Approved Activity Registry

Instructions

Interprofessional education is a powerful tool that can be used to establish linkages between the education system and the health care delivery system. Through IPE engagement opportunities, students learn to collaborate and communicate effectively, and, by doing so, they develop leadership qualities and mutual respect for one another’s knowledge and skill sets. The following IPE learning activities have been approved by the TTUHSC Office of Interprofessional Education. Each approved IPE Learning activity has met the criteria of involvement of two or more professions; significant interactivity between participants; opportunities to learn about, from, and with one another; and interprofessional teaching/learning that is intentionally targeted, discussed, addressed, and/or assessed. Through successful participation in a registered IPE learning activity, TTUHSC learners will be eligible to earn credit to satisfy institutional IPE graduation requirements.

If you have any questions please contact:

Office of Interprofessional Education
email iconipe@ttuhsc.edu
phone icon806-743-2028

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The Texas Tech University Health Sciences Center (TTUHSC) is a multi-campus institution based in Lubbock, Texas with additional campuses located in Abilene, Amarillo, Dallas and the Permian Basin. TTUHSC serves more than 100 counties in the western portion of Texas. The university is a separate institution from Texas Tech University; both universities are among four universities that are part of the Texas Tech University System.






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64 activities

Title

Interprofessional Professionalism in Healthcare: An Interprofessional Small Group Activity

Description
Healthcare involves many personal interactions with a variety of people. Interprofessional professionalism in healthcare is more than just good manners; it is about establishing respectable relationships with patients, team members, and managers. Interprofessional professionalism (IPP) is defined as consistent demonstration of core values evidenced by professionals working together, aspiring to and wisely applying principles of, altruism and caring, excellence, ethics, respect, communication, and accountability to achieve optimal health and wellness in individuals and communities. (Stern DT. Measuring Medical Professionalism. Oxford University Press. New York, NY; 2006:19.) In a healthcare setting, healthcare professionals must set the tone for the interaction with patients, families, and other members of the healthcare team. Additionally, health professionals are constantly in contact with people who will assess them based on the way they communicate, body language, and appearance. Interprofessional professionalism, when practiced by all health professions: enhances quality healthcare outcomes for patients, promotes a culture that value and foster individual competence, and improves practice and academic environments. The purpose of this IPE learning activity is to focus on the observable behaviors that illustrate what interprofessional professionalism looks like in the context of interprofessional collaborations focused on patient- and family-centered care. Key IPP concepts will include understanding one’s own profession, understanding professional boundaries, evidence of respect towards other professions and valuing their contribution, understanding legal and ethical requirements of professions in team, reflection and critically appraisal and evaluation of outcomes of practice.

During an interprofessional etiquette dinner hosted by the TTUHSC School of Health Professions, IPP will be addressed by a guest speaker, interprofessional networking, small group discussions with IPP topics facilitated by a faculty preceptor, and student development and presentation of elevator speeches. Students will be divided into interprofessional small groups and assigned a table and preceptor. Following a presentation on IPP, students will partake of a three-course etiquette dinner. Throughout the dinner, the preceptor will facilitate small group discussions from a list of predetermined IPP topics. Students will then have the opportunity to develop and deliver an “elevator speech.” The interprofessional small group and faculty will comment on the delivery and the content, as well as provide suggestions for improving interprofessional communication style.
IPP learning outcomes for this IPE Learning activity include:

COMMUNICATION
Demonstrates active listening with members of other health professions.
Communicates respectfully with members of other health professions.
Communicates with members of other health professions in a way they can understand, without using profession-specific jargon.
Responds to questions posed by members of other health professions in a manner that meets the needs of the requester.

RESPECT
Demonstrates confidence, without arrogance, while working with members of other health professions.
Recognizes that other health professions may have their distinct cultures and values, and shows respect for these.
Respects the contributions and expertise of members of other health professions.
Seeks to understand the roles and responsibilities of members of other health professions as related to care.
Determines patient care roles and responsibilities in a respectful manner with members of other health professions.

ALTRUISM AND CARING
Offers to help members of other health professions when caring for patients.
Demonstrates empathy for members of other health professions.
Models for other health professionals compassion towards patients/clients, families and caregivers.
Places patient/client needs above own needs and those of other health professionals.

EXCELLENCE
Coordinates with other health professions and the patient/client, family and caregivers to produce an optimal plan of care.
Reviews all relevant documentation from other health care professions prior to making recommendations to plan of care.
Contributes to decisions about patient care regardless of hierarchy/profession-based boundaries.
Works with members of other health professions to assure continuity of care for patients.

ETHICS
Interacts with members of other health professions in an honest and trustworthy manner.
Works collaboratively with members of other health professions to resolve conflicts that arise in the context of caring for patients/clients.
Discusses with members of other health professions any ethical implications of healthcare decisions.
Reports or addresses unprofessional and unethical behaviors when working with members of other health professions.

ACCOUNTABILITY
Engages with members of other health professions in quality assurance/improvement activities.
Seeks clarification from members of other health professions about unclear information.
Accepts consequences for his or her actions without redirecting blame to members of other health professions.
Works with members of other health professions to identify and address errors and potential errors in the delivery of care.
Date Approved
9/9/2019
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Title

International Programs for Students: An Immersive Interprofessional Global Health Educational Experience

Description
Immersive global health education, in the form of the TTUHSC international programs for students, brings together students from diverse professions to examine challenges facing the global society. With these interprofessional perspectives, teams of students develop innovative ideas that advance collaborative care practices locally and internationally. Students who participate in these global health learning experiences gain cultural humility and global health awareness, as well as learn to collaborate and foster interprofessional interconnectedness. Immersive global health education provides opportunities for students to collaborate with other students from different health care backgrounds, engage with diverse opinions, and solve problems by incorporating multiple perspectives. By participating in international team-based care, students become more confident in their professional and team identities. It also encourages students to value other health professions, and better prepares students for collaborative patient-centered care.

Across all TTUHSC international program sites, immersive interprofessional global health education requires knowledge of community cultures and values/ethics, along with respect for the knowledge and experiences of community members and community health workers. Immersive global health education affords students opportunities to understand the larger structural forces underlying social issues, provides transformational interprofessional learning experiences, and and help students see the world, and the practice of their profession, in a different way.

TTUHSC international program sites include Costa Rica, Nicaragua, and Peru.

Interprofessional education is targeted through team-building, team communication, values and ethics, roles and responsibilities, and collaborative team-based care.

Goals and Objectives:
TTUHSC students will become more globally competent and better able to meet the health care needs of all people as a result of expanding their understanding of the cultural influences on health care.
1. Participation in this international experience will foster attitudes of: volunteerism, humanitarianism, concern for underserved populations, interprofessional teamwork, and appreciation for public health careers.
2. Participation in this international experience will increase awareness of: social determinants that impact health, global interdependence, the impact of culture on health, communication difficulty across language and cultural barriers, health care delivery systems in resource poor settings, personal motivation for career choice, the need for community advocates and by working towards a common goal enhance participants understanding of health professional roles and how each profession contributes to the provision of care for patients in these different cultural settings.
3. Participation in this international experience will develop skills for: collecting history and conducting physical examination, communication not only across cultures but also across health professions, communicating in a foreign language, and diagnosing illness and injury with limited resources.

TTUHSC offers two types of international programs for students:

FACULTY-LED PROGRAMS:
A TTUHSC faculty member designs the program in consultation with his/her school, recruits
students for the program, accompanies the students abroad, administers the program, and is
responsible for the educational content of the program.

INSTITUTIONAL PROGRAMS AT APPROVED SITES
There are three types of approved sites:
1. An institution with which TTUHSC has an agreement/memorandum of understanding (MOU)
2. International organizations with which the U.S. has representation (e.g., WHO, PAHO, UN)
3. Approved teaching hospitals, institutions, and health related organizations. This option allows
students to participate in programs they select/arrange and which meet individual interests or
passions.
Date Approved
9/9/2019
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Title

A Day in the Emergency Department: An Interprofessional Simulation

Description
The purpose of the interprofessional (IP) emergency center (EC) simulation is to immerse interprofessional (IP) teams of students in “a day in the life” of a healthcare professional working in an EC. Students from TTUHSC nursing, pharmacy, physician assistant, and public health programs along with firefighter/EMT/paramedic, respiratory therapy, and social work students within the community collaborate to deliver high quality and safe patient-centered care as members of an interprofessional team. The simulation design includes 25 evidence-based scenarios ranging in acuity level from "walk-in" clinic diagnoses, such as otitis media, to high acuity myocardial infarction and hemorrhagic stroke. The trauma simulation also includes highly sensitive scenarios, such as infant abandonment and sexual assault. Students teams are assigned to a particular zone within the emergency department (ED) and collaborate with other professions on all aspects of patient care from admission to the EC through discharge to a hospital unit, intensive care, or home. Standardized patients, high-fidelity manikins, and volunteer community members depict the roles of patients and family members. A structured, one-hour debrief session follows the simulation. Huddles and debriefs are also provided throughout the highly sensitive scenarios, as needed. During huddle and debrief sessions, IP education discussion topics include values/ethics, roles/responsibilities, teamwork, and IP communication tools.
Date Approved
9/4/2019
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Title

Facial Anatomy, Physiology, and Pathology: An Interprofessional Gross Anatomy Lab and Case Study

Description
Healthcare provision and education has become increasingly collaborative and patient-centered, where interprofessional teams come together to learn together and to provide patients with the best integrated health services. This is particularly important for patients with complex and/or chronic health conditions, which are best addressed by a collaborative team of healthcare professionals including physicians and pharmacists. Management of diseases and medications is improved when physicians and pharmacists work as a team to diagnose, prescribe, supply, and counsel on the use of medications. Additionally, health care students who purposefully learn and practice the foundations of interprofessional practice including roles/responsibilities, teams/teamwork, interprofessional communication, and values/ethics will be more prepared to intentionally and effectively work together to improve patient outcomes and the current health care system.
In this interprofessional gross anatomy lab and case-based learning activity, interprofessional small groups of 10 students from medicine and pharmacy will participate in an anatomy lab on the facial structures, innervation, function, and pathology, as well as complete an associated case study on a patient with herpes zoster to reinforce anatomy concepts. Following the case study, small groups will be lead through a team debrief with a faculty facilitator to discuss the lab and case, as well as reinforce IPE concepts. The IPE aim of this activity is to foster collaborative teamwork within an atmosphere of mutual respect and appreciation. Students are encouraged and cued to approached each other without bias and learn about, from and with each other. By working as an interprofessional collaborative team, students discuss roles and responsibility within in collaborative care teams. Students will also discuss IPE core competencies during the formal team debrief.
Learning objectives for this activity include:

1. Perform a craniofacial dissection through collaborative teamwork.
2. Work collaboratively on a team with other healthcare professionals to solve a case related to craniofacial anatomy and diseases affecting those structures
Date Approved
8/29/2019
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Title

Differential Diagnosis of Aphasia: An Interprofessional Problem-Based Learning Activity

Description
Interprofessional problem-based learning (PBL) is a widely used tool to collaboratively educate/train teams of students from a variety of health care professions. Interprofessional PBL is a student-centered teaching/learning method that uses problems relevant to desired learning outcomes as a means of encouraging self-directed learning, critical thinking, lifelong learning, team collaboration, interprofessional communication, and self-evolution among students. Interprofessional PBL requires student collaboration to develop strategies to resolve problems, consider alternative solutions, and justify their solution to others. The goal of this interprofessional PBL activity was for interprofessional teams of students to work collaboratively to solve for a differential diagnosis of aphasia in samples and cases of patients who present with acute onset of changes in functional communication. Interprofessional teams include 2nd year medical students (MS2), graduate occupational therapy students, and graduate speech-language pathology students. The interprofessional PBL activity has 2 components including a component on the anatomical and physiological foundations of aphasia, as well as a differential diagnosis component based on video and case presentations.

Objectives for this interprofessional PBL activity include:

1. Expand teamwork skills essential for health care students to work collaboratively to solve problems.
2. Increase team communication skills during shared learning experiences.
3. Understand the roles and responsibilities of other health care professions in the care of patients with aphasia.
Date Approved
8/28/2019
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Title

Cancer Screenings and Patient Education: An Interprofessional Community Engagement Event

Description
Cancer is the second leading cause of death in the united states and accounts for 21.3% of total deaths annually. Between 30–50% of cancers can currently be prevented by avoiding risk factors and implementing existing evidence-based prevention strategies; however, education is necessary for prevention. The cancer burden can also be reduced through early detection of cancer and management of patients who develop cancer. Many cancers have a high chance of cure if diagnosed early and treated adequately. Complementary cancer screenings and healthcare education about cancer is critical in early detection of and treatment of common cancers.

In recent years, education, prevention, screening, detection, treatment, and follow-up for cancer has become increasingly collaborative and patient-centered. When working in interprofessional teams, healthcare professionals are able to draw on each other's expertise and builds on each other's expertise to achieve common, shared goals. During this interprofessional cancer screening community engagement event, interprofessional teams of students from the TTUHSC schools of medicine, nursing, and pharmacy will be providing education on cancer screening recommendations and either provide on-site screening or help coordinate referral for screening procedure, if eligible. Other health care professionals may be incorporated in the future, based on interest from that program. The event is held once a semester in coordination with several TTUHSC grant funded projects involving cancer screening and education. The educational presentations and screening tests/referral are managed by the coordinators of the grants with the students assisting in interprofessional small groups. The location differs each semester to reach different populations in the city.

This interprofessional community engagement event is structured as follows:
1. Interprofessional pre-event huddle: During the huddle, students will go over team assignments, roles and responsibilities, teamwork strategies, and values/ethics related to patient population. Students will then work together to prepare their screenings and plan with their team.
2. Interprofessional community engagement event: Interprofessional teams of students will be stationed in various booths for one of three purposes including 1) cancer screenings, 2) patient/family counseling, or 1) patient/family education. Interprofessional student teams will administer a wide range of cancer screenings, counsel patients/families on the results of the screenings and give recommendations and information about additional resources, and provide health education related to prevention and safety.
3. Feedback and survey: Following the event, student complete a feedback sheet and complete an interprofessional education survey of 5 questions related to interprofessional practice and education.

Objectives:
1. Understand the roles and responsibilities of a variety of health care professionals participating in a cancer screening community engagement event.
2. Participate as a team member in an interprofessional community engagement event.
Date Approved
8/28/2019
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Title

Senior Fall Festival: An Interprofessional Community Engagement Event

Description
Interprofessional collaborative care is a strategic component of many community engagement activities. Community engagement provides the opportunity for interprofessional learning, as interprofessional teams of students work side-by-side to respond to challenges faced by communities. Interprofessional community engagement activities provide students with knowledge about the community (including assets within the community), as well as allows students to develop trusting collaborative care relationships, value difference and diversity, be flexible, and foster a long-term commitment to staying engaged in the community. Interprofessional community engagement learning experiences also have the potential to increase students’ comfort in developing relationships with patients and families from different cultures and who have different lifestyles and socialization.

Students from TTUHSC SOM, SON, and SOP will be working together at the Texas Tech Internal Medicine booths at the Senior Fall Festival held annually in October 18 from 9am-1pm.

This interprofessional community engagement event is structured as follows:
1. Interprofessional pre-event briefing: Prior to the event, students will participate in an event briefing to will go over team assignments, roles and responsibilities, teamwork strategies, and values/ethics for collaborative care related to the elderly patient population.
2. Interprofessional community engagement event: The students will be paired up with a student from another profession to do the following activity with older adults from the community:

a) Memory screening (MOCA)
b) HepC screening qualification screening
c) Blood pressure screening
d) Blood glucose screening
e) Tobacco cessation - Ask advise refer
f) Osteoporosis screening

3. Feedback and survey: Following the event, students complete a feedback sheet and complete an interprofessional education survey of questions related to interprofessional practice and education and feedback on the event.

Objectives:
1. Understand the roles and responsibilities of a variety of health care professionals participating in a community engagement event for the elderly.
2. Participate as a team member in an interprofessional community engagement event.
Date Approved
8/27/2019
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Title

Speech Associated Anatomy: An Interprofessional Gross Anatomy Lab

Description
Anatomy courses provide an ideal platform for interprofessional education learning opportunities. Gross anatomy and dissection activities enable students to work together through a shared experience of understanding anatomical and physiological concepts from different perspectives. The aim of this interprofessional gross anatomy lab is to increase interprofessional collaboration early in students’ healthcare education.

This interprofessional head and neck gross anatomy lab focuses on the dissection of the pharynx, nasal cavity, pterygopalatine fossa,, and oral cavity. Interprofessional teams of students, which include first year medical students (MS1), first year graduate students enrolled in a Graduate Medical Sciences Program (GSBS), and graduate speech-language pathology students (SLP), will be assigned to each cadaver tank. During the lab, interprofessional student teams will work collaboratively to identify head and neck anatomy. For example, medical students identify structural elements to the SLP students. Together the interprofessional teams discuss the physiology of the structures, as well as deficits that occur if these structures are damaged including clinical signs and symptomatically of disease processes. The shared learning of anatomy is an innovative IPE learning activity for the two groups of students because both groups require profound knowledge of human anatomy and its role in the pathogenesis of disease

IPE Objectives:
During the collaborative gross anatomy training, the aim is to foster collaborative teamwork within an atmosphere of mutual respect and appreciation. Students are encourage and cued to approached each other without bias and learn about, from and with each other. By working as an interprofessional collaborative team, students discuss roles and responsibility within in collaborative care teams.This will be accomplished by:

1) In an interactive laboratory setting:
a) Medical students will enhance their knowledge of human anatomy by reviewing the anatomy of the head and neck with students training for a career in speech-language pathology.
b) Medical and speech-language pathology students will discuss how embryological anomalies to the head and neck can lead to physical abnormalities resulting in speech disorders such as including cleft palate and cleft lip.

2) Through these two processes, students will:
a) Expand their understanding of how medical and speech-language pathology students can learn from each other in a pre-clinical setting
b) Strengthen interprofessional communication skills
c) Apply the principles of team dynamics to enhance their knowledge of developmental anomalies that lead to speech disorders
Date Approved
8/27/2019
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Title

Anatomy and Physiology of Cleft Lip and Palate: An Interprofessional Small Group Discussion

Description
Research has established the effectiveness of interprofessional small group learning in health professions education as an active learning strategy that can enhance student collaboration, improve interprofessional communication skills, and facilitate deep processing of information. This interprofessional small group discussion centers around clinically oriented anatomy and physiology of cleft lip and palate. This IPE learning activity is integrated into a TTUHSC School of Medicine (SOM) course entitled "Patients, Physicians and Populations (P3)" that incorporates didactic material contained in the 8 blocks of the SOM Year 1 and 2 curriculum. This specific P3 event includes didactic material form the Clinically Oriented anatomy MS1 block.

Outline of activity:
1. This session will allow first year (MS1) medical students, undergraduate students from the speech, language, and hearing sciences program, graduate students from the speech-language pathology program, and graduate students from the Graduate School of Biomedical Sciences to work collaboratively in small groups to describe and assess two topics pertinent to the anatomy of the head and neck: cleft palate and the vocal cords (also called vocal folds). Interprofessional teams of students are provided with resource reading materials prior to the small group discussion.
2. MS1 students are covering the anatomy of the head and neck in the Clinically Oriented Anatomy (COA) course, including the general areas below:
• Bones, muscles, arteries, nerves and lymph nodes of the neck
• Development of the nose, jaws and palate
• Embryological clinical considerations
• The larynx and vocal cords and their function in speech and respiration
3. This small group session has 2 main content areas: 1) Coping with Cleft Palate/ Cleft Lip, 2) Thyroplasty for Phonic Tics: An Ethical Case.
4. IPE is targeted during team formation and during small group discussions. IPE concepts targeted during this IPE activity include interprofessional communication, roles and responsibilities, and teamwork/collaborative care.
5. Students will have completed an online interprofessional education assessment prior to the session; they will be prompted to complete a post-test afterward.

Objectives:
• Identify interprofessional roles and responsibilities in dealing with patients and families affected by speech disorders
• Describe embryological anomalies to the head and neck, including cleft palate and cleft lip
• Identify key issues related to the diagnosis, treatment and long-term follow up for cleft palate
and cleft lip
• Analyze a recent case involving vocal cord surgery and discuss its clinical and ethical challenges related to collaborative team-based care
Date Approved
8/27/2019
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Title

Exploring Collaboration in Primary Care: An Interprofessional Didactic and Experiential Project

Description
Experiential learning activities within a clinical environment encourage interprofessional engagement among students, preceptors, and other members of the healthcare team. Integrating experiential learning into collaborative care activities with other practicing healthcare professionals will foster a new generation of graduates who are capable of demonstrating interprofessional competencies that go beyond those developed within traditional didactic and/or classroom environments. Further, intentionally learning from, with, and about other health care professions within a primary care setting will promote effective collaborations when the student moves into clinical practicum and internships within interprofessional health care delivery environments. The integration of the interprofessional education into the clinical experience portion of a didactic course expands the student’s foundational IPE learning beyond the classroom portion of the course and into health care clinics to effectively demonstrate team-based care concepts.

In N5440, advanced practice nursing (APRN) students will integrate theoretical and evidence-based knowledge of assessment, diagnosis, treatment, and evaluation of patients with acute and chronic health problems across the lifespan. This is a didactic and clinical experiences course that builds upon concepts and skills derived from prerequisite courses. The focus is on development of clinical reasoning and decision-making skills necessary for the provision of safe and effective collaborative health care in a primary care setting. Interprofessional education in integrated into this course in the following manner:

1. Each student is required to document a minimum of four (4) clinical hours during the semester that explore "interprofessional collaborative practice.” During these documented hours student must be engaged in collaborative interaction with one or more health care professionals outside of the nursing or APRN professions scope of practice regarding patient care. Clinical experiences within a practice environment with another profession could take the form of shadowing, guided observations, demonstrations, and/or other skill sharing activities.
2. Professionals vary site to site, but APRN professionals commonly interact with physicians, physician assistants, social workers, registered dietitians, pharmacists, medical assistants, respiratory therapists, counselors, and various rehabilitation professionals.
3. During the required interprofessional collaborative practice hours, APRN students will gain knowledge on teamwork, interprofessional communication, roles/responsibilities, and values/ethics for interprofessional care.
4. Students will document clinical hours on their APN log, which is verified by the collaborating professionals.
5. Students will then write a Clinical Reflection and Analysis paper. A portion of that paper is dedicated to reflection on the interprofessional collaborative practice experiences. Students must discuss the report on the experiences, the variety of professionals within the experiences, how the experiences reflected collaborative care, and how the experiences shaped their philosophy and perceptions of collaborative health care in a primary care setting.

Course objectives:
1. Explore accountability through self-reflection concerning practice and interpretation of professional strengths and role.
2. Manage common acute and chronic physical and mental illnesses and conditions across the lifespan to minimize the development of complications and promote quality of living.
3. Provide safe patient-centered care recognizing cultural diversity and the patient as a full partner in
4. Demonstrate use of evidence-based approaches to care for individuals and families across the lifespan.
5. Work with individuals of other professions to maintain a climate of mutual respect and shared values.
Date Approved
8/14/2019
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Title

Annual IPE Fall Symposium: An Interprofessional Case-Based Learning Activity

Description
As the transition to team-based care grows within the practice environment, health professions students must learn to work effectively in teams to optimize the outcomes of the care they will ultimately provide to patients, families, and communities. The Annual IPE Fall Sympsosium is the annual IPE day for TTUHSC across all campuses. Hosted by the Office of Interprofessional Education, the event features a morning keynote speaker that highlights interprofessional practice and education and an afternoon interprofessional case-based learning activity for students. The keynote speaker will target IPE concepts through sharing professional or personal experiences, which exemplifies the connection between team-based care and improved patient outcomes.The afternoon case-based learning activity serves as the registered IPE learning activity. This portion of the IPE Fall Symposium is used as a forum to discuss teamwork, interprofessional communication tools, roles/responsibilities, and values/ethics of patient-centered care. During the case-based learning activity, interprofessional teams of students develop a collaborate plan of care for a mock patient and/or family.

The objectives of this IPE Learning Activity include:

1. Develop collaborative practice skills and enhance health care knowledge by assessing, explaining, discussing, systematic reasoning, and applying interprofessional knowledge in the context of clinical case presentations for integrated learning and better long-term recall.

2. Develop and practice the four interprofessional core competencies of roles and responsibilities of health professions, teamwork, interprofessional communication, and values/ethics that will prepare our students to establish and maintain professional relationships with patients, families, and health care team members.

3. Develop the skills of critical thinking, research, evaluation (self & others), teaching, giving and receiving feedback, exploration, and collaboration/teamwork.
Date Approved
8/10/2019
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Title

Medication Cleanout: An Interprofessional Community Engagement Event

Description
Community engagement provides the opportunity for interprofessional learning, as interprofessional teams of students work side-by-side to respond to challenges faced by communities. Interprofessional community engagement activities provide students with knowledge about the community (including assets within the community), as well as allows students to develop trusting collaborative care relationships, value difference and diversity, be flexible, and foster a long-¬term commitment to staying engaged in the community. Interprofessional community engagement learning experiences also have the potential to increase students’ comfort in developing relationships with patients and families from different cultures and who have different lifestyles and socialization.

In Texas, poisonings are second only to motor vehicle accidents as a cause of death from unintentional injury. Unused medications in the home can be the source for these poisonings. Additionally poisonings are not limited to children, just under half of calls to poison centers are about teens and adults. Furthermore, abuse of prescription medications is one of the fastest growing drug problems in the nation. This is particularly a problem among teens. Prescription drug abuse is now second only to marijuana abuse. Parents, grandparents, friends, or acquaintances are frequently the unknowing source. The sharing of medicine with others is an unsafe & potentially deadly practice. Self-treatment with an inadequate supply of antibiotics can result in antibiotic resistance and a delay in appropriate medical attention. The use of medications of others for illness or pain can be harmful as well.

Medication Cleanout is a community event designed (1) to prevent medication poisonings, (2) to prevent medication abuse, and (3) to prevent medication misuse by promoting proper disposal of unsafe and expired medications in an environmentally responsible manner and to provide medication safety education to the event participants. Medication Cleanout event takes place twice per year, one in Fall Semester and one in Spring Semester on the Abilene, Amarillo, and Lubbock campuses. The first Medication Cleanout event occurred in Amarillo, TX on 2009. Since then, there have been over 60 Medication Cleanout™ events across TTUHSC campuses with disposal of more than 50,000 pounds of unwanted medication. These medications are no longer available as a source for poisonings, abuse, misuse or environmental contamination.

During this event, the health profession students will have an opportunity for interprofessional collaboration to complete various tasks required for the appropriate disposal of unsafe and expired medications. Type of tasks include greeting the public/event participants and administering a survey, collecting unused medications at the drive-through, obscuring patient information from prescription bottles, sorting controlled substances from non-controlled and over the counter medications, and collecting research data regarding these items. Through this interaction health profession students will see first-hand the magnitude of the problem of medication non-compliance and medication waste as well as learn about the importance of proper disposal and the medication safety education. Students will also have the opportunity to interact with law enforcement officials that are on-site to ensure appropriate and legal procedure and processes are maintained; allowing them to develop introductory relationships with critical community officials. Supervision of these events is provided by health profession faculty members and community law enforcement officials as well as staff from the Texas Panhandle Poison Center of TTUHSC.

Agenda of the events are as follows:

One day prior to events: All new volunteers attend one training session conducted from 5:30-6:30 pm on the respective event campus.
Shift 1: 9:15 am to 2:15 am: Check-in and work at one of the assigned tasks
Shift 2: 2:00 pm to 7:00 pm: Check-in and work at one of the assigned tasks

The interprofessional community engagement event is structured as follows:
1. Interprofessional pre-event huddle/training: During the huddle and training session, students will go over team assignments, roles and responsibilities, teamwork strategies, and values/ethics related to the event participants. Students will then work together to complete the assigned tasks.
2. Interprofessional community engagement event: Health profession students will be stationed in various tasks to promote proper disposal of unsafe and expired medications in an environmentally responsible manner and to provide medication safety education to the event participants. They will learn about the importance of protecting patient privacy and confidentiality as well as the need to remove protected health information from medication labels prior to sending these meds to be processed at various stations.

In addition to completing the assigned tasks, health profession student teams will be distributing medication safety materials and information to event. This may include information regarding methods and locations for the proper disposal of medications (e.g., how to dispose controlled medication in a non-retrievable manner, where to dispose sharps) year round (not just at events) and the resources to contact in case of the accidental/non-accidental poisoning events (e.g., contact information of the poisoning center, 1-800-222-1222).

3. Feedback and survey: Following the event, students complete a feedback sheet and an interprofessional education survey of 5 questions related to interprofessional practice and education.

Objectives:
1. Examine the roles and responsibilities of a variety of health care professionals participating in a community engagement event.
2. Participate as a team member in an interprofessional community engagement event.
Date Approved
8/8/2019
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Title

Convergence Days: An Initiative for Interprofessional Education

Description
Convergence Day is an initiative to enhance the quality of our trainees’ educational experience by providing activities aimed at interprofessional development. Convergence not only enhances students’ learning by improving their knowledge and understanding of health issues and common diseases, but also increases their ability to communicate this knowledge to peers, professionals, patients, and the public. Convergence Day activities are aimed at bridging educational silos through interprofessional learning communities, resulting in greater communication among trainees in various health disciplines. Convergence Day is a multi-institutional IPE day, which brings together medical students from the UT Southwestern Medical School and allied health students from UT Southwestern School of Health Professions, nursing students from both Texas Woman’s University College of Nursing and UT Arlington College of Nursing and Health Innovation, and pharmacy students from Texas Tech University Health Sciences Center School of Pharmacy. Interprofessional teams of students working in small mixed groups learn about, from, and with each other. Exercises introduce roles and responsibilities, communication practices, and elements of TeamSTEPPS®. An annual theme provides focus and content.

Learning Objectives - At the end of this session, students will be able to:
1. Recognize roles, responsibilities and professional training for disciplines engaged in health care.
2. Work to solve a problem in a team whose members have a variety of behavioral styles.
3. Identify a communication strategy for a pain patient/client with your DISC style.

1.5 hours: Interprofessional Culture of Safety(Small Groups)
Part I: Roles and Responsibilities - Introduction to medical, health professions, nursing, pharmacy and
other relevant health professional training programs (30 min)
Part II: TeamSTEPPS® Introduction: Problem solving in an interprofessional team (45 min)
Part III: Contributions of behavioral styles to patient/client interactions (15 min)

1.5 hours: Interprofessional Panel Discussion (Large Group)

728 interprofessional students, including 75 third year pharmacy students
Date Approved
8/6/2019
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Title

The Role of the Primary Care Pediatric Nurse Practitioner in Collaborative Care: An Interprofessional Didactic and Experiential Program

Description
The American Academy of Pediatrics advocates for a utilizing “a model of delivering primary care that is accessible, continuous, family-centered, coordinated, compassionate, and culturally effective to every child and adolescent.” Similarly, the National Association of Pediatric Nurse Practitioners (NAPNAP) supports a pediatric primary “model of care that promotes holistic care of children and their families where each patient/family has an ongoing relationship with health care professionals.” To meet these goals of collaborative pediatric primary care, a team-based environment is critical. In this way, team members are aware of the health history, status, and unique needs of each child and family, and are assigned different responsibilities, which together are designed to result in continuous, comprehensive, coordinated care during and between visits. As a result, all collaborative members of the team feel engaged in their key role of providing integrated, comprehensive care for patients and their families in the pediatric primary care setting. Team composition may vary depending on the needs of the patient population, but may include primary care pediatric nurse practitioners, physicians, physician assistants, nurses, telephone triage nurses, medical assistants, administrative staff, mental health professionals, social workers, dietitian/nutritionists, care coordinators, youth/families, subspecialists as remote members of the team, and/or others. To train collaborative practice skills necessary for primary care in pediatrics, it is critical for students to participate in collaborative care activities during clinical practicum experiences in order to improve knowledge of roles of respective disciplines, improve skills and attitudes by promoting an environment of mutual learning, improve interprofessional relationship development, interprofessional communication, willingness to collaborate, and improve care for children and families within a collaborative clinical setting.

In NURS 6680, advanced practice nursing (APRN) students in the Primary Care Pediatric Nurse Practitioner (PC-PNP) program will participate in a clinical immersion practicum that includes interprofessional experiences. This integrated practice experience synthesizes previously learned theory and clinical knowledge with interprofessional engagement among students, preceptors, and other members of the pediatric primary care team. Focusing on the collaborative management of selected complications through effective interprofessional communication and skill-sharing, this integrated practice experience will prepare graduates to function efficiently, effectively, and respectfully as team members in the provision of pediatric primary care. The integration of this interprofessional education into a practicum immersion course expands the student’s foundational interprofessional education learning beyond the online classroom and into acute care facilities that aspire to “best practice” team-based care. Interprofessional education is integrated into this course in the following manner:

1. During the clinical practicum, students will actively participate in the provision of collaborative care in the role of the primary care pediatric nurse practitioner. Students must participate in and document evidence of collaborative practice activities with one or more additional members of the pediatric primary care team, or members of the remote healthcare team, in the primary care of children and their families. Examples of collaborative care activities include attending meetings/huddles with members of the health care team, participating in interprofessional rounds, reviewing the plan of care with another member of the team, determining program towards treatment goals with the team, transitioning a patient to another level of care or to another professional, calling another professional for consultation, etc.
2. Throughout the practicum experience, students will select one of their pediatric primary care patients and their family to present as a case study in an online forum with other PC-PNP students. The selected patient and family must have participated in a collaborative plan of care with a pediatric acute care team. In addition to reporting the clinical and social aspects of the case, students must also discuss members of the interprofessional team that worked with the patient; report collaborative activities in which the student actively participated in the care of that child; reflect upon the value and outcome of the interprofessional collaboration related to patient outcomes; and postulate collaborative care process improvements that would have better facilitated teamwork, communication, or patient safety/outcomes.
3. Students will receive feedback about collaborative care case study from other members of the online course and the course instructor. The course instructor will also reinforce strategies to improve collaboration in pediatric acute care settings, where students are completing their practicums.
Date Approved
7/24/2019
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Title

The Role of the Acute Care Pediatric Nurse Practitioner in Collaborative Care: An Interprofessional Didactic and Experiential Program

Description
Pediatrics is an interprofessional field involving a wide variety of healthcare professionals including acute care pediatric nurse practitioners, physicians, nurses, social workers, respiratory therapists, physical therapists, occupational therapists, speech-language pathologists, pharmacists, dieticians, child life specialists, medical assistants, and many others. All these health professionals desire the best outcomes for their patients and families. Realizing that goal requires them to collaborate, even when time is short and opportunities for face-to-face discourse may be limited. Members of the interprofessional pediatric acute healthcare team need to understand each other’s roles and unique strengths, as well as feel comfortable sharing important observations and information with other team members in a timely and collaborative manner—even if they are trainees. It sounds simple, but it is critical for students to participate in collaborative care activities during clinical practicum experiences in order to improve knowledge of roles of respective disciplines, improve skills and attitudes by promoting an environment of mutual learning, improve interprofessional relationship development, interprofessional communication, willingness to collaborate, and improve care for children and families within a collaborative clinical setting.

In NURS 6690, advanced practice nursing (APRN) students in the Acute Care Pediatric Nurse Practitioner (AC-PNP) program will participate in a clinical immersion practicum that includes interprofessional experiences. This integrated practice experience synthesizes previously learned theory and clinical knowledge with interprofessional engagement among students, preceptors, and other members of the pediatric healthcare team. Focusing on the collaborative management of selected complications through effective interprofessional communication and skill-sharing, this integrated practice experience will prepare graduates to function efficiently, effectively, and respectfully as team members in the provision of pediatric acute care. The integration of this interprofessional education into a practicum immersion course expands the student’s foundational interprofessional education learning beyond the online classroom and into acute care facilities that aspire to “best practice” team-based care. Interprofessional education is integrated into this course in the following manner:

1. During the clinical practicum, students will actively participate in the provision of collaborative care in the role of the acute care pediatric nurse practitioner. Students must participate in and document evidence of collaborative practice activities with one or more additional members of the pediatric healthcare team in the care of critically ill children and their families. Examples of collaborative care activities include attending meetings with members of the health care team, participating in interprofessional rounds, reviewing the plan of care with another member of the team, determining program towards treatment goals with the team, transitioning a patient to another level of care or to another professional, etc.
2. Throughout the practicum experience, students will select one of their pediatric acute care patients and their family to present as a case study in an online forum with other AC-PNP students. The selected patient and family must have participated in a collaborative plan of care with a pediatric acute care team. In addition to reporting the critical illness and social aspects of the case, students must also discuss members of the interprofessional team that worked with the patient; report collaborative activities in which the student actively participated in the care of that child; reflect upon the value and outcome of the interprofessional collaboration related to patient outcomes; and postulate collaborative care process improvements that would have better facilitated teamwork, communication, or patient safety/outcomes.
3. Students will receive feedback about collaborative care case study from other members of the online course and the course instructor. The course instructor will also reinforce strategies to improve collaboration in pediatric acute care settings, where students are completing their practicums.
Date Approved
7/24/2019
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Title

Management of a Hyperglycemic Emergency: An Interprofessional Simulation

Description
During this series of IPE simulations, participants are trained to recognize signs and symptoms of hyperglycemic emergencies. The IPE simulations allow the participants to apply standardized teamwork strategies and communication tools to a patient care Rapid Response Team training in order to optimize patient safety and outcomes. The immersive simulations facilitated by faculty allows participants to practice clinical and critical thinking skills, utilize team building and team communication tools, and participate in a facilitated debriefing following the simulation.

Specific Learning Objectives for this IPE are as follows:
1. Recognize signs and symptoms of hyperglycemic emergencies.
2. Identify and initiate evidence based practices for hyperglycemic management.
3. Apply appropriate standardized team building strategies to an inter-professional healthcare team.
4. Practice effective team communication.
5. Participate in facilitated debriefing to optimize the IPE learning experience.
Date Approved
7/16/2019
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Title

Utilizing Teamwork during Pediatric Hypovolemic Shock Management: An Interprofessional Simulation

Description
During this series of IPE simulations, participants are trained to recognize signs and symptoms of Pediatric Hypovolemic shock due to car vs pedestrian trauma. The IPE simulations allow participants to apply standardized team-building strategies and communication tools to optimize patient safety and outcomes. Faculty orient and assist students in selecting and implementing appropriate strategies and tools, as well as facilitate debriefing to optimize the IPE learning experience.
Specific Objectives include: 1) Recognize sign and symptoms of hypovolemic shock 2) Identify and initiate evidence based shock protocols 3) Apply appropriate standardized team-building strategies to an Interprofessional Healthcare Team 4) Practice effective team communication strategies 5) Participate in facilitated debriefing exercise post event to optimize IPE learning experience.
Date Approved
7/16/2019
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Title

Utilizing Teamwork for Respiratory Arrest Management: An Interprofessional Simulation

Description
During the series of IPE simulation, interprofessional teams of students will train to recognize and manage signs and symptoms of respiratory arrest secondary to opiod overdose. The IPE simulation allows participants to apply standardized teamwork strategies and communication tools in a safe simulation setting to improve patient safety and outcomes. Faculty from a variety of healthcare disciplines will assist and participate in facilitated debriefing post event.
Learning objectives:
1. Recognize signs and symptoms of respiratory distress worsening to arrest. 2. Identify and initiate evidence based management of patients condition. 3. Apply appropriate standardized teamwork strategies to an interprofessional healthcare team. 4. Practice communication tools to optimize pt safety. 5. Participate in facilitated debriefing of IPE event to optimize learning experience.
Date Approved
7/9/2019
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Title

Geriatric Oncology: An Interprofessional Simulation

Description
The purpose of this IPE simulation is to give nursing, medicine, and pharmacy students the the opportunity to practice collaborative care within a geriatric oncology scenario.

Each interprofessional team of students will act out a scenario from one of 3 scripts they are sent prior to the simulation event. Each student is expected to be familiar with all 3 scenarios that have been created. The simulation will start with the nursing student assessing the geriatric patient with a diagnosis of cancer. The nursing student will use the SBAR, an interprofessional communication tool, to convey patient information to the medical and pharmacy students on the care team. The medical student will then go in and asses the patient. Following the medical student, the pharmacy student will come in and see if there is anything they can do to help the patient from a medication standpoint. The student team will then come back together to develop a patient-centered plan of care.

During the team debriefing, students are asked to summarize the case briefly and/or identify the main points of the patient-centered plan of care and medication regimen. The main content objective is to have the students work together to determine certain main issues in the elderly patient population. The IPE objective is to have the students select and use appropriate team communication tools to optimize patient safety and improve patient outcomes.

This aim of this interprofessional simulation is to improve the overall treatment of the complex geriatric, surgical oncology patient by identifying best practices in collaborative team-based care for perioperative evaluation and management. By identifying guidelines arising from multiple validated studies that are concise, practical and applicable to the geriatric surgical oncology patient, we are able to establish educational standards by which we can quantify the specific needs assessments of our learners. It is our hope that filling this educational void between the general needs assessment and the specific needs assessment will lead to a higher standard of care for the geriatric population.
Date Approved
7/9/2019
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Title

Toy Fair and Expo: An Interprofessional Community Engagement Program

Description
Developmental delays and disabilities, due to an impairment in physical, learning/cognition, communication, or emotional/behavior areas, impacts a child’s day-to-day functioning, and often lasts throughout a person’s lifetime. Early childhood intervention (ECI) services help infants and toddlers with delays and disabilities to learn many key skills and catch up in their development. Lubbock Early Child Intervention (ECI) provides health care services that help babies and toddlers with developmental delays and disabilities. Early childhood intervention focuses on helping eligible babies and toddlers learn the basic and brand-new skills that typically develop during the first three years of life. One of the biggest challenges for a family with an infant/toddler, who has a developmental delay or disability, is selecting and safely using toys to foster growth and development. Toys are the vehicle for learning in infancy, especially for children with a developmental delay or disability.

The Office of Interprofessional Education (IPE) at Texas Tech University Health Sciences Center (TTUHSC) hosts the Interprofessional Toy Fair and Expo for children birth to age 3, who receive early intervention services for developmental delays and disabilities through Lubbock ECI. During this IPE Learning Activity, interprofessional teams of TTUHSC students from audiology, nursing, occupational therapy, physical therapy, speech-language pathology, and other health professions will educate families on use of toys to increase physical, cognitive, communicative, social/emotional, and self-help development. Families will also be educated on child safety and prevention of toy-related injuries. Families will participate in educational toy demonstrations, receive educational materials about use of toys to foster development, and each child will receive a therapeutic toy appreciate to his or her developmental delay or disability.

IPE is targeted in the following ways:
1. Roles and Responsibilities: Teams of students work together to learn from, with, and about each other when planning the event, as well as developing educational materials for the families. Students will complete a pre-test assessment of IPE prior to the event.
2. Team and Teamwork: During the facilitated brief before the event, IPE concepts such as teamwork, interprofessional communication, and collaboration will be discussed.
3. Values/Ethics for Interprofessional Practice: Interprofessional teams of students will collaboratively educate families during the event.
4. Interprofessional Education: Following the event, students will participate in a facilitated debrief of the event and core IPE topics. Students will complete a post-test evaluation of IPE following the event.
Date Approved
7/3/2019
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Title

Interprofessional Medicare Wellness Clinic: A Collaborative Care Clinic

Description
A healthcare team of faculty members representing audiology, behavioral health, medicine, nursing, pharmacy, physical therapy, and speech-language pathology designed and implemented an Interprofessional Medicare Wellness Clinic (IMWC) at the TTUHSC Lubbock Department of Family and Community Medicine outpatient clinic. The IMWC was developed as both a clinical and an educational initiative, with the dual goals of conducting wellness visits in a primary care setting and increasing students’ interprofessional competence, knowledge, understanding, and respect for collaborative practice. This clinic is innovative in that it was the first of its kind to be offered in the west Texas region as a community outreach program to promote prevention/wellness and to improve the healthcare outcomes of elderly patients. By attending the IMWC, Medicare recipients are offered the opportunity to receive a comprehensive, collaborative care visit that would not normally be included in their annual wellness visit with a primary care provider. The clinical objective is to improve patient outcomes through an interprofessional, patient-centered initiative in preventive healthcare. IMWCs are an ongoing twice monthly clinic with each clinic session running for approximately 3.5 hours. Students from audiology, medicine, nursing (graduate and doctoral level), occupational therapy, physical therapy pharmacy, and speech and language therapy participate in each IMWC.

Outline of Clinic:
1. Pre-clinic team meeting: Discuss roles and responsibilities of professions. Students ask questions of other professions to learn more about each profession and the collaborative care model. Foundations of collaborative team based care are discussed and related to the clinic.
2. Chart review: Team reviews the patients' charts together and each profession is encouraged to identify areas in need of further assessment. A collaborative screening plan is developed.
3. Clinic: Interprofessional teams of students stay with a patient all morning during the screenings. Students have an opportunity to learn the screening procedures of each profession and work collaboratively to develop recommendations.
4. Patient rounds: Team meeting after clinic to develop team recommendations and patient-centered plan of care. Students are encouraged to ask questions and participate in treatment decision-making.
5. Team debrief: A facilitated debrief of the clinic and team functioning allows students to compare/contrast collaborative care vs single clinician care as it relates to wellness and prevention.
Date Approved
6/30/2019
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Title

Elimination of Barriers to Medication Access: An Interprofessional Interview Project

Description
Barriers to medication access contribute to health care costs and hospital readmissions. Inpatient and outpatient pharmacists and inpatient social workers work collaboratively with nurses to identify barriers and resources to assist clients in obtaining medications. Knowing about and valuing the skills and responsibilities of other team members and respecting each person’s unique contribution to the work of the team can lead to more effective communication and collaboration in the context of medication access. Completion of this project will increase the nursing students’ knowledge related to interprofessional team members’ roles and relevant professional standards. The nursing student will obtain feedback from the interprofessional team member regarding anticipated changes in the patient care plan after participating in the project.

Students in the Accelerated BSN Program are asked to interview a student or professional pharmacist or social worker in their community. Prior to conducting the interview, the nursing student develops a foundational knowledge of current financial impact related to lack of medications, as well as preliminary knowledge related to public and private programs that assist clients to get their medications. The nursing student develops a set of content questions regarding barriers to medication, as well as questions about role’s/responsibilities and team communication strategies to improve client access and affordability. The student then interviews the pharmacist or social worker to validate barriers encountered and resources to assist these clients, as well as strategies to improve collaboration to prevent access barriers. Students are asked to reflect upon the answers provided to them during the interview process and write a three to four page analysis paper identifying how the content and collaboration information gained will impact current and future practice.

Learning objectives for this interprofessional interview project include:
1. Utilize effective interprofessional communication strategies.
2. Identify the importance of information (written and verbal) and communication with other professionals in client advocacy.
3. Recognize that teamwork and collaborative care are essential skills in promoting medication access.
Date Approved
6/21/2019
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Title

The Escape Room: An Interprofessional Team-building Activity

Description
In doing this interprofessional escape room, interprofessional teams of healthcare professional students will be challenged to complete a set of puzzles and riddles in order to ‘escape’ a room. To begin, teams are given a brief on the objectives of the activity and provided a patient case scenario to introduce them to the situation. Student teams will enter a room full of hidden puzzles to complete, based on the patient case scenario given. The completion of each puzzle is crucial in the continuation of consecutive puzzles that follow. Students will have 60 minutes to work together and solve their way, in this case, to finding a needed key for the patient. Following the escape room, students will debrief communication and teamwork skills with an IPE facilitator.

Learning Objectives for the Interprofessional Team-Building Activity:

1. Practice efficient teamwork and communication skills needed to provide patient-centered care.

2. Understand how and when to consult with other healthcare professionals based upon roles and responsibilities.

3. Rely on the strengths and weaknesses of others to problem-solve team-building puzzles.

4. Understand how to include the patient and patient’s family in determining next steps and developing a care plan.

5. Practice implementing a care plan as an interprofessional team.
Date Approved
6/21/2019
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Title

Rapid Cycle Improvement to Optimize Patient Safety: An Interprofessional Didactic and Experiential Project

Description
According to the Institute of Medicine, the work environment in which nurses provide care to patients can determine the quality and safety of patient care. As the largest health care workforce, patient care is frequently centered on the work of nurses. Nurses must rapidly and consistently apply their knowledge, skills, and experience to care for the various and changing needs of patients. Unfortunately, when patients receive subpar care and medical errors occur, whether because of resource allocation, poor healthcare team communication or collaboration, or because of a lack of appropriate policies, protocols, and standards, nurses shoulder much of the responsibility. This reflects the continued misunderstanding of the greater effects of poor team collaboration and the complex work environment. Understanding the complexity of the work environment and engaging in strategies to improve its effects is paramount to higher-quality, safer care. The purpose of this interprofessional performance measurement improvement project is to examine improvement sciences with a specific emphasis on “rapid cycle improvement” demonstrating the use of various data to monitor the outcomes of processes to improve team collaboration and optimize the clinical work environment. Specifically graduate MSN in Nursing Education students will examine the science of improvement as a foundation for change and improvement, including the Model for Improvement, change concepts, developing change for improvement, measuring change and sustaining improvements.

During this didactic IPE activity, students will work with their clinical partner, like their facility, to identify an area of needed performance measurement and improvement area to address within their interprofessional health care setting. The student will interview members of the interprofessional health care team and use the results of the interprofessional interviews to identify and implement an improvement within their workplace, which can be addressed by using “front line engagement” and rapid cycle improvement. The performance measurement and improvement plan must include a two or more health care professionals involved in the process, including professional team members such as nurses, physicians, physician assistants, nurse practitioners, pharmacists, and allied health professionals. Following implementation of the performance measurement and improvement plan, the student will development & submit a PowerPoint presentation demonstrating how applied rapid cycle improvement and “front line engagement” impacted team-based care delivery within the interprofessional environment. Students will also develop a class forum posting to discussing their IPE learning experience in using IHI Rapid Cycle Improvement via “front-line engagement” emphasizing the interprofessional team roles in this process. During this discussion forum, students must reflect on roles and responsibilities of team members, team dynamics, and team communication strategies.
Date Approved
6/11/2019
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Title

Communication and Collaboration around Mental Health: An Interprofessional Case-Based Learning Activity

Description
Patients with mental health issues often have complex healthcare needs whose effective care requires participation from a diversity of healthcare professionals. However, there are challenges in ensuring communication and collaboration among team members in the area of mental health. Interprofessional collaboration in the mental health setting has been recognized as necessary to provide quality healthcare services to people with mental health disorders. In mental healthcare services, the value of interprofessional collaboration is also associated with its capacity to provide and coordinate a variety of responses to patients with complex health and social needs. Studies indicate that productive interprofessional collaboration and communication between members of the healthcare team are associated with improved patient outcomes, fewer medical errors, and improved job satisfaction. In addition, patients with mental health disorders are at increased risk for a high utilization of costly mental health services, such as in-patient hospitalizations and emergency department visits.

In this interprofessional case-based learning activity, interprofessional groups of students will participate in an online video case-based-learning activity focusing on communication and collaboration in the care of patients with mental health disorders. Students will view a series of video case examples of good communication and collaboration and poor communication and collaboration in the care of a patient with mental health issues. Students will then engage asynchronously with students from other professions to answer discussion questions about the video case examples. Students participating in the event will both answer discussion questions and respond to discussion posts by other students. Discussion questions are as follows:

1. What was your perception of the communication among the healthcare professionals?
2. What was your perception of the communication among the healthcare professionals and the patient?
3. Do you believe your profession’s roles and responsibilities were fulfilledduring this mental health simulation scenario? Why or why not?
4. Do you believe the healthcare professionals worked together to develop a holistic treatment for this mental health patient? Why or why not?
5. Are there any concluding thoughts on this simulation scenario you would like to share based on your role on the healthcare team?

Student learning objectives for this activity include: Working as a team of healthcare professionals, the participants will be able to:
1. Utilize effective communication skills among healthcare professionals when encountering patients with mental health issues.
2. Define roles and responsibilities of each profession in mental health (nursing, pharmacy, medicine and physician assistants).
3. Work with other professions to develop a holistic treatment plan for mental health patients.
Date Approved
6/5/2019
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Title

Rural Community and Global Health: Two Interprofessional Certificate Programs

Description
The purpose for interprofessional certificates is to meet the supplemental education needs of professionals. As jobs and job-related responsibilities change, a person often needs additional training in a specific area. An interprofessional certificate program is a set of courses that provides in-depth knowledge in a subject matter.

The Interprofessional Certificate in Rural Community Health is designed for professionals who are practicing or plan to practice in rural communities. The Interprofessional Certificate in Global Health is designed for professionals who are practicing or plan to practice in global communities. These 12 credit hour, online certificate programs include two core courses with an individualized practicum experience during the third semester in the principle area of interest. The three courses are consecutive, building over three semesters (fall, spring and summer) culminating in either a Rural Community Health Certificate or Global Health Certificate. Upon completion, graduates will have the foundational knowledge and skills to engage in a variety of settings in medically underserved areas around the world.

Interprofessional Education is targeted in the following ways:

1. Students in the certificate programs are typically a mix of professionals including, but are not limited to, students from nursing, health professions, medicine, pharmacy, public health, engineering, family studies, among many others. Students actively participate in course discussion forums and message board as part of course assignments each semester.
2. Instructors for the program are from a variety of professional backgrounds and develop course content targeting interprofessional collaboration and teamwork.
3. Each student is required to complete a capstone project/practicum experience. Capstone projects are individualized to the student’s interests and goals; however, each project requires the student to work with a team of rural health or global health professionals to better the health and/or safety of local patient populations. During this project, the student has significant interaction with other health professionals with the purpose of collaborating and coordinating health initiatives.

Objectives for these interprofessional certificate programs include:

1. Examine theories, research and current evidence related to access to care, epidemiology, culture considerations, environment, epigenomics, and health care disparities across rural communities and global health settings.
2. Describe the interprofessional role in issues related to advocacy for health policy change across rural and global health settings.
3. Explore ethical considerations and human rights needs for identified rural community and global health populations.
4. Examine health care delivery systems in rural communities and global health settings.
5. Identify strategies for designing and evaluating care processes for improving health care delivery.
6. Describe examples of how technology and information management tools are used to maximize resources for health care delivery in rural communities and global health settings.
7. Synthesize current evidence related to prevalence and management of non-communicable diseases and infectious diseases in rural communities and global health settings as a partner of an interprofessional team.
8. Analyze the interprofessional role in response to issues related to maternal child health and gender, mental health, and violence.
9. Explore pharmacological, non-pharmacological, and complimentary alternative medicine interventions in areas with limited resources.
10. Identify strategies for emergency preparedness and accident prevention in rural communities and global health settings.
11. Examine disease patterns and variations of disease in selected rural communities and global health settings with emphasis on sanitation, water access and quality, and nutrition.
12. Identify strategies for empowering communities to engage in health promotion.
13. Integrate available technology and evidence based strategies in an interprofessional team approach to a selected problem in a rural community or global health setting.
14. Apply knowledge of interprofessional team roles to a selected rural community or global health setting.
15. Design, implement, and evaluate a selected clinical project in a rural community or global health setting using a team-based model of care.
Date Approved
5/31/2019
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Title

The Nurse Midwife's Role in Team-based Women's Health Care: An Interprofessional Experiential Program

Description
Collaborative practice is a key element in maternity care and is critical to the scope of practice for nurse midwives. Midwifery is a collaborative profession that normally consults and collaborates with other health care providers, which is essential to excellent midwifery care, and a fundamental building block in the integration of midwifery into team-based maternity care. Intentionally incorporating interprofessional education into the practicum program in maternity care for nurse midwife students will improve participant knowledge of roles of respective disciplines, improve skills and attitudes by promoting an environment of mutual learning, improve interprofessional relationship development, communication, willingness to collaborate, and improve delivery of woman-centered care within a collaborative clinical setting

In NURS 6620, advanced practice nursing (APRN) students in the nurse-midwifery program will participate in a clinical immersion practicum that includes interprofessional experiences. This integrated practice experience synthesizes previously learned theory and clinical knowledge with interprofessional engagement among students, preceptors, and other members of the healthcare team. Focusing on the collaborative management of selected complications through effective interprofessional communication and skill-sharing, this integrated practice experience will prepare graduates to function efficiently, effectively, and respectfully as team members in the provision of women’s health care. The integration of this interprofessional education into a practicum immersion course expands the student’s foundational interprofessional education learning beyond the online classroom and into the health care facilities (e.g., hospitals, clinical practices, diagnostic centers, birth centers) that aspire to “best practice” team-based care. Interprofessional education is integrated into this course in the following manner:

1. Prior to the practicum experience, students will complete a Pre-Practicum Self-Assessment and Evaluation form in order to select goals for strategic growth in clinical and collaborative skills. Students must self-assess their knowledge, skills, and values for both maternity care and collaborative practice. The students must then reflect, in narrative form, on their past experiences to select practicum goals for collaborative skill development (e.g., How would you rate your interprofessional practice experiences with residents, medical students, physicians, and other professionals in pharmacy, laboratory services, diagnostic imaging, and social work at this point in your education? Which aspect of your interprofessional interaction needs the most focus this semester, examples include consultation, collaborative management, or referral of care). Students then share their collaborative practice goals with their preceptor to develop a practicum plan to directly target areas of needed growth.

2. During the clinical practicum, students will actively participate in the provision of collaborative care. Students must participate in and document evidence of collaborative practice activities under the direction of their preceptor. Example activities include:
a. Works effectively within the interprofessional team to ensure clinical operations progress smoothly, including providing an organized report.
b. Identifies and implements appropriate interprofessional management of consultation, collaboration, or referral as needed, informing the woman of the purpose and rationale for these actions.
c. Practices leadership skills in interactions with staff.
d. Orders or refers interprofessionally for timely and relevant diagnostics.
e. Differentiates consultation, collaboration, and referral situations in interprofessional management of deviations from normal.
f. Identifies and reports deviations immediately to preceptor, prior to physician
g. Provides appropriate interprofessional interventions & referrals for stillbirth & conditions incompatible with life.
h. Conducts an organized interprofessional presentation to physician or other relevant health professional.

3. Each student will receive midterm and final practicum evaluations from their preceptor that includes formative and summative feedback regarding knowledge, skill, and values acquisition in both maternity care and collaborative practice. Student are also given formative feedback throughout the practicum experience based on reflection and feedback sessions with their preceptor to guide collaborative practice participation.

Course objectives:
(1) Provide comprehensive, full-scope basic nurse-midwifery care, with emphasis placed on the management of common deviations and collaborative management of selected complications.
(2) Differentiate consultation, collaboration, and referral in interprofessional team-based care.
(3) Refine interprofessional communication skills and processes.
(4) Discuss the issues surrounding transition to the professional practice role in a team setting.
(5) Demonstrate the contributions of team patient management to improved quality of care
(6) Recognize the benefits of interprofessional approaches to health policy development
(7) Evaluate the financial efficacy of team-based care decisions
(8) Evaluate the impact of team-based collaboration on patient satisfaction.

Date Approved
5/28/2019
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Title

The Role of the Family Nurse Practitioner in Collaborative Care: An Interprofessional Experiential Program

Description
Clinical practicum experiences encourage interprofessional engagement among students, preceptors, and other members of the healthcare team. Integrating interprofessional education and collaborative care activities into clinical practicum experiences will foster a new generation of graduates who are capable of demonstrating interprofessional competencies that go beyond those developed within individual academic programs. Further, the collaborative clinical practicum experiences will enrich collaborative learning experiences for students and promote a new level of professional development and leadership, so that graduates will function as effective collaborators when they move into interprofessional health care delivery environments. Collaborative clinical practicum experiences offers students the opportunity to refine their communication skills, collaboration skills, and the specific practice behaviors that help lead them to a successful healthcare career. Learning collaborative skills in an actual practice environment offers multidimensional experiences that are imperative for developing an understanding of how interprofessional teams can and do function in real-world clinical environments. In order to ensure student experiences are occurring in environments that exemplify interprofessional collaborative practice, educators integrate interprofessional learning experiences for students through structured activities within the clinical setting. The integration of the interprofessional education into a clinical practicum course expands the student’s foundational IPE learning beyond the classroom and into health care clinics that effectively demonstrate team-based care.

In N6660, advanced practice nursing (APRN) students in the family nurse practitioner track will participate in an immersive clinical practicum experience to integrate and synthesize the APRN role. APRN students will integrate theoretical and evidence-based knowledge of assessment, diagnosis, management, and evaluation of patients with increasingly complex acute and chronic health problems across the lifespan. Issues related to APRN responsibilities and competencies are addressed. Interprofessional education in integrated into this course in the following manner:

1. Each student is required to document a minimum of four (4) clinical hours during the semester that reflect interprofessional collaborative practice (IPC). To count IPC hours, the student must be actively participating in the role of the advanced practice registered nurse in the collaborative care process with another member of the healthcare team. Examples of IPC activities that could count towards clinical hours include collaboration with and referral to another healthcare processional, attending meetings with members of the health care team, participating in interprofessional rounds, reviewing the plan of care with another member of the team, determining program towards treatment goals with the team, transitioning a patient to another level of care or to another professional, etc.
2. Professionals vary site to site, but APRN professionals commonly interact with physicians, physician assistants, social workers, registered dietitians, pharmacists, medical assistants, respiratory therapists, counselors, and various rehabilitation professionals.
3. During the required interprofessional collaborative practice hours, APRN students will actively participate in the provision of collaborative care.
4. Students will document clinical hours on their "Interprofessional Colleague Verification Statement."
5. Students will then write a Clinical Reflection and Analysis paper. A portion of that paper is dedicated to reflection on the interprofessional collaborative practice experiences. Students must discuss the report on the experiences, the variety of professionals within the experiences, how the experiences reflected collaborative care, and how the experiences shaped their philosophy and perceptions of collaborative health care in a primary care setting.

Course objectives:
1. Effectively implement the role of the APRN through demonstration of clinical competence, professionalism, and accountability.
2. Identify business principles that affect financial viability of a practice, the efficient use of resources, and quality of care.
3. Explore coding/reimbursement issues related to ethical practice management.
4. Initiate collaboration among interprofessional groups to facilitate the development, implementation, and evaluation of care provided to male and female patients across the lifespan.
5. Collaborate with patients by negotiating a mutually acceptable plan of care in the provision of comprehensive care services to include health promotion, disease prevention anticipatory guidance, counseling, and disease management across the lifespan.
6. Translate and apply the best available evidence to continuously improve the quality of clinical practice.
Date Approved
5/20/2019
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Fundamentals of Critical Care Support (FCCS) Certification: An Interprofessional Training

Description
The Fundamentals of Critical Care Support (FCCS) objectives are designed to prepare non-intensivisits to manage critically ill patients for the first 24 hours or until transfer or appropriate critical care consultation can be arranged. The course focuses on managing the sudden deterioration of critically ill patients and prepares the interprofessional house staff and nurses for ICU coverage. Approximately 40-50 Adult-Gero Acute Care Nurse Practitioner (AGACNP) students will take the FCCS course during their last clinical practicum semester. The course consists of pre-course learning that involves reading and viewing of certain lectures. Students then attend a two day course where there is a combination of didactic, simulation, and case-based scenario learning with skills check-offs and assessment of knowledge acquisition. Resources include the use of the SimLife center, interprofessional providers such as respiratory therapists and physicians, and current AGACNP faculty. The course is designed to teach the management of the critically ill patient utilizing appropriate and effective teamwork and communication with all available professions.

IPE will be integrated into the FCCS course in the following ways:

1. During the skills lab sessions and simulation component of the FCCS course, AGACNP students will be teamed with respiratory therapists and/or physicians to identify significant changes in the unstable patient. Together, they will collaborate to develop a plan of care for the patient and work to implement the plan of care based on their scope of practice and available equipment.

2. During the team-based case scenario learning stations and the simulation-based activities with ventilator and oxygen management, the AGACNP students will work to communicate and prioritize the needs of the critically ill patient through discussion of profession-specific priorities, roles and responsibilities of each profession, and how interprofessional teamwork provides the foundation for patient-centered care. The AGACNP students will work with either the physicians and/or respiratory therapists to collaboratively problem-solve the issue with the patient and perform interventions that utilize the best available care from each of the professions present.

3. Effective team communication tools and strategies will be targeted and reinforced during simulation and case-based scenarios to recognize and initiate management of the critically ill patient. Using DIRECT methodology, participants are instructed to communicate their perspective and assessment to others on the team, so that time-sensitive and critical tasks are not missed and can be completed expertly and promptly. The role, responsibility and scope of practice for multiple healthcare professionals will be addressed to determine the need for expert consultation, further intervention, and/or patient transfer. Foundations of collaborative practice will be targeted during debrief and feedback sessions with each team-based group.
Date Approved
5/2/2019
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Title

Systems Thinking in Chronic Disease Prevention: An Interprofessional Didactic Project

Description
Public health in essence is a system of collaborative professionals working as a team towards improving population health. A system is a set of interactions that are interdependent and work together to perform the required functions needed to achieve a system's purpose. Systems thinking is the discipline of seeing all elements in a given environment as interrelating. It considers the impact of actions in one part of the system on other parts of the system and views change as a process rather than a snapshot in time. Medical and health science educators have recognized the value of systems thinking in understanding disease processes. In public health, the importance of understanding systems as interrelated parts of a whole cannot be overstated. Key skills associated with systems thinking include challenging mental models, identifying structural and professional relationships, predicting changes if processes continue, determining drivers of output, and anticipating the impact of external forces.

The aim of this interprofessional didactic activity is to target concepts of systems thinking, including interconnectedness, collaboration, synthesis, feedback loops, causality and systems mapping, to enhance population health outcomes. The activity will be a course assignment within one of the Masters in Public Health (MPH) core courses, GSPH 5315: Organizational Leadership and Management.
For this group assignment, students will be required to apply systems thinking to the prevention of a chronic disease. The components of the assignment include:

1. Small groups of 2-4 students decide on a chronic disease state. They will then be required to draw a causal loop diagram and discuss the system dynamics of the multiple factors and various health professionals that entail chronic disease prevention.
2. Each student in the group must then interview a health professional outside their profession that would have a role in the systems based approach. Example professions can include, but are not limited to, counselors, dentists, epidemiologists, nutritionists, nurses, physicians, pharmacists, psychologists and other health professionals).
3. Based on the results of the interviews, the roles and responsibilities of all the health professionals involved the specific chronic disease prevention will be included in the causal loop diagrams.
4. Small groups will then modify their causal loop diagrams to represent the interprofessional health system of the specific chronic disease prevention.
5. The small groups will then write a 2-3 page interpretation and discussion of the causal loop diagram(s), which includes discussion of collaborative relationships between professions and potential impact on the chronic disease state.
6. This activity will also include individual discussion postings on the knowledge students have learned about the various health professionals and working with an interprofessional team.

The learning objectives for this activity and assignment are that at the end of the assignment, students will be able to: • Discuss the importance of systems thinking in public health• Describe the challenges faced by various health professions in regards to prevention efforts • Discuss the importance and benefits of working in an Interprofessional collaborative team on chronic disease management.

Date Approved
4/30/2019
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Interprofessional Assistive Technology Seminar (IATS): A Set of Interprofessional Workshops

Description
The Interprofessional Assistive Technology Seminar (IATS) implements an interprofessional teaching team, including occupational therapists, physical therapists, assistive technology professionals, speech-language pathologists, and audiologists to bring hands-on clinical training to interprofessional teams of doctor of physical therapy students and masters of occupational therapy students. The teams of physical therapy and occupational students will attend seminar break-out sessions focused on: power wheelchair and drive options, gait trainers and standers, seating systems, manual wheelchairs, assistive technology (AT) that aids manipulation, augmentative and alternative communication, and assistive technology that aids in hearing and communication for adult and pediatric patient populations. There will be a total of seven 45 minute breakout sessions with case-based learning scenarios, wherein interprofessional student teams will apply content information to patient-centered care in a collaborative care environment. Occupational therapy and physical therapy students will be randomly assigned to interprofessional teams and will rotate through a variety of breakout sessions. IPE will be addressed in the following manner:

1. During the beginning of each breakout sessions, facilitators will define roles/responsibilities of a variety of health professionals related to the assistive technology during that session. At the conclusion of each breakout session facilitators will address the need for teamwork and communication across health care professionals dealing with the assistive technology.
2. At the end of the seminar, all students will participate in an interprofessional debrief session to recap content and IPE learning objectives for the seminiar. In addition, a time of facilitator led discussion on how interprofessional communication is needed when implementing assistive technology in a collaborative care environment.
3. Following the event, a student survey for PT and OT students will be given to assess interprofessional practice and education related to the IATS.

Detailed description of breakout sessions:
1. Assistive Technology (AT) Demos: NMES for swallowing, sEMG for swallowing, AT for hearing loss, AT for fine motor impairments, gait trainers, AAC devices, driving adaptions and lifts, manual wheelchairs. Each interprofessional team will have 45 minutes to through these learning opportunities.
2. Permobil: TiLite manual wheelchairs, Roho cushions, and Permobil power wheel chairs. Each interprofessional team will have 45 minutes in this section.
3. Easystand standers, seating systems, manual wheelchairs, and AT for ADL's. Each interprofessional team will have 45 minutes in this section.
4. Sunrise Medical: Power and manual wheelchairs by Quickie, and seating systems by Jay products. Each interprofessional team will have 45 minutes in this section.
5. Invacare: Seating systems and manual chairs. Each interprofessional team will have 45 minutes in this section.
6. Pride Mobility: Power wheel chairs and driving options for chairs. Each interprofessional team will have 45 minutes in this section.
7. Applications of AT demos: Four Assitive Technology Professionals will demonstrate seating systems, pressure relief mapping assessments, and manual wheel chairs. Each interprofessional team will have 45 minutes in this section.
Date Approved
4/17/2019
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Title

AGAPE: An Interprofessional Student-Run Free Clinic

Description
Agape Clinic Global Health is a student-run evening clinic at Agape Clinic in east Dallas. The Agape Clinic is a charity clinic that has been established for almost 40 years and has opened their facilities for TTUHSC School of Pharmacy and UT Southwestern students and faculty to use during specified afternoon and evening hours. Monthly, on weekday nights, the clinic serves both primary care and specialist needs, which include endocrinology, pediatrics, and ENT. Students have the opportunity to practice their patient care skills and bedside manner, as well as interact with patients, health profession students, and UTSW physicians and TTUHSC SOP preceptors. Students from different professions, including pharmacy, medicine, pre-med, nursing, and PA, collaborate to provide care for the underserved population. By working together, students can use their strengths from each of their professions to educate each other and enhance patient care outcomes. The AGAPE clinic serves to:
1. Provide high quality, free medical care to the underserved population of the east Dallas community regardless of race, ethnicity, gender, or ability to pay.
2. Provide an interprofessional learning environment for teams of students, thereby allowing them to develop clinical, organizational, and leadership skills.
3. Instill in students a lifelong commitment of service to the community and others in need.
4. Introduce students to the needs of the uninsured.

IPE objectives for this experience include:
- Interprofessional teams of students will interview patients together obtaining subjective and objective information
- Teams will then discuss a potential assessment and plan together
- Teams will then present the patient to the team of interprofessional preceptors, including pharmacist and physician assistant
- The interprofessional team will develop a plan with the patient
- Students will write a SOAP note of patient encounters in a electronic medical record

TTUHSC pharmacy students wanting to receive IPE credit, will write a 1-2 page IPE reflection and/or provide a team-based discussion on IPE, how each role contributed to patient care, what each profession learned from another profession, and what other professions would be able to contribute.
Date Approved
3/26/2019
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Title

Exploration of Comprehensive HIV Care: An Interprofessional Didactic and Experiential Program

Description
This is a 2 week introductory course enabling the student to explore the concept of interprofessional practice between physicians and advance practice professionals through the context of HIV care. The student will learn about the scope of practice for various care providers - including case managers, pharmacists and nutritionists involved in patient care. The purpose of the course is for the student to understand how the actual practice of medicine and delivery of health care depends on a well-developed team approach. The quality of interprofessional practice affects the physician’s professional experience and the value and safety of the patient’s experience.
II. This course will be unique in that it is structured to follow a patient through his/her journey within the health care system, and not primarily focus on the provider’s perspective.
III. It is also unique in that it will include both an inpatient and an outpatient component as one goal is to allow a student opportunity to understand transitions of care from the hospital to the ambulatory system.
IV. The course allows the student the opportunity to explore a career in the specialty, and to gain competencies in interprofessional education.
V. Learning goals/objectives:
a. Patient Care:
1. The student will be able to list appropriate steps in transition of care from an inpatient stay to the ambulatory setting.
2. The student will be able to List facilitators and barriers to care for patients who access safety net health systems
3. The student will be able to take a specialty specific medical history, perform a physical exam and be aware of the approach to the patient in this specialty.
b. Medical knowledge:
1. The student will be able to discuss the differential diagnosis and symptoms of opportunistic infections in HIV, primary care of the HIV patient and understand system level factors that affect patient care including financial and social factors.
c. Professionalism:
1. The student will be punctual and complete all required work.
2. The student will demonstrate respect and compassion for others.
3. The student will demonstrate respect for patient privacy and autonomy.
d. Interprofessional Practice Competencies (adapted from IPEC Core Competencies):
Values/Ethics for Interprofessional Practice
1. The student will respect the dignity and privacy of patients while maintaining confidentiality in the delivery of team-based care.
2. The student will respect the unique cultures, values, roles/responsibilities, and expertise of other health professions.
Roles/Responsibilities
1. The student will engage diverse healthcare professionals who complement one’s own professional expertise, as well as associated resources, to develop strategies to meet specific patient care needs, and will communicate with team members regarding role of various professionals in a treatment plan.
Interprofessional Communication
1. The student will give timely, sensitive, instructive feedback to others about their performance on the team, responding respectfully as a team member to feedback from others.
2. The student will use respectful language appropriate for a given difficult situation, crucial conversation, or interprofessional conflict.
Teams and Teamwork
1. The student will integrate knowledge and experience of other professions –appropriate to the specific care situation – to inform decisions, while respecting patient and community values and priorities/preferences for care.
2. The student will reflect on individual and team performance for individual, as well as team, performance improvement.
VI. Methods of Instruction
a. Didactic lectures- 2 lectures/sessions per week in a 2 week block
b. Clinical experiences: Students will shadow patients through their inpatient care and outpatient care. Students will shadow professionals of at least two disciplines.
c. Group analysis and reflection after the patient experience
d. Patient education
VII. Schedule
General Schedule (will vary)
Week 1 – Inpatient HIV Consultation Service
Students will participate in morning rounds with MD or APP and identify one or more patients that may be accompanied though the discharge process including meeting with the transitional care team and scheduling a follow-up visit. Pneumonia patients are seen the next week and the plan is that students will see their patient(s) in the outpatient clinic in Week 2. Students will select learning modules on which to report to the IP group and they will plan a group interview with a patient.
Week 2 – Outpatient HIV Clinic
Students will follow several patients from check-in through their entire clinic visit. This may include interactions with a nurse, APP or MD, gynecologist, x-ray tech, financial counselor, lab technician, client advocate, dietitian, case manager, medication access specialist, and/or pharmacist. Each student will see a patient(s) who was discharged last week. IP group will interview a patient as a group and debrief afterwards from their professional perspective. Students will also shadow at least two professionals.
VIII. Course requirements
a. Attendance at all activities
b. Complete pre-requisite online learning modules
c. Complete course evaluation

IX. Method of Evaluation of the student
a. Student will complete self-evaluation of attainment of learning objectives and interprofessional competencies.
b. Faculty will complete student evaluation.

Date Approved
3/26/2019
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Title

Redesigning Clinical Workflow to Optimize Patient Safety: An Interprofessional Didactic and Experiential Project

Description
Clinical workflow is the set of chronological process tasks, the set of health care professionals needed for those tasks, and the interactions among them in order to accomplish a clinical goal. Unfortunately, the clinical workflow processes and interactions that a care team uses to get work done can begin to show stress under trying circumstances. In health care, some workflows are designed, while others arise organically and evolve. Additionally, an organization’s clinical workflows may have some processes are no longer necessary, or can be updated and optimized. The design of good clinical workflow is not simply about improving provider efficiency. Workflow processes also serve as maps that direct the care team on how to accomplish a goal. A good workflow will help accomplish clinical goals in a timely manner, leading to care that is delivered more consistently, reliably, safely, and in compliance with standards of practice. Workflow design has been shown to improve the efficiency of existing work processes or enable parallelization of work. Workflow redesign is a an optimal vehicle for interprofessional education, as this type of project requires students to recognize and examine the importance of clearly defined roles and responsibilities, teamwork, and optimal team communication within an interprofessional health care environment. Redesigning workflow is of critical importance to all roles in a health care organization, as well as to the health and wellness outcomes of the organization’s patient population. Clinical workflow redesign is also an important competency for informaticist to optimize technology to support clinicians in delivering care within the clinical workflow. It is also critical to develop team competencies related to measurement of impact. The aim of this interprofessional didactic activity is to target clinical workflow redesign within a health care setting, with special consideration to optimizing technology to improve patient safety, quality and outcomes by addressing roles and responsibilities, teamwork, and team communication.

This IPE learning activity will be a course assignment within the MSN Nursing Informatics course NURS 5334 Informatics IV: Health Information Technology Systems Life Cycle, as well as the within the DNP Nursing Informatics course NURS 6325 Informatics & Technology to Improve Health Care. The MSN Nursing Informatics Track is a fully online graduate advanced nursing education to prepare nurses for expanding roles in nursing informatics with emphasis on data management; analytics and clinical decision support; electronic health record adoption, implementation and evaluation; systems life cycle; and evaluating innovative technology solutions for clinical care. The DNP Workflow Redesign Advanced Project aligns with the MSN Workflow Redesign project with emphasis on issues arising out of advanced practice nursing and administrative roles. DNPs often lead interprofessional teams with workflow redesign quality improvement projects. This project prepares students to effectively lead and execute workflow redesign projects within an interprofessional team focused on complex healthcare delivery system issues.

During this didactic IPE activity, students will work with their clinical preceptor to identify an area of needed improvement in a clinical workflow within their interprofessional health care setting. The student will interview members of the interprofessional health care team and use the results of the interprofessional interviews to create a graphic depiction of the current clinical workflow. The student will assess the workflow “as is” and develop an intervention to improve the workflow. A “to be” workflow will be created. The clinical workflow redesign must include a two or more health care professionals involved in the process, including professional team members such as nurses, physicians, physician assistants, nurse practitioners, pharmacists and allied health professionals. The outcomes will be evaluated using control chart methodology to measure baseline and improvement success. To optimize and redesign clinical workflow, the student must reflect on roles and responsibilities of team members, team dynamics, and team communication strategies. This activity emphasizes the measured impact both pre and post of the workflow as it relates to technology, and its impact on the interprofessional teams delivering care.
Date Approved
3/25/2019
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Title

Interpretation of Gram’s Stain: An Interprofessional Didactic Dry Lab

Description
Graduates in health related fields must be competent in communicating and collaborating with other members of the health care team to facilitate the provision of health care. In so doing, a student must learn to use the knowledge of one’s own role and those of other professions to appropriately assess and address the healthcare needs of the patients and populations served. Students should understand the roles of members of the health care team and have educational experiences, which involve working with other healthcare professional students and practitioners. During this didactic interprofessional learning activity, 1st year medical students and clinical laboratory science (CLS) students will discuss their scopes of practice, engage in a shared-learning experience, work collaboratively on clinical cases, and reflect on what they have learned about the content, as well as the interprofessional learning experience.

This IPE Learning Activity occurs in an interactive laboratory setting, through the presentation and discussion of clinical cases:

1. Interprofessional groups of students will discuss the purpose of Gram stain, acridine orange stain, acid fast stain (Kinyoun, auramine-rhodamine), and modified acid fast stain (for partially acid fast microbes).

2. Collaboratively, students will interpret the results of such stains regarding the presence or absence of microorganisms, presence or absence of inflammation, and presence or absence of squamous epithelial cells indicative of superficial contamination.

3. The students groups will then correlate the microscopic morphology with a genus or group (family) of microorganisms.

4. Through these processes, students will expand their understanding of how medical and clinical laboratory science students can learn from each other in a pre-clinical setting to enhance didactic knowledge while strengthening interprofessional communication skills and enhancing knowledge of how the role of each profession complements each other to enhance patient care.

180 first year medical students and 19 CLS students will work through cases in small groups. A faculty facilitator will review all correct answers at the end of the session.
Date Approved
3/15/2019
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Title

North Dallas Shared Ministries: An Interprofessional Student-Run Free Clinic

Description
North Dallas Shared Ministries (NDSM) medical clinic is an IPE student-run clinic on Monday evenings. NDSM Clinic is a non-profit organization that has was established over 30 years ago and has opened their facilities for TTUHSC School of Pharmacy and UT Southwestern students and faculty to use during specified evening hours to provide care to the undeserved community. On Monday evenings, the clinic serves both chronic and acute needs. Students have the opportunity to practice their patient care skills and bedside manner, as well as interact with patients, health profession students, and UTSW physicians and TTUHSC SOP preceptors. Students from different professions, including pharmacy and medicine collaborate to provide care for the underserved population. By working together, students can use their strengths from each of their professions to educate each other and enhance patient care outcomes. The NDSM clinic serves to:
1. Provide high quality, free medical care to the underserved population of the North Dallas community regardless of race, ethnicity, gender, or ability to pay.
2. Provide an interprofessional learning environment for teams of students, thereby allowing them to develop clinical, organizational, and leadership skills.
3. Instill in students a lifelong commitment of service to the community and others in need.
4. Introduce students to the needs of the uninsured.

IPE objectives for this experience include:
- Interprofessional teams of students will interview patients together obtaining subjective and objective information
- Teams will then discuss a potential assessment and plan together
- Teams will then present the patient to the team of interprofessional preceptors, including pharmacist and physician assistant
- The interprofessional team will develop a plan with the patient
- Students will write a SOAP note of patient encounters in a electronic medical record

TTUHSC pharmacy students wanting to receive IPE credit, will write a 1-2 page IPE reflection and/or provide a team-based discussion on IPE, how each role contributed to patient care, what each profession learned from another profession, and what other professions would be able to contribute.
Date Approved
3/14/2019
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Title

Roles and Responsibilities of the Clinical Laboratory Scientist within the Health Care Team: A Didactic Interprofessional Interview Project

Description
One objective of this IPE learning activity is to emphasize the roles and responsibilities of clinical laboratory scientists (CLS) within the health care team. The second objective is to highlight the importance of interprofessional communication between CLS and other members of the health care team for improved patient care. The objectives for this IPE learning activity are accomplished through three components associated with this IPE learning activity. This activity will be included in the curriculum of the Traditional CLS Program, the Second Degree Program, and the Certificate Program. Slight modifications to the project were made to accommodate the students in the online CLS programs (second degree and certificate)

Students in the Traditional CLS Program will complete the project as follows:

1. Student Perceptions: As part of a junior level didactic course, CLS students are placed in small groups of 4 or 5 students. Each small group must select a novel healthcare profession and complete a survey to determine the group's preconceived notions of that professional's role within the health care team. The students are also asked how they think that health care professional interacts with lab professionals.
2. Structured Interprofessional Interview with a Health Care Professional: The small group then conducts an interview with a the selected healthcare professional from Activity 1. The interprofessional interview contains questions about roles and responsibilities of the other health care professional, perceived roles and responsibilities of a CLS, methods of effective team communication, and how the other professional interacts or is impacted by lab professionals.
3. Small Group Presentation: Each small group must prepare a 10-15 minute presentation over their selected health care profession, research they have done on this profession, the group's initial perceptions of the profession, and the results of the interprofessional interview. During the presentation, the small groups will discuss whether or not their initial perceptions changed after the interview and if/how the interview changed their understanding and appreciation for the other health care profession. The presentation will also emphasize how teamwork between the two professions could improve team-based care. Each presentation will be as an informative mini-seminar to their fellow classmates followed by an interactive discussion about the profession and opportunities for collaborative practice with the other health care profession. The course professor will facilitate the student-driven discussions.

Students in the Second Degree and Certificate Programs will complete the project as follows:

1. Student Perceptions: As part of the summer Seminar course for the online second degree and CLS certificate program, CLS students are assigned an individual interprofessional interview activity. Each student must select a novel healthcare profession and complete a survey to determine their preconceived notions of that professional's role within the health care team. The students are also asked how they think that health care professional interacts with lab professionals.
2. Structured interprofessional Interview with a Health Care Professional: The student then conducts an interview with the selected healthcare professional from Activity 1. The interprofessional interview contains questions about roles and responsibilities of the other health care professional, perceived roles and responsibilities of a CLS, methods of effective team communication, and how the other professional interacts or is impacted by lab professionals.
3. Presentation: Each student must prepare a 10-15 minute presentation over their selected health care profession, research they have done on this profession, the group's initial perceptions of the profession, and the results of the interprofessional interview. During the presentation, the student will discuss whether or not their initial perceptions changed after the interview and if/how the interview changed their understanding and appreciation for the other health care profession. The presentation will also emphasize how teamwork between the two professions could improve team-based care. The presentation will serve as an informative mini-seminar to their fellow instructors and preceptorship coordinator followed by an interactive discussion about the profession and opportunities for collaborative practice with the other health care profession. The preceptorship coordinator will facilitate the student-driven discussions.
Date Approved
3/11/2019
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Title

Lubbock Free Clinic (Impact Clinic): An Interprofessional Collaborative Care Clinic

Description
The Lubbock Free Clinic (Impact Clinic) is a community-based urgent care clinic that seeks to provide free basic healthcare to the working poor and homeless population of Lubbock. In addition to the student-run free clinic, there is also a Class D Pharmacy, which is managed by one of the pharmacy residents from the School of Pharmacy. The student-run free clinic was developed as both a clinical and an educational initiative, with the dual goals of improving health care access for medically under served populations, as well as to increase students’ interprofessional competence, knowledge, understanding, and respect for collaborative practice. The Lubbock Free Clinic operates every Wednesday from 6pm to 10pm, or until the last patient is seen. Student volunteers participate in the clinic each week. Students volunteers represent a wide variety of professions including: audiology, medicine, nursing (graduate and doctoral level), occupational therapy, physical therapy, pharmacy, and speech-language pathology .

Interprofessional practice and education is targeted during a pre-clinic huddle and during team collaboration throughout the clinic. The pre-clinic huddle includes introductions, discussion of roles and responsibilities of each profession, and discussion of
interprofessional collaborative practice. Students have the opportunity to ask questions of other students, providers, and preceptors regarding roles and responsibilities and team-based care. Next, the interprofessional team conducts chart reviews for their assigned patient group. While staffing the patients, each profession has the opportunity to discuss areas of concern and the team determines the best course of action for addressing concerns. Patients are seen by interprofessional teams of students once the chart review is completed. The team discusses patient recommendations from a variety of perspectives and the team comes up with an collaborative plan of care, which is then discussed with the patient.
Date Approved
3/4/2019
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Prevention of Medication Errors from a Healthcare Management Perspective: An Interprofessional Interview Project

Description
Medication errors are one of the leading causes of adverse patient incidents in health care settings and often result in medical malpractice cases. As such, medication safety is a concern and interprofessional education is vital for preparing healthcare administration students for their roles as clinical department leaders and well as general administrative leaders that set safety, budgetary, and culture standards that can mitigate medication errors. Knowing about and valuing the skills and responsibilities of other team members and respecting each person's role in the team leads to more effective communication and collaboration in the context of medication safety. The purpose of this project is to offer management students in the BSHM program a opportunity to become familiar with a patient's healthcare team, including pharmacists and others that may be involved in the medication care-giving chain. The Healthcare Management Program (BSHM) is an on-line Bachelor of Science degree that prepares the student to enter management and leadership positions within healthcare organizations. Emphasis is placed on relating the knowledge and skills to real-world applications in healthcare settings. Through an interprofessional interview with a pharmacist or other care-giving chain member (e.g. nurse, nurse aide, physician, etc) BSHM students will better understand their professional roles and those of others around the theme of medication safety and prevention of medication errors.

This didactic IPE learning activity has the following components:

1. Interprofessional Mini-Series: Students will watch an interprofessional mini-series. Currently, two interprofessional mini-series have been developed at Texas Tech Health Sciences Center. Each interprofessional mini-series promotes leadership and professional development in the Interprofessional Education Collaborative (IPEC) “core” competency domains including (1) roles and responsibilities, (2) interprofessional communication, (3) values/ethics, and (4) teams and teamwork. The interprofessional mini-series serves to provide an IPE learning platform for students in preparation for collaborative care experiences on clinical rotation. The interprofessional mini-series includes high definition videos arranged in 12 individual learning episodes, as well as a single feature film. The 12 episodes depict both ideal and dramatized interprofessional and student/preceptor interactions, followed by educational commentary. Each episode is designed to include entertainment, student/preceptor scenarios, student/preceptor expert commentary, and student/preceptor learning pearls.

a. The Reason I Jump: An Interprofessional Mini-Series: This interprofessional mini-series includes the professions of occupational therapy, nursing, medicine, pharmacy, athletic training, emergency medical services, and speech-language pathology. The trailer for The Reason I Jump: An Interprofessional Mini-Series can be viewed at: www.youtube.com/watch?v=WdAUqjjzRLM.
b. Change of Heart: An Interprofessional Mini-Series: This interprofessional mini-series includes the professions of nursing, pharmacy, medicine, occupational therapy, physical therapy, and speech-language pathology. The trailer for Change of Heart: An Interprofessional Mini-Series can be viewed at: https://www.youtube.com/watch?v=I1i79XDQHB4.

2. Interprofessional Interview: After viewing the mini-series, students will select a healthcare professional to interview about their roles and responsibilities in medication safety and reporting medication errors. Students will then develop a set of interview questions for the healthcare professions. Students will then interview a health care professional, such as a pharmacist or other pertinent clinical role, in their community utilizing a set of content questions, as well as questions about role's and responsibilities and communication strategies concerning mitigating medication errors.
Sample interview questions could include:
a. What other disciplines does the pharmacist (or other relevant caregiver) interact with on a daily basis?
b. How does this caregiver interact with these other disciplines? Include at least two examples.
c. What common medication errors are seen in the pharmacy or elsewhere?
d. What is the process of reporting a medication error? Is it efficient and effective?
e. What strategies are in place to prevent medication errors?
f. What kind of education is provided to pharmacists or relevant patient care staff regarding new medications?

3. Discussion Forum: Students will then reflect upon the answers given during the interview and present them in a discussion forum. Student will reflect on both the content of the interview relevant to preventing medication errors, as well as on collaborative care, teamwork, and communication strategies necessary to prevent errors.

Learning objectives:
1. Students will describe a health professional's and organization’s responsibility in the prevention of medication errors.
2. Students will give examples of the importance of written and verbal communication with other professionals in the prevention and reporting of medication errors.
3. Students will illustrate that teamwork and collaborative care are essential skills in medication safety and prevention of errors.
4. Students will generate a plan for their role as a leader to support a culture of safety in their organization.

Date Approved
2/20/2019
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Interprofessional Orthotic and Prosthetic Seminar (IOPS): A Set of Interprofessional Workshops

Description
The Interprofessional Orthotic and Prosthetic Seminar (IOPS) implements a healthcare team including: Orthotist, Prosthetist, Occupational Therapist, Physical Therapist, and Athletic Trainer to bring hands on clinical training to doctor of physical therapy students. The physical therapy students will have breakout sessions teaching on: sports braces, lower extremity orthotics for adults and pediatrics, prosthetics components and residual limb care, and upper extremity splinting. They will have one hour of UE splinting, and six other 30 minute breakout sessions with case scenarios of when products used and time to clinically work with products. Occupational therapy students will be teaching assistants during the seminar, but will have a full hour to see a few breakout sessions as well.

The IOPS is a 4.25 hour event that is part of the DPT course HPPT 8226. At the end of the seminar a 15 minute discussion and feedback time will occur with all students and presenters. A facilitator will ask questions about content learned and application across the PT and OT field of practice.

1. During the beginning each breakout sessions, facilitators will define roles for health professionals related to the prosthetics or orthotics during that session. At the conclusion of each breakout session facilitators will address the need for teamwork and communication across health care professionals dealing with the orthotics or prosthetics.
2. During the conclusion, all students will be together for a wrap of learning that occurred throughout the day. In addition, a time of facilitator led discussion on how interprofessional communication is needed with orthotics and prosthetics.
3. Following the event, a student survey for PT and OT students will be given to assess interprofessional practice and education related to the IOPS.

Below is a list of the breakout sessions:

• One breakout session will include a TTUHSC Occupational Therapist professor explaining the roles of OT vs PT with upper extremity splinting. Then the OT professor and OT students will do a psychomotor lab to let the PT students make a thumb spica splint. During this time the PT and OT students are assigned the task of comparing their curriculum in regards to orthotics. The PT students will be broken up into groups of four. All groups will have one full hour to work on this breakout session with the OT professor and students. The OT students are allowed time to go to two breakout sessions of their chose. This will allow them to see a lower extremity orthotic or prosthetic. Then later the OT student will have to reflect the correlation of that breakout session to their practice.
• One breakout session will be a TTUHSC Physical Therapy professor demonstrating in a lab setting how to stump wrap a residual limb, use of shrinkers, and prosthetic components. Students will use positive mold residual limbs to practice the techniques. Application will be discussed as to why OT and PT students need to know the need to have proper residual limb in the acute settings.
• One breakout session will be a TTUHSC Physical Therapy professor demonstrating in a lab setting how to fit and when the application of inserts and dorsiflexion assist orthoses. Students will then be allowed to wear inserts or dorsiflexion assist orthoses. Application will be discussed toward OT and PT students and the need to use lower extremity orthoses during ADLs.
• One breakout session will be a local pediatric PT demonstrating how to use Theratogs and clubfoot orthoses. Velcro body suits that assist with body control and coordination. Clubfoot orthoses shown will be from MD Orthopedics. Application will be discussed toward OT and PT students and the need to use theratogs and orthotics.
• One breakout session will include an orthotic company representative demonstrating dynamic orthoses for lower and upper extremities. Students will get a chance to get hands on experience applying braces to specific case studies. Application will be discussed toward OT and PT students and the need to use the orthoses.
• One breakout session will include an athletic trainer from a medical supply company that is demonstrating sport braces. These braces will range from spine, ankle, knee, hip, elbow, hand, or shoulder devices. Students will get a chance to get hands on experience applying braces to specific case studies. Application will be discussed toward OT and PT students and the need to use the splints and support orthoses.
• One breakout session will include a representative from an orthotic company that will demonstrate ACL braces, ankle braces, and braces to help contractures. Students will get a chance to get hands on experience applying braces to specific case studies. Application will be discussed toward OT and PT students and the need to use the splints and support orthoses.



Date Approved
2/14/2019
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Title

Collaboration in the Development of Telehealth Services: An Interprofessional Didactic and Community Engagement Project

Description
Training a variety of healthcare professionals for team-based, interprofessional healthcare delivery is a significant challenge. Doing so for professionals who will work in rural healthcare settings is even harder because teamwork looks very different in low-resource rural settings where few healthcare professions are available. For nearly 50 years, telehealth programs have served as innovative tools for the delivery of care, linking patients and providers separated by geographic and socioeconomic barriers, all the while mitigating shortages in the healthcare workforce. Through an explosion of advanced technologies and infrastructure, millions of Americans now benefit from care provided through telehealth. More effective and carefully planned deployment of telehealth technologies will enhance the ability to better meet the health care needs of those in rural and frontier parts of the country. Many health professionals are participating in telehealth services, which promote positive outcomes for patients receiving team-based care. Additionally, telehealth is an evidenced-based means of providing collaborative patient-centered health care. The literature is reflective of high quality studies that have demonstrated that telehealth is as effective as face-to-face in person care and quality measures improve with collaborative care. Further, patient and provider satisfaction runs high with telehealth programs.

The purpose of this IPE learning activity is to train students in the TTUHSC Psychiatric-Mental Health Nurse Practitioner (PMHNP) Program to work effectively as an interprofessional team member in the development and provision of interprofessional health services through telehealth technology.

Objectives of activity: I. To develop skills of collaboration with professionals involved in telehealth delivery, as well as community leaders desiring telemental health services 2. To develop foundational knowledge to enable students to establish an independent telehealth practice for rural and underserved areas.

Activity Outline:
1. PMHNP students will interview telemental health providers outside their chosen profession, which could include physicians, psychologists, licensed counselors, social workers, etc, to compare and contrast practice variances that provide a foundation for the next activity. Students will be asked to ask and reflect on questions about collaboration, communication, and team-based care around telehealth practices.
2. PMHNP students will work in teams of 5 to 6 in identifying a health care need in an underserved and/or rural community that can be met through collaborative telehealth services.
2. The student team will meets with community/organizational stakeholders to discuss feasibility and desire for telehealth services.
3. A business plan will be is developed taking into the resources available within the community and legal, ethical, and technical needs based on American Telemedicine guidelines.
4. The final plan is submitted to the stakeholder for review.

Number of students: Approximately 20 per year.
Resources: The resources will be accessible on-line through the American Telemedicine Association website, along with resources through the TexLa Telehealth Resource Center and then resources available within the target community/organization.
Date Approved
1/29/2019
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Title

Fostering an Organizational Culture of Teamwork: An Interprofessional Didactic Project

Description
Organizational characteristics, such as organizational culture, are important aspects for interprofessional teamwork, quality of care, and patient outcomes. Studies have demonstrated that interprofessional teamwork is influenced by organizational culture. Further studies have shown that teamwork predicts job satisfaction. In fact, organizational culture is often considered as the precondition of teamwork in the healthcare setting. Several studies have shown the effects of interprofessional teamwork on outcome criteria on the patient/family, employee/staff, and organization domains. On the patient/family domain, high quality teamwork is linked with higher patient satisfaction ratings and compliance, improved quality of treatment, improved patient safety and better clinical outcomes. On the employee/staff domain, high quality teamwork is linked to higher job satisfaction, greater well-being, improved mental health, better team climate, and increased team efficiency. On the organization level, high quality teamwork is associated with cost savings, higher workforce retention, and reduced employee turnover. The aim of this interprofessional didactic activity is to target concepts of organizational characteristics, including teamwork, employee motivation, and employee retention, which lead to improved patient, employee, and organizational outcomes.

The activity will be a course assignment within one of the Master of Science in Healthcare Administration (MSHA) core courses, HPHA 5307: Human Resources Management. The Master of Science in Healthcare Administration is a fully online graduate healthcare administration degree geared towards working healthcare professionals who are seeking to obtain the skills and knowledge necessary to advance as a successful healthcare leader. Because the MSHA program is for working healthcare professionals, students are from a wide variety of clinical backgrounds. A student cohort will typically include the following professions: healthcare administration, nurses, physicians, physician assistants, respiratory therapists, physical therapists, occupational therapists, medical technologists, radiology technologists, speech therapists, emergency medical professionals, and others.

During this didactic activity, students will be divided into interprofessional groups of six or seven, with various professions represented in each group. The activity will consist of the group responding to a scenario-based case study concerning employee motivation and turnover in a hospital setting. The group will interact as a committee formed to discuss this issue for each of their respective professions, as well as for the group and organization as a whole. The group will prepare a report discussing this issue, how it relates to each of their professions, and the formulation and implementation of a strategy or strategies to address the issue. The students in each group will communicate via discussion forums. Each group member will be provided Interprofessional team strategies to help them to have a better understanding of how to effectively work in a collaborative team environment. There will be a high level of interactivity among group members within the forum. The group paper will discuss each of the professions and will be a learning activity that they work on and complete together. Another aspect of the assignment requires each student to summarize what they learned through this project, what they learned about the other professions represented, and also what they learned about working in collaboration with an interprofessional team.

The learning objectives for this activity and assignment are that at the end of the assignment, students will be able to:
• Discuss the importance of employee motivation and empowerment
• Describe the challenges faced by various health professions in regard to employee motivation and turnover
• Discuss the importance and benefits of working in an Interprofessional collaborative group
Date Approved
1/24/2019
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Title

Collecting a Medical Case History in Patients Following a Stoke: An Interprofessional Patient Interview Project

Description
Stroke is one of the leading causes of death and disability globally, the effects of which may be prolonged with physical, cognitive, communicative, emotional, social, and financial consequences not only for those affected but also for their family and friends. Each year, over 5.7 million people die from stroke and it is the second leading cause of death worldwide (9.7% of all deaths). In the United States, the incidence of stroke is approximately 200 patients per 100,000 populations. Early management and rehabilitation after stroke requires an interprofessional approach by a coordinated team of healthcare professionals. Coordination among these professionals is imperative to improving the lives and outcomes of patients after a stroke. A number of characteristics have been assigned to successful interprofessional teams, including effective communication; mutual respect and understanding; trust; an appropriate combination of expertise and experience; a mutual goal orientation toward quality outcomes; efficient and effective resources; individual and group flexibility; clear purpose, role, and vision; leadership; a team culture; education and training opportunities; a positive presence; individual strengths; and value of the group work for the individual as well as the group as a whole (Clark, 2009; Molyneux, 2001; Nancarrow et al., 2013; Weaver, 2008). Individually and collectively, these characteristics are in alignment with successful interprofessional collaboration in stroke care, as Best Practice Guidelines for Stroke Rehabilitation advocate for quality interprofessional team approaches for community-based stroke rehabilitation (Allen, 2016; HSFO, 2013)

The purpose of this IPE learning activity is to increase interprofessional collaboration around stroke care, improve interprofessional communication, improve team communication with patients with aphasia following stroke, foster respect, and enhance knowledge of the different roles each discipline plays on the health care team. During this activity, teams of medical and speech-language pathology students will conduct patient interviews and complete patient case history forms with a series of patients with aphasia following a stroke, or from some other neurologic etiology. According the National Aphasia Association, aphasia is an impairment of language, affecting the production or comprehension of speech and the ability to read or write. Aphasia is always due to injury to the brain-most commonly from a stroke, particularly in older individuals.

This IPE learning activity is structured as follows:
1. Interprofessional brief: During the brief, faculty from the School of Medicine and the Department of Speech, Language, and Hearing Sciences will meet with medical students and graduate speech-language pathology students to discuss student perceptions of stroke, aphasia, and team-based. Additionally, roles and responsibilities in stroke recovery, teamwork strategies, and values/ethics related to populations of patients with aphasia will be discussed. Students will then work together to determine communication strategies for patients with aphasia, as well as discuss approaches to collaborative interviewing.
2. Patient interviews: Dyads of medical and speech-language pathology students will conduct patient interviews with patients with aphasia in an ambulatory care setting. Students will work together to collect relevant medical history in a patient-centered manner that includes the patient in the health care team.
3. Patient feedback: Following the patient interviews, patients will provide feedback to the student teams related to the effectiveness of their communication styles and deliveries, as well as empathy and perceptions of inclusion in the patient care process.
4. Facilitated debrief and post-event survey: During the debrief, faculty and students will reflect upon the IPE learning activity, as well as discuss the feedback received from the patients. Collaborative practice skills will be reviewed and students will complete an event post-survey related to the event objectives.

The objectives for this IPE learning activity include:
1. By watching the speech-language pathologist in training converse with and question the patient with aphasia, the physician-in-training will enhance his/her ability to communicate and successfully get a medical history from a patient with aphasia.
2. By helping the medical student hone his/her ability to communicate with a patient with aphasia, the SLP student will practice effective communication and enhance his/her interprofessional communication skills.
3. By both students working together as an interprofessional team to improve patient care, they will enhance their interprofessional team skills and gain respect and trust that will lead to healthier interprofessional relationships upon matriculation to an interprofessional collaborative practice team upon graduation
Date Approved
1/18/2019
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Title

Spring IPE Day: An Interprofessional Small Group Activity

Description
Various national guidelines and accreditation standards stress the importance of teaching health care professionals interprofessional education (IPE) within a population health framework. Providing an opportunity for students from clinical, research, and population health programs to learn from, with, and about each other will foster improved understanding of public health and patient safety concepts within social determinants of health and interprofessional collaboration contexts. Spring IPE Day is designed to foster improvement in interprofessional communication and teamwork skills within a public health emergency framework with an emphasis on community resources, policy, action planning, and population health. Teams of 20 interprofessional students will be subdivided into 4 sub-teams of 5 students. Students will practice teamwork and communication skills within and across subdivided teams with a faculty facilitator. Teams will complete the following IPE activities.

Activity Brief
Team Introductions & Icebreaker
Communication and Teamwork Skill Builder & Debrief
Public Health Emergency Activity Pt 1
Public Health Emergency Activity Pt 2
Debrief & Post-Assessment

Public health learning objectives:
Describe how public health emergencies impact population health, especially in health systems, clinical, behavioral, social, and public health dimensions, including evacuation and population displacement effects.
Generate a list of ways in which health professionals can communicate and collaborate in order to contribute to preparedness for, response to, and recovery from public health emergencies given their scope of practice.
Critically analyze team-based action plans for clinical, research, and public health professionals in public health emergencies.
List environmental and public health risks associated with public health emergencies.

IPE learning objectives:
Interprofessional Communication: Choose effective communication tools and techniques to facilitate discussions and interactions that enhance team function.
Interprofessional Communication: Express one’s knowledge and opinions to team members with confidence, clarity, & respect, working to ensure common understanding of information.
Teams and Teamwork: Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles.
Teams and Teamwork: Reflect on individual and team performance for individual, as well as team, performance improvement.
Date Approved
1/15/2019
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Title

Embracing Cultural Diversity and Individual Differences: An Interprofessional Simulation

Description
Numerous studies have shown that when organizations provide an opportunity that fosters collaboration and interprofessional education, then team cohesiveness improves. What has not been widely explored is the impact of those same exercises and their potential influence on gender, ethnic, cultural, religious, or intra-personal professional perceptions. The purpose of the interprofessional (IP) and diversity simulation is to immerse interprofessional teams of students in “a day in the life” of a healthcare professional working on a medical-surgical floor or Federally Qualified Health Center (FQHC). Students from TTUHSC nursing and pharmacy as well as social work, occupational therapy, and speech therapy students from Abilene Christian University collaborate to deliver high quality and safe patient-centered care as members of an interprofessional team. The simulation design includes 22 evidence-based scenarios ranging in acuity level from "walk-in" clinic diagnoses such as hypertension to med-surg diagnoses such as breast cancer. The simulation scenarios focus on cultural issues and diversity of the patients. First and second semester junior nursing students are assigned to work together in teams and are allocated to either the med-surg floor or the FQHC to collaborate with other professions on all aspects of patient care. Standardized patients and high-fidelity manikins depict the roles of patients and family members. A structured, one-hour debrief session follows the simulation. Huddles and debriefs are also provided throughout the scenarios, as needed. During huddle and debrief sessions, interprofessional education discussion topics include values/ethics, roles/responsibilities, teamwork, and interprofessional communication tools.

Feedback and survey: Prior to and following the event, students complete a feedback sheet and complete an interprofessional education survey related to interprofessional practice and education.

Objectives:
1. Understand the roles and responsibilities of a variety of health care professionals participating in a community engagement event.
2. Participate as a team member in an interprofessional event.
Date Approved
1/9/2019
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Title

Medication Safety: A Didactic Interprofessional Interview Project

Description
Medication errors are the second most prevalent cause of adverse patient incidents in health care settings. As such, medication safety is a global concern and interprofessional education is vital for preparing students, including nursing students, for their roles in the collaborative care team. Knowing about and valuing the skills and responsibilities of other team members and respecting each person’s unique contribution to the work of the team can lead to more effective communication and collaboration in the context of medication safety. The purpose of this interprofessional interview project is for nursing students to become familiar with other members of a patient's health care team, including pharmacists, and discover the current application of interprofessional teams in health care. Through an interprofessional interview with a pharmacist, Non-Traditional BSN students will better understand their professional roles and the roles of others around the central theme of medication safety and prevention of medication errors.

Students in the RN to BSN Program and Accelerated BSN Program (Second Degree and Veteran BSN (VBSN) tracks) are asked to interview a pharmacist in their community. The nursing student develops a set of content questions, as well as questions about role’s/responsibilities and team communication strategies around the central focus of medication safety, prevention of medication errors, and communication methods to encourage reporting of medication errors. The questions are used as a guide for the interview. Students are then asked to reflect upon the answers provided to them during the interview process and write a one-page interview reflection paper. Sample questions may include:

1. What other disciplines does the pharmacist interact with on a daily basis, i.e. physician, nurse, social worker, medical assistant, etc.?
2. How does the pharmacist interact with the other discipline(s)? Include no less than two examples.
3. What common medication errors are seen in the pharmacy?
4. What is the process for reporting a medication error?
5. What strategies are in place to prevent medication errors?
6. What kind of education is provided to clients regarding new medications?

Learning objectives for this interprofessional interview project include:
1. Reporting the collective and individual responsibilities in the prevention of medication errors.
2. Identify the importance of information (written and verbal) and communication with other professionals in the prevention and reporting of medication errors.
3. Recognize that teamwork and collaborative care are essential skills in medication safety and prevention of mediation errors.
Date Approved
1/2/2019
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Title

Utilizing Teamwork During Code 99 Management: An Interprofessional Simulation

Description
During this series of IPE simulations, participants are trained to recognize signs and symptoms of chest pain progressing to coded 99 status. The IPE simulations allow participants to apply standardized teamwork strategies and communication tools to a patient care situation in order to optimize patient safety and outcome. Faculty assist students in selecting appropriate teamwork strategies and communication tools, as well as facilitate the interprofessional student team debrief following the simulation.

Specific learning objectives for this IPE simulation are as follows:
1. Recognize sign and symptoms of chest pain. 2. Identify and initiate best practices for code 99 status. 3. Apply appropriate standardized teamwork strategies to an interprofessional healthcare team. 4. Practice effective team communication. 5. Participate in facilitated debriefing to optimize the IPE learning experience.
Date Approved
1/2/2019
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Title

Integrative Medicine Symposium: A Set of Interprofessional Workshops

Description
The TTUHSC Integrative Medicine Symposium highlights healing-oriented medicine that takes account of the whole person, including all aspects of patient care. It emphasizes the therapeutic relationship between practitioner and patient, is informed by evidence, and makes use of all appropriate therapies. The afternoon of the symposium features a set of interprofessional workshops on various integrative medicine topics. Each presented workshop has been designed to give students across each health profession a better understanding of the professional roles and responsibilities of each presented modality. Empirical exposure and personal interactions across all health profession disciplines has proven to be important in building effective interdisciplinary teams. Students will be placed into interprofessional teams according to their workshop preferences and will participate with their team during the workshop learning activities and facilitator guided debrief.

Workshops include:
Acupuncture for Abdominal/Pelvic Pain
Better Health with Reflexology
Cupping Therapy: The history, origin, and interdisciplinary health benefits the therapy brings
Dry Needling in Physical Therapy
Introduction to Reiki Therapy
Express Yourself: Integrating Creative Arts Experiences into the Healthcare Setting
Performing Arts Methodologies in Practice: Healing Through Mindfulness & Action
The Healing Power of Therapy Dogs
Tools and Application of Yoga Therapy as CAM

Collective Learning Objectives of the Workshops:
1. Understand the history, theory, and evidence-base of integrative medicine modalities on mind-body wellness.
2. Experience integrative medicine modalities and provide examples of shared patient populations that may benefit from various integrative medicine modalities.
3. Discuss as an interprofessional team the benefits of integrative medicine modalities and how these can be incorporated into team-based care.
Date Approved
12/24/2018
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Title

Reflections on a Interprofessional Mini-Series: An Interprofessional Small Group Activity

Description
Interprofessional practice and education (IPE) is an important step in advancing health professional education and has been widely endorsed as a mechanism to improve the overall quality of health care. During this interprofessional small group activity, interprofessional teams of students will view one or more episodes from an interprofessional mini-series and then participate in a guided reflection of some aspect of collaborative practice. During the required small group reflection, students will have an opportunity to actively engage with other students in their small group. In some cases, pre- and post-tests will be provided to assess student engagement and learning after viewing episodes and participating in the guided reflections.

Currently, two interprofessional mini-series have been developed at Texas Tech Health Sciences Center. Each interprofessional mini-series promotes leadership and professional development in the Interprofessional Education Collaborative (IPEC) “core” competency domains including (1) roles and responsibilities, (2) interprofessional communication, (3) values/ethics, and (4) teams and teamwork. The interprofessional mini-series serves to provide an IPE learning platform for students in preparation for collaborative care experiences on clinical rotation. The interprofessional mini-series includes high definition videos arranged in 12 individual learning episodes, as well as a single feature film. The 12 episodes depict both ideal and dramatized interprofessional and student/preceptor interactions, followed by educational commentary. Each episode is designed to include entertainment, student/preceptor scenarios, student/preceptor expert commentary, and student/preceptor learning pearls.

1. The Reason I Jump: An Interprofessional Mini-Series: This interprofessional mini-series includes the professions of occupational therapy, nursing, medicine, pharmacy, athletic training, emergency medical services, and speech-language pathology. The trailer for The Reason I Jump: An Interprofessional Mini-Series can be viewed at: www.youtube.com/watch?v=WdAUqjjzRLM.
2. Change of Heart: An Interprofessional Mini-Series: This interprofessional mini-series includes the professions of nursing, pharmacy, medicine, occupational therapy, physical therapy, and speech-language pathology. The trailer for Change of Heart: An Interprofessional Mini-Series can be viewed at: https://www.youtube.com/watch?v=I1i79XDQHB4.
Date Approved
12/11/2018
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Title

Speech-Language Pathology/Occupational Therapy Co-Treatment: An Interprofessional Collaborative Care Experience

Description
A collaborative care approach between speech-language pathologists (SLPs) and occupational therapists (OTs) is a highly effective treatment strategy. Due to the integration of sensory and motor abilities into the development of speech, language, cognitive, and swallowing skills, a natural connection between OTs and SLPs exists. Additionally, both have a common foundation of practice and students from each profession are trained in anatomy, physiology, neurology, illnesses/disease processes, and medical management of disorders. OT practice often prioritizes self-care, work, play, psychosocial function, motor skills, sensory integration, and related functional issues that impact participation in daily activities. SLPs prioritize functions of communication, cognitive ability, oral motor skills, and swallowing ability that allow individuals to participate in daily activities.

The purpose of this interprofessional collaborative care experience is to encourage OT and SLP students to explore common ground, work collaboratively with each other to develop a patient/family centered plan of care and to execute a course of treatment. A collaborative session between disciplines, or co-treatment, allows students from both professions to use their professional skills to address complimentary components of skill development. Successful collaboration allows the patient to also generalize the skills taught within the therapy session into their home, classroom, or daily life. During this collaborative care experience SLP/OT pairs will work together in the TTUHSC Speech, Language and Hearing Clinic to deliver group or individual therapy to children and adults with a variety of speech, language, cognitive, sensory, and/or swallowing impairments. Co-treatment with an OT and SLP student during the regular semesters (fall and spring) is typically 1-3x per week for 12-13 weeks. Co-Treatment in the summer semester typically takes the form of intensive summer therapy programs with daily treatment for 1-2 weeks. Through this type of collaborative care experience, the patient’s outcomes are more easily reached, and skills typically carryover/generalize more quickly so length of treatment is much shorter. This collaborative care experiential learning experience also allows students to gain excitement and enthusiasm about using common underlying principles to enhance treatment outcomes.

Principles of IPE and collaborative care are address in the following ways:
• Role clarification
• Collaborative treatment planning
• Continuity of care
• Shared vocabulary
• Complementary targets
• Behavior management strategies
• Communication with parents/caregivers
Date Approved
12/11/2018
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Title

Designing Collaborative Care Facilities: An Interprofessional Didactic Project

Description
Student engagement involving multiple professions is a key element in the future of designing healthcare facilities that will support collaborative care. One of the most important service delivery models — collaborative care — is highlighted in the Institute for Medicine's list of 20 national priorities for improving healthcare. Collaborative care, however, has not been widely practiced in the healthcare industry except at university-affiliated teaching hospitals and medical centers. This interprofessional small group didactic project will allow students the opportunity to design the deliberate organization of patient care activities between two or more professions involved in a patient's care, including the patient, to facilitate the appropriate delivery of healthcare services. Organizing care and designing spaces with the intention of collaborative care is a way to accelerate cultural change, instill student excitement, and facilitate "buy-in" on the most appropriate facility design that will support collaborative care.

Despite all of the challenges of designing a collaborative care environment, the collaborative approach is a transparent process that enables a variety of professions to speak a parallel language focusing on facility design and oversight in healthcare excellence. Developing a new healthcare facility, using an approach like collaborative care design, requires knowledge of roles and responsibilities, teams and teamwork, and team communication strategies. By working together, students from different professions can develop well-thought-out goals, objectives and metrics, freely sharing knowledge and real-life lessons and experiences, the result will be a beneficial healthcare environment where a collaborative care team delivers consistent, positive outcomes in patient care.

As part of a business management course, Master's of Occupational Therapy and Doctor of Physical Therapy students will work together in small teams of 6-8 students to design a collaborative care practice. Students will be responsible for developing a Facility Plan, Organizational Plan, Financial Plan and a Marketing Plan for a new collaborative care practice that features, but is not limited to, the professions of occupational therapy and physical therapy. In addition to collaborative care healthcare design, students will have to use core IPE competencies of teamwork, roles and responsibilities, and team communication to work as an interprofessional team to design the new healthcare facility.
Date Approved
12/6/2018
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Title

Integration of Counseling to the Healthcare Community: A Didactic Interprofessional Interview Project

Description
The practice of professional counseling is collaborative and interprofessional at the core. Most counselors interact with allied service systems including healthcare professionals, educators, human service providers, and members of the criminal justice community on a regular basis. Much of this interaction is repeated within a small network of practitioners who have already developed strategic relationships between the agencies they represent. While individual relationships develop, the groundwork is often in place and practitioners struggle when having to develop strategic alliances with non-traditional partners.

Since this interprofessional learning opportunity is designed to occur as students begin their initial foray into professional practice settings, the opportunity will task them with developing a relationship with a member of another profession that would represent the potential to develop a non-traditional partnership for the population the individual hopes to serve.

This IPE learning activity will be a course assignment within the Practicum course for each of the three counseling programs: Clinical Mental Health Counseling (HPMC5314); Clinical Rehabilitation Counseling (HPCR5314) and Addictions Counseling (HPAC5314). Each of these programs is a fully on-line graduate training program to prepare fully licensable clinicians for practice in specialty counseling fields. As independent practitioners graduates will interact with a variety of allied professional fields in service to their clients.

During this experiential learning activity students will work with their clinical instructor to identify an allied professional field that may be of service to the population of clients the student desires to serve. Having identified a need, the student will be supported in making initial contacts within the field to arrange an interview for the purpose of ascertaining how they may be able to work together to serve clients in the future. To facilitate this process the students will develop an outline of the information they desire to learn, develop a list of interview questions that must include questions on roles and responsibilities, teams and teamwork, interprofessional communication, and values/ethics for collaborative practice. The students will then interview the professional and develop a reflective paper and ‘resource report’ to share with their peers regarding their learning experience. In the interview reflection, the students must report responses to interview questions and provide strategies to address improved collaboration and teamwork with the profession selected.

IPE learning objectives for this project include:

Values and Ethics for Interprofessional Practice
1. Review and compare the ethical practice standards for the student’s counseling specialty and the chosen profession.

Roles and Responsibilities
1. Explain the roles and responsibilities of other service providers and how the team works together to meet the client’s needs;
2. Forge interdependent relationships with other professions to improve care and advance learning.
3. Use the full scope of knowledge, skills, and abilities of available service providers to provide services that a safe, timely, efficient, effective and equitable.

Interprofessional Communication
1. Choose effective communication tools and techniques, including information systems and communication technologies, to facilitate discussions and interactions that enhance team function.

Team and Teamwork
1. Develops a teamwork approach to facilitate improved customer care.
Date Approved
12/5/2018
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Title

TeamSTEPPS® 2.0 Fundamentals Course: An Interprofessional Training

Description
The Agency for Healthcare Research and Quality (AHRQ) and the Department of Defense (DoD) have developed TeamSTEPPS, a teamwork system that offers a powerful solution to improving collaboration and communication within institutions. Teamwork has been found to be one of the key initiatives within patient safety that can transform the culture within health care. Patient safety experts agree that communication and other teamwork skills are essential to the delivery of quality health care and to preventing and mitigating medical errors and patient injury and harm. TeamSTEPPS is an evidence-based program aimed at optimizing performance among teams of health care professionals, enabling them to respond quickly and effectively to whatever situations arise. This curriculum was developed by a panel of experts, incorporating more than 25 years of scientific research that has been conducted on teams and team performance. TeamSTEPPS is a highly interactive interprofessional experience designed to enhance team dynamics with the ultimate goal of improving patient safety and outcomes.

Fundamental Modules of TeamSTEPPS include:
Team Structure
Communication
Leading Teams
Situational Monitoring
Mutual Support
Implementation and putting it all together

Students participating in TeamSTEPPS 2.0 Fundamental training will gain knowledge and skills to:
1. describe the impact of medical error and the importance of communication and teamwork in error prevention.
2. recognize barriers to effective teamwork and identifying team structure to include the role of the patient.
3. describe how communication affects team processes and outcomes identifying skills of SBAR, call-out, check-back, and handoff.
4. describe the tools for leading teams, including briefs, huddles, and debriefs.
5. understand how a shared mental model affects team effectiveness.
6. describe how mutual support affects team processes and outcomes and identify skills of feedback, assertiveness, 2-challenge rule, and CUS.
Date Approved
12/5/2018
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Title

Introduction of TeamSTEPPS Tools into Physical Therapy Practice Settings: An Interprofessional Service Learning Project

Description
The Agency for Healthcare Research and Quality (AHRQ) and the Department of Defense (DoD) have developed TeamSTEPPS, a teamwork system that offers a powerful solution to improving collaboration and communication within institutions. Teamwork has been found to be one of the key initiatives within patient safety that can transform the culture within health care. Patient safety experts agree that communication and other teamwork skills are essential to the delivery of quality health care and to preventing and mitigating medical errors and patient injury and harm. TeamSTEPPS is an evidence-based program aimed at optimizing performance among teams of health care professionals, enabling them to respond quickly and effectively to whatever situations arise.

The aim of this service learning project is to have students in the transitional doctor of physical therapy (tDPT) program, introduce a TeamSTEPPS strategy or tool into their current interprofessional practice environment and reflect on the success of the implementation on team performance. The tDPT program is a post-professional online/distance education program. Students are licensed physical therapists and work as clinicians; therefore, the students’ current interprofessional work environment will be utilized within the context of this service learning activity. Although the mix of professions varies practice-site to practice-site, physical therapists typically work in teams with physicians, physician assistants, nurses, nurse practitioners, pharmacists, occupational therapists, speech-language pathologists, athletic trainers, audiologists, exercise physiologists, and dietitians.

The objectives of this IPE learning activity are to: explain the role of TeamSTEPPS, discuss TeamSTEPPS strategies and tools, introduce TeamSTEPPS strategies and tools within an interprofessional community practice environment, and to show continued desire to utilize these tools. These objectives are accomplished through three components associated with this learning activity.

1. Lecture: Course content introducing TeamSTEPPS and TeamSTEPPS strategies and tools. Lecture content and additional resources are provided in the weekly module.
2. Initial reflection: Students are asked reflect on, and write about, a series of questions centered around identifying the interprofessional team they work with most often, current methods of communications, and strengths, weaknesses and barriers of the team related to communication and collaboration.
3. Service Learning Implementation: Identification of a TeamSTEPPS strategy that the student feels would be useful within their interprofessional team. They are asked to educate their team on this strategy and implement use of the tool or strategy over a 2 week period.
4. Final reflection: Students complete the written assignment by reflecting on a series of questions centered around their thoughts and attitudes regarding the implementation process, including teaching the team, adapting to the new style of communication, and success of this change.

This assignment is part of HPPT 8361 Professional Development which is offered in the Spring and Fall semesters and has varied enrollment of 8-25 students.
Date Approved
12/4/2018
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Title

¡Si, Yo Puedo Controlar Mi Diabetes!: An Interprofessional Patient Education Program

Description
"Si, Yo Puedo Controlar Mi Diabetes" is a seven-week diabetes self-management program led by an AmeriCorps VISTA Coordinator, in conjunction with the West Central Texas Council of Governments (Big County AHEC). ¡Sí, Yo Puedo Controlar Mí Diabetes! (Sí, Yo Puedo) is an evidence-informed, culturally competent educational program targeting low-literate Hispanic/Latinos with diabetes. The curriculum is predicated on the American Diabetes Association’s national standards of care, and employs the social cognitive and self-regulation theories as its foundational support. Empowerment is an overarching theme of the program, and, to this end, Sí, Yo Puedo aims to equip participants with knowledge and lifestyle skills to better control their diabetes. This interprofessional program significantly enhances participants’ engagement in diabetes self-care behaviors, improvements in self-confidence about diabetes self-care, and increases diabetes knowledge.

Topic Sessions for the program include:
Week 1: ¿Qué es la diabetes? (What is diabetes?)
Week 2: Revisando sus niveles de glucosa en la sangre (Checking your blood glucose levels)
Week 3: Comiendo de manera saludable
condiabetes (Eating healthy with diabetes)
Week 4: Mantengase activo con diabetes (Be active with diabetes)
Week 5: Los medicamentos y la diabetes (Medicines and diabetes)
Week 6: Prevención de los problemas relacionados con la diabetes (Preventing diabetes problems)

Pharmacy students from TTUHSC and nutrition students from Abilene Christian University will be partnered to provide patient education on two topic sessions. Students must work together to present patient education, solicit and answer patient questions, lead hands-on learning activities, and encourage patient empowerment throughout the educational program. Throughout each 1.5-2 hr patient education session, students are encouraged to ask questions of each other and engage in collaborative patient-centered education. Student must also work together to deliver a diabetes self-management education program in a culturally meaningful and relevant manner, which is more likely to yield positive health outcomes.

The first session, "Checking your Blood Glucose Levels," will include a discussion on high and low carbohydrate foods, a "mini-lecture" on how to check a blood glucose level, a demonstration of using a glucose meter, and assisting patients in the process of checking their blood glucose level.

The second session, "Medicines and Diabetes," will include a "mini-lecture" about medications and common myths surrounding diabetes medications, problem-solving scenarios, and a discussion of the Healthy Plate Method.

Ten patient participants have registered for the course, and 5-7 pharmacy students will be present for each session.

A pharmacy faculty preceptor will be present during both sessions. In preparation for the event, students will have attended two training sessions, led by the faculty preceptor, to better understand the material they will be presenting, brainstorm potential questions the patient participants might ask, discuss common barriers to self-management of diabetes, and discuss the role of team-based diabetes education in the ambulatory care setting. Following the collaborative patient education sessions, pharmacy students will also complete a reflection survey to evaluate the impact the IPE learning activity had on their perceptions of collaborative care in diabetes management.

Objectives:
1. Understand the role of a pharmacist in team-based diabetes education.
2. Participate as a team member in an interprofessional self-management program for Latino patients with type 2 diabetes.
Date Approved
12/3/2018
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Title

The 8-hour SIM Day: An Interprofessional Simulation

Description
A key component of today’s healthcare education is interprofessional education simulations. Interprofessional education (IPE) simulations can help to clarify roles and responsibilities of team members, increase students’ interprofessional communication skills, allow students to practice functioning as a team, and instill the values/ethics of collaborative care. These types of IPE simulations allow students to work on unfolding cases where a patient’s condition changes and progresses over time. These real-life immersion experiences allow students to interact with other health professions by communicating patient needs, providing patient updates, interpreting lab results, and communicating and directing patient-centered care. All students in healthcare-related professions should know how to appropriately and successfully communicate with other health professions, as well as have the skills to function as a successful members of the healthcare team. To this end, the TTUHSC School of Nursing developed a hospital-based IPE simulation for the TTUHSC BSN Traditional Undergraduate (TUG) Program on the Lubbock, Abilene, and Odessa campuses.

The “8-hour SIM Day” is an IPE simulation that allows nursing students to prioritize patient centered collaborative care, adhere to a simulated nursing schedule, utilize critical thinking to make decisions, function as an interprofessional team member, clarify roles and responsibilities of the team, and communicate effectively with interprofessional team members. At the beginning of the IPE simulation, each nursing student is paired with a standardized patient for whom they will provide coordinated care across the 8 hours duration of the simulation. The composition of the student’s healthcare team for their specific standardized patient varies campus-to-campus based on the availability of professions on each campus.

The interprofessional team on the Lubbock campus includes nursing students, medical students, and graduate speech-language pathology students. On the Abilene campus, the team includes TTUHSC nursing students, Abilene Christian University (ACU) graduate occupational therapy students, and ACU graduate speech-language pathology student. On the Odessa campus, the interprofessional team includes nursing and graduate physician assistant students.

Throughout the simulation, students practice interprofessional communication and teamwork skills to improve quality and safe patient-centered care, as well as patient satisfaction with care. After the simulation, a debriefing session is completed and is a requirement for nursing students. Interprofessional team members are encouraged to attend as schedules allow. Students discuss the simulation based on completeness, efficiency, and effectiveness of collaborative care. Students reflect on the roles and responsibilities of each team member, use of standard interprofessional communication tools, and success of the team to deliver quality care.
Date Approved
11/29/2018
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Title

Healthcare Administration Capstone: An Interprofessional Didactic Project

Description
The Healthcare Administration Capstone course (HPHA 5314) is the final course in the Master of Science in Healthcare Administration (MSHA) program. The intent of the course is for students to combine knowledge that they have gained from the program, along with research conducted through literature reviews and potentially interprofessional interviews, to propose team-based recommendations and solutions related to a healthcare issue or problem. Students that choose to incorporate an interprofessional and collaborative care theme into their capstone project, are able to count the capstone as an IPE learning activity.

Interprofessional education would be targeted in the healthcare administration capstone project in the following ways:

1. Students would identify a healthcare issue or problem and complete a literature review.
2. The student would conduct structured interviews with at least 3 different healthcare professionals to ask about experience with the healthcare issue, as well as inquire about interprofessional and team-based solutions.
3. In the capstone paper, the student must research and identify how collaborative care and team-based solutions could greatly impact the healthcare issue.
Date Approved
11/15/2018
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Title

Team Collaboration as a Foundation of Telehealth: An Interprofessional Simulation

Description
The Affordable Care Act (ACA) has resulted an influx of previously uninsured individuals accessing the healthcare system (Ali, Carlton, & Ali, 2015). Telehealth is one venue to provide individuals with access to care while reducing healthcare costs and hospitalization/re-hospitalization. An important part of safe patient care when utilizing telehealth includes effective collaboration/communication among members of the interprofessional healthcare team (includes the patient). Recommendations from higher education entities are to integrate telehealth education in the curricula for pre-licensure and graduate health professions students (American Telehealth Association (ATA), 2014), (Ali et al, 2015), and the American Association of Critical Care Nurses (AACN, 2014). Additionally, TTUHSC faculty from the School of Nursing (SON), School of Pharmacy (SOP), and Public Health program in the Graduate School of Biomedical Sciences identified gaps with telehealth education in their courses. This prompted them to design, plan, and implement a pilot Sim-IPE telehealth activity for students enrolled in these programs.

The purpose of this activity was to train interprofessional teams of students to work as effective members of the healthcare team, collaborating in the care of patients in community and rural settings. Scenarios were developed to purposely prompt health professions students to collaborate with each other and patients, including family members. Students were assigned into interprofessional small groups and were provided scenarios, which were specific to their professions and realistic to their areas of practice. Outcomes from student and faculty perspectives will be discussed. Future plans are to implement this Sim-IPE utilizing additional health professions students (e.g. physician’s assistant, medical, respiratory therapy, social work).

1.) Pharmacy students (P4) are teamed up with nursing students to perform a telehealth evaluation and assessment of the “patient’s” needs. Specific scenarios have been designed by nursing and pharmacy faculty with the objective of assessing patient status, identifying complex patient problems (ex. Coumadin therapy, opioid misuse, mental and behavioral health safety).
2.) Scenarios were written and developed by nursing, public health, and pharmacy faculty with the community health and public health vulnerable populations in mind. They include mental health, chronic disease processes (diabetes, stroke, cancer/ostomy, heart failure), opioid misuse, and palliative care.
3.) A structured debrief session is scheduled immediately following student simulation. The debrief focuses on interprofessional strengths and barriers, telehealth strengths and barriers, patient-centered care, continuity of care, and coordination of care. It is facilitated by group discussion in an intentionally respectful and encouraging way. Post-simulation, students submit an “Alpha/Delta/Gamma” worksheet to evaluate the students’ perceptions of their own performance. Open comments and suggestions in the post-simulation activity from students are also requested by faculty as a way for students to further reflect not only on their experiences in the simulation but to reflect on the impact telehealth has on public health.
4.) A debrief session is scheduled after the scenario debrief to discuss the importance of the telehealth and interprofessional role to the community as a whole. Major public health concerns are discussed and led by the public health team. Local, state, and federal policy is integrated into the debrief to transform the concept of “policy” into real-life, and how policy directly affects our community. That transformation leads into a discussion of how we, as healthcare providers and policy-influencers, can best meet the needs of our communities and influence desired change.
5.) The simulation and debriefs are intentionally structured to provide a safe environment for open discussion of challenging topics such as immigration, addiction, mental health, poverty, chronic illness. This is achieved by splitting up the students to provide two separate sessions during the day. The intended group size for debrief has not exceeded 25 students. Designers of this simulation wish to continue this practice to prevent too large of a group.
Date Approved
11/14/2018
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Title

Interprofessional Clinical Laboratory Experience: An Interprofessional Didactic and Lab Experience

Description
First year Medical Students and second year undergraduate Clinical Laboratory Science Students will increase their understanding of how physicians-in-training and students preparing for a career as clinical laboratory scientists approach the differential diagnosis and contribute to the treatment of patients with clinical diseases. The case study for a clinical disease will change each year. During this didactic interprofessional learning activity, the 1st year medical students and the senior CLS students will be provided a case study that includes patient history and the signs and symptoms the patient is presenting for a particular hospital visit. This interprofessional activity will require both cohorts to discuss their scope of practice, engage in a shared-learning experience, work collaboratively on the clinical case, and reflect on what they have learned about the content, as well as the interprofessional learning experience.

This IPE event is an interactive learning activity that occurs as an interactive discussion in a lecture room and as an interactive lab experience in the CLS student laboratory.

Student learning objectives are as follows:

1. Senior CLS students will research and prepare each of the laboratory results that could be ordered by a physician pertaining to the designated case study for that year. These tests could encompassed all departments of the clinical lab.
2. First year medical students will enhance their understanding of common laboratory techniques used to help in the differential diagnosis of clinical disease case study chosen for that year. This will be accomplished by the medical students observing the execution and preparation of laboratory experiments by second year undergraduate CLS students in a laboratory setting. The CLS students are also responsible for explaining experimental concepts and the significance of normal versus abnormal test results.
3. Following the laboratory experience, the first year medical students and senior CLS students will participate in small group discussions (1 CLS student to 5 MS1 students) pertaining to the patient’s presenting symptoms, appropriate lab test to order, and the correlation of the patient’s laboratory results. Together, students from both cohorts will use this information to determine and finalize the appropriate diagnosis. During the group discussion IPE topics will also include roles/responsibilities, strategies to increase teamwork, and approaches to interprofessional communication.
Date Approved
11/14/2018
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Title

The Nurse Executive’s Role in Leading Improvement: An Interprofessional Didactic and Experiential Project

Description
Purpose: The purpose of the Interprofessional Education (IPE) activity is to provide an in situ clinical experience in which the graduate student in the nurse administration track enacts the role of a nurse executive and leads a team of interprofessional healthcare professionals (that includes at least one person from a from different profession i.e. physician, social worker, respiratory therapist, occupational therapist, physical therapist, pharmacist, etc...) in an improvement initiative (nurse administration project [NA Project]).

Detailed Description: In a prerequisite course, NURS5448 or NURS5348: Administrative Role Development: The Nurse Administrator as Leader, students work directly with faculty and a preceptor(s) to develop and implement the clinical experience. In preparation for leading change in an interprofessional environment, the students learn skills related to the nurse executive role as well as other profession’s leadership skills. The core competencies used to build leadership skills for nurses are the Nurse Manager and Nurse Executive Core Competencies developed by the American of Nurse Executives (AONE) and for the other professions, the Healthcare Leadership Alliance (HLA) Core Competency Directory is utilized. Students use the core competencies to measure the status of their leadership skills by reflecting on their clinical experience via a clinical log. During clinical, students spend time with leaders within the organization, mostly non-nurse leaders i.e. financial vice presidents, billing personnel, quality improvement directors, pharmacy as well as ancillary department leaders. This helps students attain skills by recognized clinical experts and facilitates interprofessional relationships needed to create sustainable change and provide safe high quality care in the clinical setting. A deliverable at the end of the didactic portion of this class is a written proposal of an improvement project, NA Project. Development of the proposal requires students to work with the preceptor as well as appropriate interprofessionals to identify and plan the project. The level of engagement of other interprofessionals will vary based on the NA Project and the clinical site but the very least includes the student interviewing non-nursing professionals to ensure multiple professional perspectives influence the improvement project. At the end of the course, students are required to have a NA Project that has been approved by either the site or TTUHSC’s QIRB or IRB and is ready to implement in the next class, NURS6010 or NUR6410: Application of the Administrative Practice.

During NURS6010 or NUR6410, students continue clinicals at their chosen healthcare setting as described above. It is during this course that the students implement and evaluate their NA Projects. Since the nursing administration students spend three semesters at a selected facility, they are usually accepted as leaders and are often approved to engage a team of interprofessionals in their NA Project, a team they must lead from development of the project to evaluation. As part of the didactic of this course, students complete an IPE forum where they address and dialogue about their IPE clinical experiences. And at the end of the class, students are required to submit a completed clinical log (containing reflections of their clinical experiences), provide a class presentation regarding their overall clinical learning experiences as well as the results of their NA Project.
Date Approved
11/13/2018
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Title

Hereford Senior Health Fair: An Interprofessional Community Engagement Event

Description
Interprofessional collaborative care is a strategic component of many community engagement activities. Community engagement provides the opportunity for interprofessional learning, as interprofessional teams of students work side-by-side to respond to challenges faced by communities. Interprofessional community engagement activities provide students with knowledge about the community (including assets within the community), as well as allows students to develop trusting collaborative care relationships, value difference and diversity, be flexible, and foster a long-term commitment to staying engaged in the community. Interprofessional community engagement learning experiences also have the potential to increase students’ comfort in developing relationships with patients and families from different cultures and who have different lifestyles and socialization.

CASA del Llano Senior Health Fair in Hereford Texas- will have participation from the SOP, SOM, SON, SOAH both faculty and students. The Health & Resource Fair is designed to increase health awareness through education and prevention for seniors in our community. At the Health & Resource Fair, seniors will have the opportunity to learn about Health Insurance and Medicare Benefits, Senior Programs & Services within our community. Other opportunities available will include Health & Wellness Screenings, Refreshments and giveaways

This interprofessional community engagement event is structured as follows:

1. Interprofessional pre-event huddle: During the huddle, students will go over team assignments, roles and responsibilities, teamwork strategies, and values/ethics related to patient population. Students will then work together to prepare their screening booth and plan with their team.
2. Interprofessional community engagement event: Interprofessional teams of students will be stationed in various booths for one of three purposes including 1) health screenings, 2) patient/family counseling, or 1) patient/family education. Interprofessional student teams will administer a wide range of health screenings, counsel patients/families on the results of the screenings and give recommendations and information about additional resources, and provide health education related to prevention and safety.
3. Feedback and survey: Following the event, student complete a feedback sheet and complete an interprofessional education survey of 5 questions related to interprofessional practice and education.

Objectives:
1. Understand the roles and responsibilities of a variety of health care professionals participating in a community engagement event.
2. Participate as a team member in an interprofessional community engagement event.
Date Approved
11/13/2018
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Title

Union Gospel Mission: An Interprofessional Student-Run Free Clinic

Description
This clinic is a weekly student-run free clinic at Union Gospel Mission-Calvert Place Men’s Shelter, which is staffed by volunteer students from the University of Texas Southwestern Medical School and the TTUHSC School of Pharmacy. In addition to the student-run free clinic, there is also a Class D Pharmacy where patients can receive over-the-counter and prescription medications. Students from different professions, including pharmacy medicine, pre-med, nursing, and PA, collaborate to provide care for the underserved population. By working together, students can use their strengths from each of their professions to educate each other and enhance patient care outcomes. The Tuesday Clinic serves to:
1. Provide high quality, free medical care to the underserved population of North Dallas regardless of race, ethnicity, gender, or ability to pay.
2. Provide an interprofessional learning environment for teams of students, thereby allowing them to develop clinical, organizational, and leadership skills.
3. Instill in students a lifelong commitment of service to the community and others in need.
4. Introduce students to the needs of the uninsured.

IPE objectives for this experience include:
- Interprofessional teams of students will interview patients together obtaining subjective and objective information
- Teams will then discuss a potential assessment and plan together
- Teams will then present the patient to the team of interprofessional preceptors, including pharmacist and physician assistant
- The interprofessional team will develop a plan with the patient
- Students will write a SOAP note of patient encounters in a electronic medical record

TTUHSC pharmacy students wanting to receive IPE credit, will write a 1-2 page IPE reflection and/or provide a team-based discussion on IPE, how each role contributed to patient care, what each profession learned from another profession, and what other professions would be able to contribute.
Date Approved
11/13/2018
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Title

Introduction to Collaborative Team-Based Care: An Interprofessional Simulation

Description
Interprofessional simulation learning activities have become one of the major pillars of healthcare education, as it allows for experiential learning in a safe and supportive environment. This enables interprofessional teams of students to practice skills without risk to patients. Students can practice various teamwork or collaborative care tasks including procedural and complex cognitive skills in a simulated setting. By re-creating clinical events in a simulated environment, interprofessional teams of students from a range of fields can experience working together in a way that will allow them to reflect on collaborative practice. The aim of this interprofessional simulation is to introduce teamwork and team-based care concepts including:

1) knowledge, skills, attitudes, and behaviors related to
teamwork
2) appreciation of other professionals, their patient care
roles, and skills
3) awareness regarding the effective use of resources
4) communication and collaboration
5) self-confidence as it relates to teamwork
6) clinical reasoning

The following is an overview of this simulation activity:
1) 180 entering first year medical students (MS1) are divided into small teams of 30, each of which has designated time slots in the simulation center.
2) Small interprofessional groups of five students each spend 30 minutes at 3 different stations that highlight the myriad of learning activities provided by the TTUHSC simulation center. One of these stations highlights Interprofessional Collaborative Care in that six interprofessional teams of students at each station enhance their levels of competency in IPE teamwork, communication, incorporation of the roles/responsibilities of various healthcare professions other than their own to enhance patient care in an environment of respect and collaboration.
3) Interprofessional Simulation: Small groups will then observe and participate in an interprofessional team simulation with standardized patients. Students composing the interprofessional teams represent the professions of: nursing, medicine, audiology, occupational therapy, pharmacy, graduate school of biomedical sciences and speech-language pathology. Each small group is assigned 1 or 2 cases that highlight the role of each of the professions listed above in a patient discharge scenario. The standardized patient is also a student.

Objectives of the Interprofessional Stations:

1. The student will describe roles and responsibilities of each healthcare professional on the healthcare team.
2. List the characteristics of the team members (both individual and group) that enhanced patient care and safety.

Objectives of this interprofessional simulation include:

1. The student will describe the roles and responsibilities of each healthcare professional on the healthcare team.
2. The student will demonstrate communication skills through role-playing in a simulated ambulatory care outpatient clinic with a standardized patient.
3. The student will be able to discuss how role-playing in a simulated environment can lead to the development and understanding of the importance of teamwork in enhancing patient treatment and safety.
Date Approved
10/18/2018
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Title

Team Assessment of Vestibular and Balance Disorders: An Interprofessional Simulation with Standardized Patients

Description
Interprofessional simulations using standardized patients (SP) are widely used to train team-based care to interprofessional teams of students. SPs are individuals who are recruited and trained to consistently portray the clinical presentation (signs and symptoms) of a specific illness or disease state, in this case a vestibular dysfunction. The use of SPs provides interprofessional student teams with highly realistic learning opportunities for them to refine their patient interaction, clinical assessment, clinical decision-making, team communication, collaborative practice skills, and overall patient care skills. During this interprofessional simulation, interprofessional teams of students will function as members of an Interprofessional Collaborative Practice Balance Care team (ICPBC team) composed of physicians (MS2), physical therapists (PT), audiologists (AUD), and physician assistants (PA) (not all interprofessional student teams had all professions represented).

Activity Outline:
1. Prior to the team evaluation with the SP, the interprofessional student teams meet for a huddle to introduce and pre-brief how they will assess the standardized patient (SP).
2. Each team then has up to 50 minutes with the SP to determine vestibular function, make a differential diagnosis, develop a collaborative plan of care and provide patient education and recommendations.
3. Student teams then complete a 5+ assessment of how they performed as an ICPBC team with emphasis on IPE competencies.
4. Student teams then participate in a simulation debrief session with a faculty facilitator. Student teams present and discuss their findings and compare the differential diagnosis for each case. The facilitated debrief also includes a discussion of how the students performed as a team and what feedback they received by the SP.

Resources:
All students except PA had received didactic lectures on vestibular and balance disorders. However, PA students were in the clinical training of their curriculum and will graduate in the spring of the next year. All documents are posted on SAKAI.
Objectives:

1. Students training for a career in audiology (audiologist in training) or training for a career as a physician assistant (physician assistant in training) or training for a career as a physician (physician in training) or training for a career in physical therapy (physical therapist in training) will identify roles and responsibilities for each healthcare professional on the balance care team by performing as an Interprofessional Collaborative Team in a simulated setting.

2. Students from the health care professions described in objective 1, will work together as an Intercollaborative Practice Team to deferentially diagnose common dizziness and balance disorders with evidence-based practice techniques in a clinical setting with a standardized patient (SP).

3. Post SP examination, students from the health care professions described in objective 1, will debrief as an interprofessional team to discuss the diagnosis, long term management plan, and secondary referral options for their patient (SP).

Completion of these objectives will solidify the concept that Interprofessional Collaborative Practice enhances patient care, safety and satisfaction.
Date Approved
10/18/2018
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