Care Planning for Patients with Mental Health Disorders: An Interprofessional Mock TeleECHO Experience

TTUHSC Interprofessional Practice and Education (IPE) Experience

Title of the Interprofessional Practice and Education Experience

Care Planning for Patients with Mental Health Disorders: An Interprofessional Mock TeleECHO Experience

Experience Status


Approval Date Range

9/18/2023 - 9/18/2024

Registration Details for Learners

NURS 5201

Criteria for Registering the IPE Experience

  • Opportunities to learn about, from, and with one another.
  • 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.
  • Involvement of two or more professions.
  • Significant interactivity between participants.

Type of IPE Experience

  • Experiential and/or clinical learning
  • Telehealth and/or remote patient monitoring
  • 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.
  • Roles and Responsibilities: Use the knowledge of one’s own role and team members’ expertise to address individual and population health outcomes.
  • Communication: Communicate in a responsive, responsible, respectful, and compassionate manner with team members.

Quintuple Aim Strategic Goals Discussed in this IPE Experience

  • Advancing health equity
  • Enhancing the experience of care
  • Improving patient and/or population health outcomes
  • Reducing the cost of care

Detailed Description and Purpose of the IPE Experience

An interprofessional team plays a crucial role in the effective treatment of patients with mental health disorders, especially in the context of telehealth or teleECHO experiences. Collaborative efforts among professionals from diverse fields such as advanced practice nursing, pharmacy, psychiatry, counseling, social work, and other relevant disciplines ensure a holistic and comprehensive approach to mental health care. In the virtual environment, where direct physical interactions may be limited, the synergy of an interprofessional team becomes even more vital. Professionals can pool their expertise, share insights, and coordinate care plans seamlessly, enhancing the quality of services provided to individuals seeking mental health support through telehealth platforms or teleECHO programs. This collaborative approach not only addresses the complex nature of mental health disorders but also promotes a patient-centered focus that acknowledges the multifaceted aspects of well-being.

In this interprofessional mock TeleECHO experience advance practice nursing students will practice consultation and care planning in complex mental health patients with a interprofessional team that includes two or more disciplines (e.g., social worker, counselor, therapist, pharmacist, physician, etc.). Following the mock TeleECHO experience, learners will submit a reflection on the experience which includes reflection on the IPEC 4 Core Competencies of Teamwork, Values/Ethics, Roles/Responsibilities, and Communication.

Learning objectives include:
1.) To practice consultation and care planning on complex mental health patients.
2.) To develop an interprofessional (IPE) team for consultation in order to learn from each other, which results in improved patient outcomes.
3.) To develop a firm understanding of the roles and purposes of team members participating on an IPE team.
4.) To develop an ethical culturally based plan of care for the patient with the IPE team.
5.) To establish the value of Tele-ECHO (Extension for Community Healthcare Outcomes) models in reducing health disparities.

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 - NURS 5
  • Experiential requirement - NURS 5201

Frequency of the IPE Experience

  • 02. Semesterly

Duration and/or Timeline of the IPE Experience

  • 02. 1 to 3 hours

Campus and/or Location of the IPE Experience

  • Distance Education

Average Number of Learners Participating in the IPE Experience

  • 01. up to 50

Target Audiences

Graduate School of Biomedical Sciences Audiences

School of Health Professions Audiences

School of Medicine Audiences

School of Nursing Audiences

  • Doctor of Nursing Practice
  • Graduate MSN
  • Post-Master’s/Advanced Practice

School of Pharmacy Audiences

School of Population and Public Health Audiences


At least 2 additional professional including social worker, counselor, therapist, pharmacist, physician, etc.

IPE Learning Objectives for the Experience

Values and Ethics

  • VE04. Value diversity, identities, cultures, and differences.
  • VE06. Collaborate with honesty and integrity while striving for health equity and improvements in health outcomes.
  • VE05. Value the expertise of health professionals and its impacts on team functions and health outcomes.
  • VE02. Advocate for social justice and health equity of persons and populations across the life span.
  • 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.
  • VE09. Maintain competence in one’s own profession in order to contribute to interprofessional care.
  • VE07. Practice trust, empathy, respect, and compassion with persons, caregivers, health professionals, and populations.

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.
  • 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.
  • 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.


  • 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.
  • 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.
  • C01. Communicate one’s roles and responsibilities clearly.
  • C04. Promote common understanding of shared goals.

Teams and Teamwork

  • TT08. Facilitate team coordination to achieve safe, effective care and health outcomes.
  • TT07. Share team accountability for outcomes.
  • TT06. Reflect on self and team performance to inform and improve team effectiveness.
  • TT04. Use shared leadership practices to support team effectiveness.
  • TT05. Apply interprofessional conflict management methods, including identifying conflict cause and addressing divergent perspectives.
  • TT03. Practice team reasoning, problem-solving, and decision-making.
  • TT01. Describe evidence-informed processes of team development and team practices.
  • TT02. Appreciate team members’ diverse experiences, expertise, cultures, positions, power, and roles towards improving team function.

Type of Learner Assessment Administered

  • Summative assessment
  • Written reflection

Formal Assessment Protocol used, if Applicable

Student is required to submit proof of attendance, name of ECHO, date, participants, etc.

Type of Program Evaluation Administered

  • Activity feedback/evaluation – from learners

Provide Details on the Potential Sustainability of the IPE Experience

  • Incentives available for learner and/or faculty participation
  • Integrated into a course and/or experiential rotation requirements
  • Integrated into program curriculum
  • Met an identified need or gap

Provide Dedicated Funding Sources:

  • No dedicated funding

Roles of Faculty/Staff in the IPE Experience:

  • Assessors of student learning

Additional Information About the IPE Experience, if Necessary

IPE Experience Organizer

  • School of Nursing

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

Wanda Hilliard, DNP, MBA, APRN, PMHNP
Associate Faculty
School of Nursing
PMHNP MSN and DNP Programs