TTUHSC Interprofessional Practice and Education (IPE) Experience
Title of the Interprofessional Practice and Education Experience
Suturing and Aseptic Technique: An Interprofessional Skills Training and Workshop
Experience Status
Approved
Approval Date Range
10/28/2025 - 10/28/2026
Registration Details for Learners
Volunteer students from the SON N5541 Primary Care II, and all students enrolled in the MAT-2 course. HPAT 5330 Primary and Clinical Pahtology.
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
- Competency or Skills Training
- Simulation learning
- Workshop, interactive demo, or small group activity
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.
Quintuple Aim Strategic Goals Discussed in this IPE Experience
- Advancing access to care
- Enhancing the experience of care
- Improving care team well-being
- Improving patient and/or population health outcomes
Detailed Description and Purpose of the IPE Experience
Many healthcare professionals, including nurses and athletic trainers, need skills such as suturing and maintaining aseptic technique to support patient care. Practicing these skills together allows MSN and MAT students to learn with and from each other, gaining insight into each other’s roles and approaches. This interprofessional experience strengthens collaboration, communication, and technical competence, helping prepare both groups to work effectively as part of a patient care team.
IPE Experience Description: Graduate nursing faculty and students will collaborate with faculty and students from the Athletic Training Program in the HSC for an interprofessional workshop focused on aseptic and suturing techniques. School of Nursing faculty and advanced practice registered nursing (APRN) students will lead small-group, hands-on sessions to share their clinical expertise and guide athletic training students in skill development.
Purpose: To strengthen interprofessional collaboration and enhance clinical competency by providing an opportunity for nursing and athletic training students to learn and practice essential clinical skills together.
Aims: Foster teamwork and communication across healthcare disciplines.
Reinforce evidence-based aseptic technique principles.
Improve confidence and proficiency in basic suturing skills.
Encourage mutual understanding of each profession’s roles in patient care.
Outline: Outline:
1. Introduction and Interprofessional Overview
2. Roles of nursing and athletic training in wound management
3. Aseptic Technique Review and Demonstration
4. Hands-On Practice: Maintaining a Sterile Field
5. Suturing Techniques Workshop
6. Reflection and Debriefing on both clinical and IPE learning objectives
Learning Objectives:
By the end of the session, participants will be able to:
1. Demonstrate proper aseptic technique during wound care procedures.
2. Perform basic suturing using appropriate instruments and materials.
3. Communicate effectively with peers from other health professions during skill-based activities.
4. Describe how interprofessional collaboration enhances patient outcomes and safety.
Level of IPE Integration
- 2. 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 the IPE Experience
- Certificate credit
- Course requirement
- N5541
Frequency of the IPE Experience
Duration and/or Timeline of the IPE Experience
Campus and/or Location of the IPE Experience
Average Number of Learners Participating in the IPE Experience
Target Audiences
Graduate School of Biomedical Sciences Audiences
School of Health Professions Audiences
School of Medicine Audiences
School of Nursing Audiences
- Graduate MSN
- Post-Master’s/Advanced Practice
School of Pharmacy Audiences
School of Population and Public Health Audiences
IPEC Core Competencies for the Experience
IPEC Core Competency: Values and Ethics
- VE01. Promote the values and interests of persons and populations in health care delivery, One Health, and population health initiatives.
- VE05. Value the expertise of health professionals and its impacts on team functions and health outcomes.
- VE09. Maintain competence in one’s own profession in order to contribute to interprofessional care.
IPEC Core Competency: Roles and Responsibilities
- RR01. Include the full scope of knowledge, skills, and attitudes of team members to provide care that is person-centered, safe, cost-effective, timely, efficient, effective, and equitable.
- RR02. Collaborate with others within and outside of the health system to improve health outcomes.
- RR03. Incorporate complementary expertise to meet health needs including the determinants of health.
- RR04. Differentiate each team member’s role, scope of practice, and responsibility in promoting health outcomes.
IPEC Core Competency: Communication
- C01. Communicate one’s roles and responsibilities clearly.
- C02. Use communication tools, techniques, and technologies to enhance team function, well-being, and health outcomes.
- C04. Promote common understanding of shared goals.
- C06. Use constructive feedback to connect, align, and accomplish team goals.
IPEC Core Competency: Teams and Teamwork
- TT01. Describe evidence-informed processes of team development and team practices.
- TT02. Appreciate team members’ diverse experiences, expertise, cultures, positions, power, and roles towards improving team function.
- TT03. Practice team reasoning, problem-solving, and decision-making.
- TT04. Use shared leadership practices to support team effectiveness.
- TT06. Reflect on self and team performance to inform and improve team effectiveness.
- TT09. Operate from a shared framework that supports resiliency, well-being, safety, and efficacy.
Type of Learner Assessment Administered
- Self-reflection with facilitated debrief
- Knowledge assessment
Formal Assessment Protocol used, if Applicable
None
Type of Program Evaluation Administered
- Activity feedback/evaluation – from faculty, facilitators, and/or preceptors
- Activity feedback/evaluation – from learners
Provide Details on the Potential Sustainability of the IPE Experience
Provide Dedicated Funding Sources:
Roles of Faculty/Staff in the IPE Experience:
- Assessors of student learning
- Facilitators
- Instructors and/or preceptors
- Leadership team members
- Planning committee members
- Volunteers
Additional Information About the IPE Experience, if Necessary
None
Contact Person(s) and Contact Information for the IPE Experience
Amy Moore, DNP, APRN, FNP-C
SON
Professor, Assistant Dean for Global Health
amy.moore@ttuhsc.edu
806-549-2715