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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56 activities

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
6/19/2018
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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
6/7/2018
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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
6/6/2018
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Title

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
5/31/2018
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