupational therapy practice are explained

Impact of Smart Home Technology on Communication and Activity Participation of Older Adults in Independent Living

A team of researchers from a local University, technology provider, and senior housing organization examined the impacts on communication and activity participation in older adults who received a suite of smart home technologies. The smart home technologies included bed and chair sensors, a door sensor, a movement sensor, and an Amazon Echo device. Residents were interviewed before, soon after, and nine months after installation of these devices, and family members were interviewed soon after installation as well. Results show that the use of these technologies had a positive impact on both the resident and the family. This presentation will include a brief review of the literature around smart home technology as well as a summary of the research methodology, results, discussion, and implications for future research