TTUHSC Interprofessional Practice and Education (IPE) Learning Activity
Title of interprofessional practice and education learning activity
The Nurse Midwife's Role in Team-based Women's Health Care: An Interprofessional Experiential Program
Criteria for registering the interprofessional practice and education learning activity
- Involvement of two or more professions.
- Opportunities to learn about, from, and with one another.
- Significant interactivity between participants.
- Teaching and learning about interprofessional practice and education is intentionally integrated into the activity. Interprofessional practice and education constructs are targeted with IPE learning objectives (see section on IPE learning objectives to follow) and are also discussed, trained, reviewed, and/or assessed as part of the learning activity.
Type of learning activity
- Experiential and/or clinical learning
Detailed description and purpose of learning activity
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.
(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.
Level of interprofessional practice and education integration
- Competence Level: Consists of practice-ready learning activities where learners will integrate their interprofessional education and collaborative knowledge and skills in an authentic team-based care environment. These activities will have learners actively engaged in team decision-making around patient, family, and/or community care. The desired outcome for activities offered at the competence level is development of competent practice-ready health care providers.
Attendance or participation in learning activity
- Course requirement
- Experiential credit
Frequency of learning activity
This activity is required during each course offering. NURS6620 is offered each summer semester.
Duration and/or timeline of learning activity
Activity is to be completed during the designated semester
Campus and/or location of learning activity
- Clinical or experiential rotation
- NURS 6620
Average number of learners participating in the learning activity
Graduate School of Biomedical Sciences
School of Health Professions
School of Medicine
School of Nursing
- Graduate MSN
- Post-Master’s/Advanced Practice
School of Pharmacy
Interprofessional teams at practicum sites, which typically include physicians, nurses, respiratory therapists, counselors, dietitian, lactation specialists, social workers, etc.
IPE learning objectives for the activity
Values and Ethics for Interprofessional Practice
- Act with honesty and integrity in relationships with patients, families, communities, and other team members.
- Demonstrate high standards of ethical conduct and quality of care in contributions to team-based care.
- Develop a trusting relationship with patients, families, and other team members.
- Embrace the cultural diversity and individual differences that characterize patients, populations, and the health team.
- Maintain competence in one’s own profession appropriate to scope of practice.
- Manage ethical dilemmas specific to interprofessional patient/population centered care situations.
- Place the interests of patients and populations at the center of interprofessional health care delivery and population health programs and policies, with the goal of promoting health and health equity across the life span.
- Respect the dignity and privacy of patients while maintaining confidentiality in the delivery of team-based care.
- Respect the unique cultures, values, roles/responsibilities, and expertise of other health professions and the impact these factors can have on health outcomes.
- Work in cooperation with those who receive care, those who provide care, and others who contribute to or support the delivery of prevention and health services and programs.
- Work with individuals of other professions to maintain a climate of mutual respect and shared values.
Roles and Responsibilities
- Communicate one’s roles and responsibilities clearly to patients, families, and other professionals.
- Communicate with team members to clarify each member’s responsibility in executing components of a treatment plan or public health intervention.
- 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.
- Engage in continuous professional and interprofessional development to enhance team performance.
- Explain the roles and responsibilities of other care providers and how the team works together to provide care.
- Forge interdependent relationships with other professions to improve care and advance learning.
- Recognize one’s limitations in skills, knowledge, and abilities.
- Use the full scope of knowledge, skills, and abilities of available health professionals and healthcare workers to provide care that is safe, timely, efficient, effective, and equitable.
- 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.
- Use unique and complementary abilities of all members of the team to optimize patient care.
- Choose effective communication tools and techniques, including information systems and communication technologies, to facilitate discussions and interactions that enhance team function.
- Communicate consistently the importance of teamwork in patient-centered & community-focused care.
- Communicate with patients, families, communities, and other health professionals in a responsive and responsible manner that supports a team approach to the maintenance of health and the treatment of disease.
- Express one’s knowledge and opinions to team members involved in patient care with confidence, clarity, & respect, working to ensure common understanding of information, treatment & care decisions.
- Give timely, sensitive, instructive feedback to others about their performance on the team, responding respectfully as a team member to feedback from others.
- Listen actively, and encourage ideas and opinions of other team members.
- Organize and communicate information with patients, families, and healthcare team members in a form that is understandable, avoiding discipline-specific terminology when possible.
- Recognize how one’s own uniqueness, including experience level, expertise, culture, power, and hierarchy within the healthcare team, contributes to effective communication, conflict resolution, and positive interprofessional working relationships
- Use respectful language appropriate for a given difficult situation, crucial conversation, or interprofessional conflict.
Teams and Teamwork
- Apply leadership practices that support collaborative practice and team effectiveness.
- Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan and deliver patient-/population-centered care that is safe, timely, efficient, effective, and equitable.
- Describe the process of team development and the roles and practices of effective teams.
- Develop consensus on the ethical principles to guide all aspects of patient care and teamwork.
- Engage other health professionals, appropriate to the specific care situation, in shared patient-centered problem-solving.
- Engage self and others to constructively manage disagreements about values, roles, goals, and actions that arise among healthcare professionals and with patients and families.
- Integrate the knowledge and experience of other professions, appropriate to the specific care situation, to inform care decisions, while respecting patient and community values and priorities/ preferences for care.
- Perform effectively on teams and in different team roles in a variety of settings.
- Reflect on individual and team performance for individual, as well as team, performance improvement.
- Share accountability with other professions, patients, and communities for outcomes relevant to prevention and health care.
- Use available evidence to inform effective teamwork and team-based practices.
- Use process improvement strategies to increase the effectiveness of interprofessional teamwork and team-based care.
Type of assessment administered
- Skills assessment
Formal assessment protocol used, if applicable
Type of program evaluation administered
- Activity feedback/evaluation – from faculty and/or preceptors
- Facilitated debrief
Provide details on the potential sustainability of the learning activity
This activity is an historical and ongoing requirement for NURS 6620.
Additional information about learning activity, if necessary
Roles of faculty/staff in learning activity (e.g., planning committee, facilitators, instructors, mentors, etc.):
The faculty approve the student's preceptors and clinical sites, which must be aligned with current learning objectives. The faculty communicate every 1-2 weeks with the individual students for verbal formative feedback/evaluation, monthly with the class cohort for group discussion and debriefing, and twice/semester (or more if needed)with the preceptor for feedback. Faculty also visit the clinical site of each student to observe the learning environment and activities, evaluate the progress being made, and provide guidance to students and preceptors as needed.
Learning activity organizer
Contact person(s) and contact information for learning activity
Rebecca Burpo, DNP, CNM, Associate Professor and Nurse-Midwifery Program Director