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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44 activities
TitleDescriptionApproval Date 
Management of a Hyperglycemic Emergency: An Interprofessional Simulation
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.

9/13/2017 View Details

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Utilizing Teamwork during Pediatric Hypovolemic Shock Management: An Interprofessional Simulation
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.

9/13/2017 View Details

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Interprofessional Medicare Wellness Clinic: A Collaborative Care Clinic
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.

9/13/2017 View Details

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School of Health Professions Endowed Lecture Series: An Interprofessional Panel Discussion
During this IPE learning activity, panelists from a variety of health professions, including athletic training, clinical laboratory science, physical therapy, rehabilitation counseling, and speech-language pathology, will discuss career development and foundations of teamwork/collaboration (from 12:00-1:20). Via the live audience and synchronous videoconferencing, all students will have the ability to view and interact with panelists and their student peers.

An interprofessional mix of distance education (DE) and face-to-face students will be assigned to pre-arranged small groups (8-12 students); will have room assignments prior to the event. Small group members will meet/introduce themselves to their group prior to the panel discussions. All face-to-face School of Health Professions (SHP) students (who are not on clinicals) are required to attend the event. The activity is optional for DE students. Students will be required to sign in for the event and after they sign in they will receive a one page sheet with the following questions about collaborative care and professional development:

1. Based on your professional role, how could you adapt what they are talking about to your profession?
2. What are professional development features that were discussed during the panel that are common to all professions? What are professional development features that were discussed during the panel that are unique to your specific profession?
3. Are there professional career development topics that can be applied to all professions in common and promote inter-professional teamwork?
4. What strategies can you use to work with other professions as a team to better your own professional development?
5. How is this experience going to impact your professional development in a few years from now when you have been out practicing for a while?

As students are listening to the panelist, they will be instructed to complete the list of questions. After the panel completes their discussion, students will meet with their groups for approximately 20-30 minutes to discuss, as an interprofessional team, panel content and answers to the questions. A short IPE satisfaction survey will be given to the students at the end of the event.

9/13/2017 View Details

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Geriatric Oncology: An Interprofessional Simulation
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.

9/13/2017 View Details

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Toy Fair and Expo: An Interprofessional Community Engagement Program
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.

9/13/2017 View Details

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Utilizing Teamwork During Code 99 Management: An Interprofessional Simulation
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.

9/13/2017 View Details

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Utilizing Teamwork for Respiratory Arrest Management: An Interprofessional Simulation
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.

9/13/2017 View Details

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

8/3/2017 View Details

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Rural Community and Global Health: Two Interprofessional Certificate Programs
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.

7/21/2017 View Details

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