TTUHSC Interprofessional Practice and Education (IPE) Experience
Title of the Interprofessional Practice and Education Experience
Designing Collaborative Care Facilities: An Interprofessional Didactic Project
Experience Status
Approved
Approval Date Range
1/20/2017 - 10/28/2025
Criteria for Registering the IPE Experience
- Involvement of two or more professions.
- Opportunities to learn about, from, and with one another.
- Significant interactivity between participants.
- Teaching and/or learning about interprofessional practice and education is intentionally integrated into the activity. Interprofessional practice and education constructs are targeted with IPE learning objectives are also discussed, trained, reviewed, and/or assessed as part of the learning activity.
Type of IPE Experience
- Workshop, interactive demo, or small group activity
- Didactic learning
IPEC Core Competencies Targeted by this IPE Experience
- Communication: Communicate in a responsive, responsible, respectful, and compassionate manner with team members.
- Roles and Responsibilities: Use the knowledge of one’s own role and team members’ expertise to address individual and population health outcomes.
- Teams and Teamwork: Apply values and principles of the science of teamwork to adapt one's own role in a variety of team settings.
Quintuple Aim Strategic Goals Discussed in this IPE Experience
- Enhancing the experience of care
- Improving patient and/or population health outcomes
Detailed Description and Purpose of the IPE Experience
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 collaboration, 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.
Level of IPE Integration
- 1. Foundations Level: Consists of introductory learning activities that provide learners with the opportunity to interact and learn from professionals and peers from disciplines beyond their own. The desired outcome for activities offered at this level is that learners will gain a deeper understanding of their profession while gaining an appreciation for the perspective and roles of other professions.
Attendance or Participation in the IPE Experience
- Course requirement
- HPPT 8327 and HPOT 5315
Frequency of the IPE Experience
- 02. Semesterly
- This assignment will extend over an entire spring semester. The groups will be allowed to meet as frequently as they deem appropriate to complete the project.
Duration and/or Timeline of the IPE Experience
- 06. greater than 11 hours
- The project will extend over the Spring semester.
Campus and/or Location of the IPE Experience
Average Number of Learners Participating in the IPE Experience
- 02. 51 to 100
- An average group will be 6 students (some combination of 2-4 OT and 2-4 PT students)
Target Audiences
Graduate School of Biomedical Sciences Audiences
School of Health Professions Audiences
- Physical Therapy, DPT
- Occupational Therapy, OTD
School of Medicine Audiences
School of Nursing Audiences
School of Pharmacy Audiences
School of Population and Public Health Audiences
IPE Learning Objectives for the Experience
Roles and Responsibilities
- RR02. Collaborate with others within and outside of the health system to improve health outcomes.
- RR05. Practice cultural humility in interprofessional teamwork.
Communication
- C02. Use communication tools, techniques, and technologies to enhance team function, well-being, and health outcomes.
- C05. Practice active listening that encourages ideas and opinions of other team members.
- C07. Examine one’s position, power, role, unique experience, expertise, and culture towards improving communication and managing conflicts.
Teams and Teamwork
- TT04. Use shared leadership practices to support team effectiveness.
- TT01. Describe evidence-informed processes of team development and team practices.
- TT06. Reflect on self and team performance to inform and improve team effectiveness.
Type of Learner Assessment Administered
- Self-reflection with facilitated debrief
- Formative assessment
Formal Assessment Protocol used, if Applicable
N/A
Type of Program Evaluation Administered
- Activity feedback/evaluation – from faculty, facilitators, and/or preceptors
Provide Details on the Potential Sustainability of the IPE Experience
- Dedicated personnel
- Integrated into a course and/or experiential rotation requirements
- Integrated into program curriculum
- This project will be completed by each student. Self reflection components have been built into the activity. The purposeful combination of students will require meaningful interaction in which both professions will learn about their individual uniqueness and similarities.
Provide Dedicated Funding Sources:
- Decentralized school or program funding
Roles of Faculty/Staff in the IPE Experience:
- Facilitators
- Instructors and/or preceptors
- The course coordinator will be the sole faculty involved in this process. The activity requires the students be self driven and independent. The course coordinator will plan the groups, provide instructions, moderate any group issues that may arise, and the provide feedback as the activity reaches its conclusion.
Additional Information About the IPE Experience, if Necessary
N/A/
IPE Experience Organizer
- School of Health Professions
Contact Person(s) and Contact Information for the IPE Experience
Brad Allen, PT, ScD, COMT
Assistant Program Director
Assistant Professor
Doctor of Science in Physical Therapy
Department of Rehabilitation Sciences
Room 3C204 | 3601 4th Street STOP 6226
Lubbock, TX 79430-6226
Phone: 806.743.1639 Fax: 806.743.2189