TTUHSC Interprofessional Practice and Education (IPE) Learning Activity
Title of interprofessional practice and education learning activity
The Nurse Executive’s Role in Leading Improvement: An Interprofessional Didactic and Experiential Project
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
- Didactic learning
- Experiential and/or clinical learning
Detailed description and purpose of learning activity
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, 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: Application of the Administrative Practice.
During NURS6010, 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.
Level of interprofessional practice and education integration
- Immersion Level: Consists of development learning activities that provide learners with the opportunity to learn about, with, and from other professional learners in an active learning situation where they are applying learning during the activity. The desired outcome for activities offered at the immersion level is that learners will develop critical thinking skills as part of an interprofessional view that incorporates multiple perspectives, and acknowledges and encourages diversity in providing quality health and human services.
Attendance or participation in learning activity
- Course requirement
- NURS6010: Application of Administrative Practice
Frequency of learning activity
Course taught annually, every fall
Duration and/or timeline of learning activity
Throughout the entire semester
Campus and/or location of learning activity
Average number of learners participating in the learning activity
20 -30 students per cohort
Graduate School of Biomedical Sciences
School of Health Professions
School of Medicine
School of Nursing
School of Pharmacy
Interprofessional healthcare team members located at each student's clinical site.
IPE learning objectives for the activity
Values and Ethics for Interprofessional Practice
- 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.
- 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 in continuous professional and interprofessional development to enhance team performance.
- Communicate consistently the importance of teamwork in patient-centered & community-focused care.
- 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.
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.
- Perform effectively on teams and in different team roles in a variety of settings.
- Use process improvement strategies to increase the effectiveness of interprofessional teamwork and team-based care.
Type of assessment administered
- Formative assessment
- Summative assessment
Formal assessment protocol used, if applicable
Via a course forum, students discuss their IPE experience in leading change, emphasizing the interprofessional team roles and responsibilities, team dynamics, team communication strategies, and healthcare leadership competencies needed to create and sustain change.
Project Specific Objectives – Forum
In terms of interprofessional engagement, discuss your improvement project, NA Project. Within the description include:
1. A brief summary of your project: title, purpose, and outcome measures.
2. Recognition of the interprofessional team members engaged in the project (or should have been involved). In the recognition address: who was involved (last name only), type of profession, the role and responsibility the profession had in the project i.e. how the professional contributed to the project, and a reflection of what you learned of the profession by involving the professional in the activity.
3. Provide a brief summary of the team dynamics and communication strategies used to facilitate your interprofessional team.
4. An evaluation of your role as the nurse executive (based leadership core competencies). Address at least four (4) leadership competencies (two from the AONE’s Nurse Executive Core Competencies and two from the Healthcare Leadership Alliance Directory) that you feel contributed to the success or failure of your project. In addressing the competencies, identify the competency, describe how the competency affected the project, and how you as a leader will use the competency in the future to ensure you have a high functioning interprofessional team. Please note: the competency can be missing (from you, another member of the team, or the entire team), one that was weak or poorly performed, or one that was strongly performed.
Type of program evaluation administered
- Activity feedback/evaluation – from faculty and/or preceptors
- Activity feedback/evaluation – from other learners
Provide details on the potential sustainability of the learning activity
The improvement activity has been integrated into the MSN Administration Track curriculum for over five years, showing evidence that the activity is completely sustainable. At no cost to SON, students self-select a clinical site and an improvement project to develop, implement, and evaluate. It is through the student’s relationship building skills with an approved preceptor and interprofessional team that the clinical objectives, including an improvement project’s goals, are achieved. Each improvement project is case specific to each student so multiple projects can be performed at the same clinical site, at the same time or at different times.
Additional information about learning activity, if necessary
Roles of faculty/staff in learning activity (e.g., planning committee, facilitators, instructors, mentors, etc.):
Facilitators, instructors, and in rare cases preceptor
Learning activity organizer
Contact person(s) and contact information for learning activity
Cindy Acton, RN, DNP, NEA-BC
Program Director of MSN Administration Track
Office Phone: (806)743-9200