Texas Tech University Health Sciences Center

Emotional Intelligence in Healthcare Teams: An Interprofessional Small Group Activity

TTUHSC Interprofessional Practice and Education (IPE) Experience


Title of the Interprofessional Practice and Education Experience

Emotional Intelligence in Healthcare Teams: An Interprofessional Small Group Activity


Experience Status

Approved


Approval Date Range

9/29/2022 - 7/2/2026


Criteria for Registering the IPE Experience

  • Involvement of two or more professions.
  • Significant interactivity between participants across professions.
  • Opportunities to learn about, from, and with one another through active interprofessional engagement.
  • Teaching and/or learning about interprofessional practice and education is intentionally integrated into the experience. Interprofessional practice and education constructs are targeted through IPE learning objectives and are also discussed, trained, reviewed, and/or assessed as part of the learning activity.

Type of IPE Experience

  • Case-based and/or problem-based learning

IPEC Core Competencies Targeted by this IPE Experience

  • Values and Ethics: Work with team members to maintain a climate of shared values, ethical conduct, and mutual respect.
  • 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 care team well-being

Detailed Description and Purpose of the IPE Experience

Emotional intelligence (EI) has been an important topic in business and organizational leadership for decades. It’s equally important in the healthcare setting and among healthcare teams. It provides an understanding of a patient’s emotional reactions to a treatment, which leads to higher levels of patient satisfaction. Additionally, it leads to increased job satisfaction, and it also leads to improved leadership quality, which can result in better team effectiveness and motivation. During this interprofessional small group activity, teams of learners will be introduced to EI in teams and complete a series of team exercises around different domains of EI. Learners will also complete a case study and complete a facilitated debrief focusing on ways to enhance teamwork and collaboration by refining EI.

Learning Objectives:

Define the concept of Emotional Intelligence.

Solve interprofessional scenarios utilizing emotional intelligence elements.


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

  • Certificate credit
  • Voluntary basis
  • QEP participation

    • Frequency of the IPE Experience

    • 01. Annually

    Duration and/or Timeline of the IPE Experience

    • 02. 1 to 3 hours

    Campus and/or Location of the IPE Experience

    • Abilene
    • Amarillo
    • Lubbock
    • Midland
    • Odessa
    • Distance Education

    Average Number of Learners Participating in the IPE Experience

    • 02. 51 to 100

    Target Audiences

    Graduate School of Biomedical Sciences Audiences

    • Biomedical Sciences, PhD
    • Pharmaceutical Sciences, PhD
    • Biotechnology, MS
    • Biomedical Sciences, MS
    • Pharmaceutical Sciences, MS
    • Graduate Medical Sciences, MS

    School of Health Professions Audiences

    • Athletic Training, MAT
    • Audiology, AuD
    • Medical Laboratory Science, BS
    • Healthcare Administration, MS
    • Healthcare Management, BS
    • Rehabilitation Science, PhD
    • Molecular Pathology, MS
    • Physical Therapy, DPT
    • Rehabilitation Science, ScD
    • Physician Assistant Studies, MPAS
    • Clinical Rehabilitation Counseling, MS
    • Speech-Language Pathology, MS
    • Speech, Language, and Hearing Sciences, BS
    • Addiction Counseling, MS
    • Clinical Mental Health Counseling, MS
    • Speech, Language, and Hearing Sciences (Second Degree), BS
    • Medical Laboratory Science (Second Degree), BS
    • Medical Laboratory Science (Certificate)
    • Occupational Therapy, OTD
    • Occupational Therapy (Post-Professional), OTD-P

    School of Medicine Audiences

    • MS 1
    • MS 2
    • MS 3
    • MS 4
    • Residents

    School of Nursing Audiences

    • Traditional BSN
    • Second Degree BSN
    • RN to BSN
    • Veteran BSN
    • Graduate MSN
    • Post-Master’s/Advanced Practice
    • Doctor of Nursing Practice

    School of Pharmacy Audiences

    • P1
    • P2
    • P3
    • P4
    • SOP Residents

    School of Population and Public Health Audiences

    • Public Health, MPH Traditional
    • Public Health, MPH Online
    • Public Health, Certificate

    Other

    IPEC Core Competencies for the Experience

    IPEC Core Competency: Values and Ethics

    • VE03. Uphold the dignity, privacy, identity, and autonomy of persons while maintaining confidentiality in the delivery of team-based care.
    • VE06. Collaborate with honesty and integrity while striving for health equity and improvements in health outcomes.

    IPEC Core Competency: Roles and Responsibilities

    • RR05. Practice cultural humility in interprofessional teamwork.
    • RR04. Differentiate each team member’s role, scope of practice, and responsibility in promoting health outcomes.

    IPEC Core Competency: Communication

    • C04. Promote common understanding of shared goals.

    IPEC Core Competency: 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.

    Type of Learner Assessment Administered

    • Self-reflection with facilitated debrief

    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

    Provide Details on the Potential Sustainability of the IPE Experience

    • Dedicated personnel
    • Dedicated resources
    • QEP supported

    Provide Dedicated Funding Sources:

    • Decentralized school or program funding
    • In-kind contributions

    Roles of Faculty/Staff in the IPE Experience:

    • Facilitators

    Additional Information About the IPE Experience, if Necessary


    IPE Experience Organizer

    • School of Health Professions
    • School of Pharmacy
    • TTUHSC QEP Committee

    Contact Person(s) and Contact Information for the IPE Experience

    Craig D. Cox, PharmD, FCCP, BCPS

    Professor, Pharmacy Practice

    Vice Chair, Experiential Programs Texas Tech University Health Sciences Center School of Pharmacy

    craig.cox@ttuhsc.edu