Rapid Cycle Improvement to Optimize Patient Safety: An Interprofessional Didactic and Experiential Project

TTUHSC Interprofessional Practice and Education (IPE) Experience

Title of the Interprofessional Practice and Education Experience

Rapid Cycle Improvement to Optimize Patient Safety: An Interprofessional Didactic and Experiential Project

Experience Status


Approval Date Range

8/3/2017 - 4/16/2025

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
  • Didactic learning

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.

Quintuple Aim Strategic Goals Discussed in this IPE Experience

  • Improving patient and/or population health outcomes

Detailed Description and Purpose of the IPE Experience

According to the Institute of Medicine, the work environment in which nurses provide care to patients can determine the quality and safety of patient care. As the largest health care workforce, patient care is frequently centered on the work of nurses. Nurses must rapidly and consistently apply their knowledge, skills, and experience to care for the various and changing needs of patients. Unfortunately, when patients receive subpar care and medical errors occur, whether because of resource allocation, poor healthcare team communication or collaboration, or because of a lack of appropriate policies, protocols, and standards, nurses shoulder much of the responsibility. This reflects the continued misunderstanding of the greater effects of poor team collaboration and the complex work environment. Understanding the complexity of the work environment and engaging in strategies to improve its effects is paramount to higher-quality, safer care. The purpose of this interprofessional performance measurement improvement project is to examine improvement sciences with a specific emphasis on “rapid cycle improvement” demonstrating the use of various data to monitor the outcomes of processes to improve team collaboration and optimize the clinical work environment. Specifically graduate MSN in Nursing Education students will examine the science of improvement as a foundation for change and improvement, including the Model for Improvement, change concepts, developing change for improvement, measuring change and sustaining improvements.

During this didactic IPE activity, students will work with their clinical partner, like their facility, to identify an area of needed performance measurement and improvement area to address within their interprofessional health care setting. The student will interview members of the interprofessional health care team and use the results of the interprofessional interviews to identify and implement an improvement within their workplace, which can be addressed by using “front line engagement” and rapid cycle improvement. The performance measurement and improvement plan must include a two or more health care professionals involved in the process, including professional team members such as nurses, physicians, physician assistants, nurse practitioners, pharmacists, and allied health professionals. Following implementation of the performance measurement and improvement plan, the student will development & submit a PowerPoint presentation demonstrating how applied rapid cycle improvement and “front line engagement” impacted team-based care delivery within the interprofessional environment. Students will also develop a class forum posting to discussing their IPE learning experience in using IHI Rapid Cycle Improvement via “front-line engagement” emphasizing the interprofessional team roles in this process. During this discussion forum, students must reflect on roles and responsibilities of team members, team dynamics, and team communication strategies.

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

  • Course requirement - NURS5317

Frequency of the IPE Experience

  • 01. Annually
  • Once per learning module.Course is taught each fall.

Duration and/or Timeline of the IPE Experience

  • 06. greater than 11 hours
  • 3 weeks

Campus and/or Location of the IPE Experience

  • Distance Education
  • other facilities based on student location

Average Number of Learners Participating in the IPE Experience

  • 01. up to 50
  • 15 students per cohort

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
  • Doctor of Nursing Practice

School of Pharmacy Audiences

School of Population and Public Health Audiences


Interprofessional health care team members within each student's clinical site.

IPE Learning Objectives for the Experience

Values and Ethics

  • 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.
  • 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.
  • 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.


  • C04. Promote common understanding of shared goals.
  • C03. Communicate clearly with authenticity and cultural humility, avoiding discipline-specific terminology.

Teams and Teamwork

  • TT04. Use shared leadership practices to support team effectiveness.
  • TT06. Reflect on self and team performance to inform and improve team effectiveness.
  • 1. Describe the quality improvement processes, tools, and knowledge transfe
  • 2. Describe interprofessional team strategies and communication tools that

Type of Learner Assessment Administered

  • Formative 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

  • Dedicated resources
  • Integrated into program curriculum
  • Utilizes the students clinical facilities and relationships they develop with the interprofessional team. The project can be done differently depending on the clinical facility multiple times and has no cost to the school associated with it. It is completely sustainable and integrated into the curriculum.

Provide Dedicated Funding Sources:

  • Decentralized school or program funding
  • Fees (e.g., student or program fees)

Roles of Faculty/Staff in the IPE Experience:

  • Facilitators
  • Instructors and/or preceptors
  • facilitators, instructors

Additional Information About the IPE Experience, if Necessary

IPE Experience Organizer

  • School of Nursing

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

Dr. Patricia Allen