Integration of Counseling to the Healthcare Community: A Didactic Interprofessional Interview Project


TTUHSC Interprofessional Practice and Education (IPE) Experience


Title of the Interprofessional Practice and Education Experience

Integration of Counseling to the Healthcare Community: A Didactic Interprofessional Interview Project


Experience Status

Approved


Approval Date Range

1/4/2018 - 8/21/2024


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.

Type of IPE Experience

  • 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.
  • 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

  • Improving patient and/or population health outcomes

Detailed Description and Purpose of the IPE Experience

The practice of professional counseling is collaborative and interprofessional at the core. Most counselors interact with allied service systems including healthcare professionals, educators, human service providers, and members of the criminal justice community on a regular basis. Much of this interaction is repeated within a small network of practitioners who have already developed strategic relationships between the agencies they represent. While individual relationships develop, the groundwork is often in place and practitioners struggle when having to develop strategic alliances with non-traditional partners.

Since this interprofessional learning opportunity is designed to occur as students begin their initial foray into professional practice settings, the opportunity will task them with developing a relationship with a member of another profession that would represent the potential to develop a non-traditional partnership for the population the individual hopes to serve.

This IPE learning activity will be a course assignment within the Practicum course for each of the three counseling programs: Clinical Mental Health Counseling (HPMC5314); Clinical Rehabilitation Counseling (HPCR5314) and Addictions Counseling (HPAC5314). Each of these programs is a fully on-line graduate training program to prepare fully licensable clinicians for practice in specialty counseling fields. As independent practitioners graduates will interact with a variety of allied professional fields in service to their clients.

During this experiential learning activity students will work with their clinical instructor to identify an allied professional field that may be of service to the population of clients the student desires to serve. Having identified a need, the student will be supported in making initial contacts within the field to arrange an interview for the purpose of ascertaining how they may be able to work together to serve clients in the future. To facilitate this process the students will develop an outline of the information they desire to learn, develop a list of interview questions that must include questions on roles and responsibilities, teams and teamwork, interprofessional communication, and values/ethics for collaborative practice. The students will then interview the professional and develop a reflective paper and ‘resource report’ to share with their peers regarding their learning experience. In the interview reflection, the students must report responses to interview questions and provide strategies to address improved collaboration and teamwork with the profession selected.

IPE learning objectives for this project include:

Values and Ethics for Interprofessional Practice
1. Review and compare the ethical practice standards for the student’s counseling specialty and the chosen profession.

Roles and Responsibilities
1. Explain the roles and responsibilities of other service providers and how the team works together to meet the client’s needs;
2. Forge interdependent relationships with other professions to improve care and advance learning.
3. Use the full scope of knowledge, skills, and abilities of available service providers to provide services that a safe, timely, efficient, effective and equitable.

Interprofessional Communication
1. Choose effective communication tools and techniques, including information systems and communication technologies, to facilitate discussions and interactions that enhance team function.

Team and Teamwork
1. Develops a teamwork approach to facilitate improved customer care.


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

  • Course requirement - HPMC5314; HPAC5314; HPCR5314
  • Experiential credit
  • Program and/or school requirement

Frequency of the IPE Experience

  • 02. Semesterly
  • Every semester that Practicum (HPMC5314; HPAC5314; HPCR5314) is offered.

Duration and/or Timeline of the IPE Experience

  • 06. greater than 11 hours
  • The IPE activity will be a course requirement within a given semester.

Campus and/or Location of the IPE Experience

  • Distance Education

Average Number of Learners Participating in the IPE Experience

  • 01. up to 50
  • 02. 51 to 100
  • It is anticipated approximately 40-60 students each year completing the specialty counseling tracks for each of the masters counseling programs.

Target Audiences

Graduate School of Biomedical Sciences Audiences


School of Health Professions Audiences

  • Addiction Counseling, MS
  • Clinical Mental Health Counseling, MS
  • Clinical Rehabilitation Counseling, MS

School of Medicine Audiences


School of Nursing Audiences


School of Pharmacy Audiences


School of Population and Public Health Audiences


Other

Graduate professionals within the fields of health professions, education, law and governance.

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

  • 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.

Communication

  • C02. Use communication tools, techniques, and technologies to enhance team function, well-being, and health outcomes.
  • C01. Communicate one’s roles and responsibilities clearly.

Teams and Teamwork

  • TT02. Appreciate team members’ diverse experiences, expertise, cultures, positions, power, and roles towards improving team function.
  • TT03. Practice team reasoning, problem-solving, and decision-making.
  • TT04. Use shared leadership practices to support team effectiveness.
  • TT06. Reflect on self and team performance to inform and improve team effectiveness.
  • TT10. Discuss organizational structures, policies, practices, resources, access to information, and timing issues that impact the effectiveness of the team.

Type of Learner Assessment Administered

  • Formative assessment
  • Self-reflection with facilitated debrief
  • 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 project has been integrated into the curriculum of each of the counseling programs.

Provide Dedicated Funding Sources:

  • No dedicated funding

Roles of Faculty/Staff in the IPE Experience:

  • Instructors and/or preceptors
  • Course Instructors (clinical faculty)

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

• Dave Schroeder, PhD, CRC, LPC. Professor/Program Director, MS in Clinical Mental Health Counseling. 3601 4th Street, Stop 6225, Lubbock, TX 79430-6225. Tel. 806.743.2590. dave.schroeder@ttuhsc.edu. www.ttuhsc.edu/hp/MSMH

• Sara Johnston, PhD, CRC. Professor/Program Director, MS in Clinical Rehabilitation Counseling, 3601 4th Street, Stop 6225, Lubbock, TX 79430-6225. Tel. 806.743.3242. sara.johnston@ttuhsc.edu. www.ttuhsc.edu/hp/MSCR.

• Zach Sneed, PhD, CRC, LCDC. Professor/Program Director, MS in Addictions Counseling. 3601 4th Street, Stop 6225, Lubbock, TX 79430-6225. Tel. 806.743.4274. Zach.sneed@ttuhsc.edu. www.ttuhsc.edu/hp/MSAC.