TTUHSC Interprofessional Practice and Education (IPE) Experience
Title of the Interprofessional Practice and Education Experience
The Nurse Midwife's Role in Team-based Women's Health Care: An Interprofessional Experiential Program
Experience Status
Approved
Approval Date Range
6/11/2018 - 4/10/2025
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
- Experiential and/or clinical learning
- Self-reflection
IPEC Core Competencies Targeted by this IPE Experience
- Communication: Communicate in a responsive, responsible, respectful, and compassionate manner with team members.
- 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
- Improving patient and/or population health outcomes
- Enhancing the experience of care
- Advancing health equity
Detailed Description and Purpose of the IPE Experience
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.
Course objectives:
(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 IPE 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 the IPE Experience
- Course requirement
- NURS6620
- Experiential credit
Frequency of the IPE Experience
- 01. Annually
- This activity is required during each course offering. NURS6620 is offered each summer semester.
Duration and/or Timeline of the IPE Experience
- 06. greater than 11 hours
- Activity is to be completed during the designated semester
Campus and/or Location of the IPE Experience
- Clinical or experiential rotation
- NURS 6620
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
Other
Interprofessional teams at practicum sites, which typically include physicians, nurses, respiratory therapists, counselors, dietitian, lactation specialists, social workers, etc.
IPE Learning Objectives for the Experience
Values and Ethics
- VE08. Apply high standards of ethical conduct and quality in contributions to team-based care.
- VE07. Practice trust, empathy, respect, and compassion with persons, caregivers, health professionals, and populations.
- VE04. Value diversity, identities, cultures, and differences.
- VE09. Maintain competence in one’s own profession in order to contribute to interprofessional care.
- VE01. Promote the values and interests of persons and populations in health care delivery, One Health, and population health initiatives.
- VE03. Uphold the dignity, privacy, identity, and autonomy of persons while maintaining confidentiality in the delivery of team-based care.
- VE05. Value the expertise of health professionals and its impacts on team functions and health outcomes.
- VE06. Collaborate with honesty and integrity while striving for health equity and improvements in health outcomes.
Roles and Responsibilities
- RR03. Incorporate complementary expertise to meet health needs including the determinants of health.
- RR02. Collaborate with others within and outside of the health system to improve health outcomes.
- RR05. Practice cultural humility in interprofessional teamwork.
- 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.
Communication
- 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.
- C05. Practice active listening that encourages ideas and opinions of other team members.
- C03. Communicate clearly with authenticity and cultural humility, avoiding discipline-specific terminology.
- 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.
- TT03. Practice team reasoning, problem-solving, and decision-making.
- TT05. Apply interprofessional conflict management methods, including identifying conflict cause and addressing divergent perspectives.
- TT06. Reflect on self and team performance to inform and improve team effectiveness.
- TT07. Share team accountability for outcomes.
Type of Learner Assessment Administered
- Self-reflection with facilitated debrief
- Skills and/or competency assessment
Formal Assessment Protocol used, if Applicable
Type of Program Evaluation Administered
- Activity feedback/evaluation – from faculty, facilitators, and/or preceptors
- Facilitated debrief with planning committee
Provide Details on the Potential Sustainability of the IPE Experience
- Integrated into a course and/or experiential rotation requirements
- Integrated into program curriculum
- This activity is an historical and ongoing requirement for NURS 6620.
Provide Dedicated Funding Sources:
Roles of Faculty/Staff in the IPE Experience:
- Facilitators
- Instructors and/or preceptors
- Mentors
- Assessors of student learning
- 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.
Additional Information About the IPE Experience, if Necessary
Contact Person(s) and Contact Information for the IPE Experience
Rebecca Burpo, DNP, CNM, Associate Professor and Nurse-Midwifery Program Director
Rebecca.burpo@ttuhsc.edu
(806) 743-7568