Elimination of Barriers to Medication Access: An Interprofessional Interview Project

TTUHSC Interprofessional Practice and Education (IPE) Experience

Title of the Interprofessional Practice and Education Experience

Elimination of Barriers to Medication Access: An Interprofessional Interview Project

Experience Status


Approval Date Range

6/6/2020 - 4/4/2025

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

  • Didactic learning
  • Interprofessional Interview Project

IPEC Core Competencies Targeted by this IPE Experience

  • Communication: Communicate in a responsive, responsible, respectful, and compassionate manner with team members.
  • 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

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

Detailed Description and Purpose of the IPE Experience

Barriers to medication access contribute to health care costs and hospital readmissions. Inpatient and outpatient pharmacists and inpatient social workers work collaboratively with nurses to identify barriers and resources to assist clients in obtaining medications. Knowing about and valuing the skills and responsibilities of other team members and respecting each person’s unique contribution to the work of the team can lead to more effective communication and collaboration in the context of medication access. Completion of this project will increase the nursing students’ knowledge related to interprofessional team members’ roles and relevant professional standards. The nursing student will obtain feedback from the interprofessional team member regarding anticipated changes in the patient care plan after participating in the project.

Students in the Accelerated BSN Program are asked to interview a student or professional pharmacist or social worker in their community. Prior to conducting the interview, the nursing student develops a foundational knowledge of current financial impact related to lack of medications, as well as preliminary knowledge related to public and private programs that assist clients to get their medications. The nursing student develops a set of content questions regarding barriers to medication, as well as questions about role’s/responsibilities and team communication strategies to improve client access and affordability. The student then interviews the pharmacist or social worker to validate barriers encountered and resources to assist these clients, as well as strategies to improve collaboration to prevent access barriers. Students are asked to reflect upon the answers provided to them during the interview process and write a three to four page analysis paper identifying how the content and collaboration information gained will impact current and future practice.

Learning objectives for this interprofessional interview project include:
1. Utilize effective interprofessional communication strategies.
2. Identify the importance of information (written and verbal) and communication with other professionals in client advocacy.
3. Recognize that teamwork and collaborative care are essential skills in promoting medication access.

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 - NURS4509 Transition to Professional Nursing Practice Course Assignment
  • Program and/or school requirement
  • Experiential credit

Frequency of the IPE Experience

  • 01. Annually
  • Activity occurs in each offering of the required course for the Accelerated BSN Program. Activity is typically offered at least once per year.

Duration and/or Timeline of the IPE Experience

  • 04. 6 to 7 hours
  • 05. 8 to 10 hours
  • 6-8 hours during first week of NURS4509 Transition to Professional Nursing Practice Course

Campus and/or Location of the IPE Experience

  • Distance Education

Average Number of Learners Participating in the IPE Experience

  • 01. up to 50
  • All Acclerated BSN students enrolled in the Second Degree BSN and Veteran to BSN tracks will complete the activity as part of their required curriculum.

Target Audiences

Graduate School of Biomedical Sciences Audiences

School of Health Professions Audiences

School of Medicine Audiences

School of Nursing Audiences

  • Second Degree BSN
  • Veteran BSN

School of Pharmacy Audiences

School of Population and Public Health Audiences


Community pharmacists and social workers

IPE Learning Objectives for the Experience

Values and Ethics

  • VE01. Promote the values and interests of persons and populations in health care delivery, One Health, and population health initiatives.
  • VE05. Value the expertise of health professionals and its impacts on team functions and health outcomes.
  • VE06. Collaborate with honesty and integrity while striving for health equity and improvements in health outcomes.

Roles and Responsibilities

  • 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.
  • RR04. Differentiate each team member’s role, scope of practice, and responsibility in promoting health outcomes.


  • C04. Promote common understanding of shared goals.
  • C02. Use communication tools, techniques, and technologies to enhance team function, well-being, and health outcomes.

Teams and Teamwork

  • TT03. Practice team reasoning, problem-solving, and decision-making.
  • TT07. Share team accountability for outcomes.

Type of Learner Assessment Administered

  • 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 a course and/or experiential rotation requirements
  • Integrated into program curriculum
  • Met an identified need or gap
  • The learning activity is a required component of NURS4509 Transition to Professional Nursing Practice Course as a clinical application of pharmacology concepts introduced earlier in the curriculum. The activity was successfully implemented in previous years and is anticipated to continue as a required component of the curriculum. The student is required to draw upon prior knowledge gained in previous and concurrent courses to complete the assignment.

Provide Dedicated Funding Sources:

  • Decentralized school or program funding

Roles of Faculty/Staff in the IPE Experience:

  • Facilitators
  • Instructors and/or preceptors
  • Faculty involved in learning activity are section facilitators/instructors for the course. No staff are involved in the learning activity.

Additional Information About the IPE Experience, if Necessary

IPE Experience Organizer

  • School of Nursing

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

Molly Lee, molly.lee@ttuhsc.edu
Laura Opton, laura.opton@ttuhsc.edu