TTUHSC Interprofessional Practice and Education (IPE) Experience
Title of the Interprofessional Practice and Education Experience
International Programs for Students: An Immersive & Intercultural Interprofessional Global Engagement Experience
Experience Status
Approved
Approval Date Range
9/6/2024 - 9/6/2025
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
- International/global health experience
- Service learning and/or community engagement project
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.
- Values and Ethics: Work with team members to maintain a climate of shared values, ethical conduct, and mutual respect.
Quintuple Aim Strategic Goals Discussed in this IPE Experience
- Advancing health equity
- Improving patient and/or population health outcomes
- Enhancing the experience of care
Detailed Description and Purpose of the IPE Experience
Immersive global learning opportunities, in the form of the TTUHSC international programs for students, brings together students from diverse professions to examine challenges facing the global society. With these interprofessional perspectives, teams of students develop innovative ideas that advance collaborative care practices locally and internationally. Students who participate in these global learning experiences gain cultural intelligence & humility and global health awareness, as well as learn to collaborate and foster interprofessional interconnectedness. Immersive global learning provides opportunities for students to collaborate with other students from different health care backgrounds, engage with diverse opinions, and solve problems by incorporating multiple perspectives. By participating in intercultural team-based learning, students become more confident in their professional and team identities. It also encourages students to value other health professions and examine biases that may disrupt effective intercultural engagement, and better prepares students for collaborative patient-centered care.
Across all TTUHSC international program sites, immersive interprofessional global learning requires knowledge of individual biases, cultural intelligence, community cultures and values/ethics, along with respect for the knowledge and experiences of community members/partners. Immersive global engagement affords students opportunities to understand the larger structural forces underlying social issues, provides transformational interprofessional learning experiences, and helps students see the world, and the practice of their profession, in a different way.
TTUHSC international program sites are provided on the Office of Global Health website.
Interprofessional education is targeted through team-building, team communication, values and ethics, roles and responsibilities, and collaborative team-based care.
Goals and Objectives:
TTUHSC students will become more globally competent and better able to meet the health care needs of all people as a result of expanding their understanding of the cultural influences on health care.
1. Participation in this international experience will foster attitudes of: volunteerism, humanitarianism, concern for underserved populations, interprofessional teamwork, and appreciation for public health careers.
2. Participation in this international experience will increase awareness of: social determinants that impact health, global interdependence, the impact of culture on health, communication difficulty across language and cultural barriers, health care delivery systems, personal motivation for career choice, the need for community advocates, and by working towards a common goal enhance participants' understanding of health profession roles and how each profession contributes to the provision of care for patients in these different cultural settings.
3. Participation in this international experience will de
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
- CV credit
- Experiential credit
- Portfolio credit
Frequency of the IPE Experience
- 06. Monthly
- TTUHSC international programs for students occur throughout the AY. Program dates are available on the TTUHSC Office of Global Health website and applications for faculty-led programs will be e-mailed to all students.
Duration and/or Timeline of the IPE Experience
- 06. greater than 11 hours
- Duration of the activity varies by international site. Typically international programs range from 1 to 4 weeks in length.
Campus and/or Location of the IPE Experience
Average Number of Learners Participating in the IPE Experience
- 01. up to 50
- Average number of learner per program vary by site. Typically international programs include no more than 30 students per trip.
Target Audiences
Graduate School of Biomedical Sciences Audiences
- Biomedical Sciences, PhD
- Pharmaceutical Sciences, PhD
- Biomedical Sciences, MS
- Biotechnology, MS
- Graduate Medical Sciences, MS
- Pharmaceutical Sciences, MS
School of Health Professions Audiences
- Athletic Training, MAT
- Audiology, AuD
- Healthcare Management, BS
- Medical Laboratory Science, BS
- Rehabilitation Science, PhD
- Healthcare Administration, MS
- Molecular Pathology, MS
- Physical Therapy, DPT
- Rehabilitation Science, ScD
- Physician Assistant Studies, MPAS
- Clinical Rehabilitation Counseling, MS
- Speech, Language, and Hearing Sciences, BS
- Speech-Language Pathology, MS
- Addiction Counseling, MS
- Medical Laboratory Science (Certificate)
- Medical Laboratory Science (Second Degree), BS
- Clinical Mental Health Counseling, MS
- Speech, Language, and Hearing Sciences (Second Degree), BS
- Occupational Therapy, OTD
- Occupational Therapy (Post-Professional), OTD-P
School of Medicine Audiences
School of Nursing Audiences
- Doctor of Nursing Practice
- Graduate MSN
- Post-Master’s/Advanced Practice
- RN to BSN
- Second Degree BSN
- Traditional BSN
- Veteran BSN
School of Pharmacy Audiences
School of Population and Public Health Audiences
- Public Health, Certificate
- Public Health, MPH Traditional
- Public Health, MPH Online
Other
TTUHSC students may have the opportunity to interact with a variety of faculty, staff, and students from teaching hospitals, institutions, and health related organizations at the international location.
IPE Learning Objectives for the Experience
Values and Ethics
- 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.
- VE07. Practice trust, empathy, respect, and compassion with persons, caregivers, health professionals, and populations.
- VE08. Apply high standards of ethical conduct and quality in contributions to team-based care.
Roles and Responsibilities
- RR03. Incorporate complementary expertise to meet health needs including the determinants of health.
- 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.
- RR05. Practice cultural humility in interprofessional teamwork.
- RR04. Differentiate each team member’s role, scope of practice, and responsibility in promoting health outcomes.
- RR02. Collaborate with others within and outside of the health system to improve health outcomes.
Communication
- C03. Communicate clearly with authenticity and cultural humility, avoiding discipline-specific terminology.
- C02. Use communication tools, techniques, and technologies to enhance team function, well-being, and health outcomes.
- C04. Promote common understanding of shared goals.
- C05. Practice active listening that encourages ideas and opinions of other team members.
- C06. Use constructive feedback to connect, align, and accomplish team goals.
- C07. Examine one’s position, power, role, unique experience, expertise, and culture towards improving communication and managing conflicts.
Teams and Teamwork
- TT03. Practice team reasoning, problem-solving, and decision-making.
- TT06. Reflect on self and team performance to inform and improve team effectiveness.
- TT07. Share team accountability for outcomes.
- TT05. Apply interprofessional conflict management methods, including identifying conflict cause and addressing divergent perspectives.
Type of Learner Assessment Administered
- Self-reflection with facilitated debrief
- Knowledge assessment
- Pre-Post Test: Attitudes Toward Health Care Teams Scale (ATHCT).
Formal Assessment Protocol used, if Applicable
Type of Program Evaluation Administered
- Activity feedback/evaluation – from faculty, facilitators, and/or preceptors
- Activity feedback/evaluation – from learners
- Facilitated debrief with planning committee
Provide Details on the Potential Sustainability of the IPE Experience
- Dedicated personnel
- Dedicated resources
- Met an identified need or gap
- Engaged community partners
- TTUHSC international programs for students is supported by the TTUHSC Office of Global Health. The Office of Global Health (OGH) will support the institutional mission and goals of TTUHSC by engaging in activities that enhance the education of its students, faculty, and staff through engagement with communities and partners abroad.
Provide Dedicated Funding Sources:
- Decentralized school or program funding
- Fees (e.g., student or program fees)
- In-kind contributions
Roles of Faculty/Staff in the IPE Experience:
- Facilitators
- Instructors and/or preceptors
- Mentors
- Planning committee members
- Faculty participate as planners, facilitators, preceptors, and mentors during the program.
Additional Information About the IPE Experience, if Necessary
Contact Person(s) and Contact Information for the IPE Experience
Michelle Ensminger
Senior Director
Office of Global Health
Phone: 806.743.2901
Email: michelle.ensminger@ttuhsc.edu