TTUHSC Interprofessional Practice and Education (IPE) Experience
Title of the Interprofessional Practice and Education Experience
Healthcare Administration Capstone: An Interprofessional Didactic Project
Experience Status
Approved
Approval Date Range
10/6/2020 - 8/31/2024
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.
IPEC Core Competencies Targeted by this IPE Experience
- 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
- Reducing the cost of care
- Advancing health equity
- Enhancing the experience of care
Detailed Description and Purpose of the IPE Experience
The Healthcare Administration Capstone course (HPHA 5314) is the final course in the Master of Science in Healthcare Administration (MSHA) program. The intent of the course is for students to combine knowledge that they have gained from the program, along with research conducted through literature reviews and potentially interprofessional interviews, to propose team-based recommendations and solutions related to a healthcare issue or problem. Students that choose to incorporate an interprofessional and collaborative care theme into their capstone project, are able to count the capstone as an IPE learning activity.
Interprofessional education would be targeted in the healthcare administration capstone project in the following ways:
1. Students would identify a healthcare issue or problem and complete a literature review.
2. The student would conduct structured interviews with at least 3 different healthcare professionals to ask about experience with the healthcare issue, as well as inquire about interprofessional and team-based solutions.
3. In the capstone paper, the student must research and identify how collaborative care and team-based solutions could greatly impact the healthcare issue.
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
- Certificate credit
- Course requirement
Frequency of the IPE Experience
- 02. Semesterly
- This activity will be conducted once per semester throughout the academic year.
Duration and/or Timeline of the IPE Experience
- 06. greater than 11 hours
- The activity will encompass the entire semester in which the student is taking the capstone course.
Campus and/or Location of the IPE Experience
Average Number of Learners Participating in the IPE Experience
- 01. up to 50
- 8-10 per academic year.
Target Audiences
Graduate School of Biomedical Sciences Audiences
School of Health Professions Audiences
- Healthcare Administration, MS
School of Medicine Audiences
School of Nursing Audiences
School of Pharmacy Audiences
School of Population and Public Health Audiences
Other
Interview can be with a variety of healthcare professionals including physicians, nurses, pharmacists, social workers, counselors, etc. Professions would be identified based on the healthcare issue being researched.
IPE Learning Objectives for the Experience
Values and Ethics
- VE06. Collaborate with honesty and integrity while striving for health equity and improvements in health outcomes.
- VE01. Promote the values and interests of persons and populations in health care delivery, One Health, and population health initiatives.
Roles and Responsibilities
- RR03. Incorporate complementary expertise to meet health needs including the determinants of health.
Communication
- C02. Use communication tools, techniques, and technologies to enhance team function, well-being, and health outcomes.
Teams and Teamwork
- TT01. Describe evidence-informed processes of team development and team practices.
- TT03. Practice team reasoning, problem-solving, and decision-making.
Type of Learner Assessment Administered
- Formative assessment
- Summative assessment
Formal Assessment Protocol used, if Applicable
Type of Program Evaluation Administered
- Activity feedback/evaluation – from faculty, facilitators, and/or preceptors
Provide Details on the Potential Sustainability of the IPE Experience
- Integrated into program curriculum
- This IPE learning activity will be integrated into the MSHA curriculum for students in need of an IPE activity, who choose to use an interprofessional approach towards presenting solutions and recommendations to the issue that they will address in the course.
Provide Dedicated Funding Sources:
- Decentralized school or program funding
Roles of Faculty/Staff in the IPE Experience:
- Instructors and/or preceptors
- Mentors
- Faculty serve as course instructors and capstone project mentors.
Additional Information About the IPE Experience, if Necessary
IPE Experience Organizer
- School of Health Professions
Contact Person(s) and Contact Information for the IPE Experience
Sharon D. Hunt, MBA, FACHE
Assistant Professor and Program Director
Master of Science in Healthcare Administration
Texas Tech University Health Sciences Center
3601 Fourth Street MS 6225, Room 3B313
Lubbock, TX 79430-6225
806.743.9009
sharon.hunt@ttuhsc.edu