ENGAGEMENT FOSTERS AN UNDERSTANDING OF THE IMPORTANCE OF THE IPE JOURNE

Maher, PT, DPT, Catherine

Pinto Zipp, PT, EdD, Genevieve

Name not available

Creating Faculty Engagement in Interprofessional Learning Experiences

Jefferson Digital Commons

 SETON HALL’S PERSPECTIVE  GENEVIEVE PINTO ZIPP PT, EDD CATHERINE MAHER  PT, MS, DPT IPE TASKFORCE MEMBERS       CREATING FACULTY ENGAGEMENT IN INTERPROFESSIONAL LEARNING EXPERIENCES   ENGAGEMENT FOSTERS AN UNDERSTANDING OF THE IMPORTANCE OF THE IPE JOURNEY Interprofessional Education  (IPE) Interprofessional Practice (IPP) Patient-Centered Care (PCC) KEY PLAYERS IN STRUCTURING MEANINGFUL  IPE JOURNEY Faculty  Students experience                     IMPERATIVE TO THE SUCCESS  IPE JOURNEY            FACULTY                        SUPPORT & ABILTITIES    SHU DEVELOPED AND EXECUTED A 5 STRATEGIC PLAN:  EMBRACING FACULTY NEEDS TO ULTIMATLEY MEET STUDENT NEEDS Faculty based IPE taskforce  Faculty awareness via assessment  Foundational faculty development experiences (Internal/External)  Faculty reassessment  IPE Center formation FACULTY JOURNEY Initially  Baseline IPE Faculty Survey  IPE Seminars (in house) Follow Up IPE Faculty Survey  IPE Expert Retreat “Exploring Possibilities in IPE”  Recurring   Faculty to faculty brown bag SOTL lunches Mentor the mentors program  Website learning resources School wide curricular mapping  Perceived Barriers Agree  Neutral Disagree Lack of faculty awareness of IPE 81.8% (9) 18.8% (2)   Institutional challenges 81.8% (9) 18.8% (2)   Faculty’s incorrect definitions of what is and is not IPE 81.8% (9) 9.1% (1) 9.1% (1) Lack of clear institutional mission 81.1% (9) 9.1% (1) 9.1% (1) Table 1. Initially faculty perceived barriers associated with IPE implementation (percent agreement (n)) IPE provides students with opportunities to: Agree Neutral Disagree Explore unique contribution of other health professions 100%(11)     Engage in the develop of effective communication skills with other health professionals 80% (9) 20% (2)   Explore a mechanism to foster one’s own recognition of their role as an interdisciplinary health care team member 100%(11)     Develop interpersonal skills for collaborative patient care 90% (10) 10% (1)   Explore  ethical and legal issues associated with health care 64% (7) 18%(2) 18%(2) Evaluate information critically 55% (6) 45%(5)   Table 2. initial Faculty’s Perception of what IPE opportunities affords  students ((percent agreement (n))   Agree Neutral Disagree IPE programs must be evaluated to see the fit between interprofessional education and interprofessional collaborative practice 81.8%(9)   18.2% (2) IPE programs must be evaluated to see the fit between interprofessional education and professional core competencies 72.7%(8) 18.2%(2) 9.1% (1) Outcomes relevant to IPE must improve population health 54.5%(6) 27.3%(3) 18.2% (2) Table 3. Initial Faculty perceptions regarding IPE Program Evaluation and Outcomes  percent agreement (n)   Agree Neutral  Disagree Exposure activities for introducing concepts 63.6% (7) 27.3% (3) 9.1% (1) Immersion activities for development 81.8% (9) 9.1% (1) 9.1% (1) Competence assessment for entry to practice readiness 45.5% (5) 36.3% (4) 18.2% (2) Table 4. Initially Faculty perceived that learning experiences associated with IPE  experiences should encompass (percent agreement (n)).  SO WHAT DOES OUR FACULTY SAY NOW!    Overall faculty post implementation survey data support that •  Task Force Strategic Plan for implementing an inter-professional evidenced-based educational model provided a positive foundation for the advancement of inter-professional evidenced-based practice and did support the faculty • Perceptions of the faculty are broadened and consistent with regard to IPE tenets.  • Faculty responses confirmed their willingness to address perceived barriers that might inhibit the success of an IPE infusion plan into their current curriculum.  Professional life responsibilities  Personal life responsibilities As faculty we must ensure the development of  “HABITS OF MIND” (Sullivan, 2005)   not only for our students but ourselves    TAKE HOME MESSAGE……. Prepare Faculty Engage Faculty Empower Faculty Faculty  Students  Reassessment Your present circumstances do not define where you  can go; they merely determine where you start…..        Nido R. Qubein SO WHAT'S THE NEXT STEP….. IPE Strategic Plan  reassess reflect revise reapply CONTACT INFORMATION   Seton Hall University School of Health and Medical Sciences   Genevieve Pinto Zipp, PT, EdD  Genevieve.zipp@shu.edu  Catherine Maher, PT, MS, DPT   Catherine.maher@shu.edu REFERENCES  Aschenbrener CA. Association of American Medical Colleges Press release: News Report Announce Competencies, Actions Strategies to Advance Interprofessional Education. https://www.aamc.org/newsroom/newsreleases/2011/187630/110513.html;Accessed 6.11.12 Barr H. Interprofessional education: the fourth focus. J Interprofe Care. 2007; 21:40-50. Greenfeild D, Nugus p, Travaglia J, et al. Auditing an organization’s interprofessional learning and interprofessional practice: the interprofessional praxis audit framework. J Interprof Care. 2010; 24:436-449.  Interprofessional Education Collaborative. Core Competencies for Interprofessional Collaborative Practice: report of an expert panel. May 2011. Jensen GM, Mostrom, E. Handbook of Teaching and Learning for Physical Therapists. 3rd ed. Missouri: Elsevier; 2013. Little P, Everitt H, Williamson I, et al. Preferences of patients for patient centred approach to consultation in primary care: observational study. BMJ. Feb 24 2001;322(7284):468-472. Organization WH. Learning Together to Work Together for Health.   Report of a WHO study group on multiprofessional education for health personnel: the team approach. Geneva1988.  Reeves S, Goldman J., Burton A, Sawatzky-Girling B. Synthesis of systematic review of interprofessional education. J Allied Health 2010;39:198-203. Stewart M. Towards a global definition of patient centered care. BMJ. Feb 24 2001;322(7284):444-445. Sullivan W. Work and Integrity: The Crisis and Promise of Professionalism in America. 2nd ed. San Francissco: Jossey-Bass; 2005.  

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Creating Faculty Engagement in Interprofessional Learning Experiences

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