Hazelden Betty Ford Medical and Interprofessional Education Program: A Clinical Observation and Learning Program


TTUHSC Interprofessional Practice and Education (IPE) Experience


Title of the Interprofessional Practice and Education Experience

Hazelden Betty Ford Medical and Interprofessional Education Program: A Clinical Observation and Learning Program


Experience Status

Approved


Approval Date Range

3/26/2024 - 3/1/2025


Registration Details for Learners

Each school handled selection process separately. Most had students apply through answering short essay questions and then selecting students based on a rubric.

Criteria for Registering the IPE Experience

  • Involvement of two or more professions.
  • Significant interactivity between participants.
  • 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.

Type of IPE Experience

  • Clinical observation and/or professional interview
  • Experiential and/or clinical 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.
  • 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.
  • 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
  • Enhancing the experience of care
  • Improving care team well-being
  • Improving patient and/or population health outcomes

Detailed Description and Purpose of the IPE Experience

Description & Purpose:
The TTUHSC School of Medicine has provided a unique week-long training experience in Substance Use Disorder Treatment at the Betty Ford Center in Rancho Mirage, CA, for over a decade. In 2023, this opportunity expanded to include students from the TTUSHC School of Medicine, School of Nursing, School of Pharmacy and School of Population and Health Professions. Given the prevalence of substance use disorders in our society and its impact and relativeness to all TTUHSC programs of studies and disciplines, this activity is extremely valuable as a training experience in all areas of medicine, health care, and public health. This opportunity is open to students at all campuses and is valuable for students entering all specialties.

Substance use disorder detection and treatment is a vital part of health care and public health practice. Given the prevalence of alcohol and drug addiction and the severity of its potential health and psychological consequence for patients and their families, the purpose of this IPE activity is to give TTUHSC students a solid foundation in this area and well as how to approach substance use disorders as a team that involves inter-professional health and public health disciplines. A one-week training experience at the Betty Ford Center in Rancho Mirage, California is available for twelve students as part of an interprofessional team during a week in March. The weeklong program is experiential in nature, allowing participants to spend the majority of their time immersed in the same activities as the patients or family members at the center. In addition, there are supplemental presentations provided to augment understanding of the diseases of addiction. Participants will either participate in the Inpatient Program or the Residential Day Treatment Program. This experience will involve participating in treatment activities as well as multidisciplinary treatment planning meetings.

Participants will also meet daily as a group during the week to discuss their experiences in each of these programs. Two faculty members will also participate in the same activities as the student participants. This is a unique training experience that is being made available to TTUHSC students through a generous donation. The donors' interest is in preparing future health professionals to optimally deal with evaluating and guiding patients to appropriate treatment when substance use is an issue. The Betty Ford Center is one of the premier treatment facilities in the country and serves as a template for many of the substance use disorder treatment programs existing today.

Aims:
1. Immerse TTUHSC students in the same activities as the patients or family members at the center.
2. Provide supplemental presentations related to substance use disorders and treatments to augment understanding of the diseases of addiction.
3. Participate in the Inpatient Program or the Residential Day Treatment Program as well as multidisciplinary treatment planning meetings.
4. Enhance students’ understanding of the different role of interprofessional health care and public health practitioners as related to substance use disorders and treatment.


Outline:

Pre-program: complete pre-test

Monday:
- Orientation
- Group therapy (residential & day treatment)
- Personal story
- Tour
- Self-care
- Patient lecture (steps 6 & 7 of Alcohols Anonymous)
- “Emotional sobriety”
- Core emotions activity
- Process & Debrief
- Daily reflection sheet (individual activity)
Tuesday:
- Day 1 take-aways
- “Spirituality & Recovery” lecture
- Group therapy (residential & day treatment)
- Case studies
- Self-care
- Patient lecture
- “Family systems”
- Process & Debrief
- Daily reflection sheet (individual activity)
Wednesday:
- Day 2 take-aways
- “Beyond words: exploring the depths of trauma and healing through psychedelic therapy”
- “Sober fun”
- Case studies
- Self-care
- Community meeting
- “Finding Happiness in Recovery”
- Process & Debrief
- Daily reflection sheet (individual activity)
Thursday:
- Day 3 take-aways
- “12 Steps” lecture
- Group therapy (residential & day treatment)
- Case studies
- Qi-gong presentation & physical activity
- Self-care
- Patient lecture
- SUD counselor personal story
- Process & Debrief
- Daily reflection sheet (individual activity)
Friday:
- Day 4 take-aways
- “post-test & final evaluation
- MSU interdisciplinary team meeting
- Group therapy
- Post-test & final evaluation
- Closing Luncheon with BCF staff
- Process, Debrief, and Wrap-up
- Daily reflection sheet (individual activity)

Learning objectives:
1. To gain in-depth understanding of the addiction process recovery (practitioner perspective)
2. Understand individual’s perception of addiction recovery
3. Identify the 12 steps involved in the Alcohol Anonymous’ program, using both on a spiritual and non-religious approach
4. Explain the process, benefits, concept, and design of group therapy
5. Compare and contrast the process and


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

  • Certificate credit
  • Course requirement - Attend full week of the program
  • CV credit
  • Voluntary basis

Frequency of the IPE Experience

  • 01. Annually
  • NA

Duration and/or Timeline of the IPE Experience

  • 06. greater than 11 hours
  • Program at the center is Monday - Thursday from 9am-5pm and Friday 9am-2pm (37 hours).

Campus and/or Location of the IPE Experience

  • Clinical or experiential rotation - Hazelden Betty Ford Center, Rancho Mirage, California
  • Hazelden Betty Ford Center, Rancho Mirage, California

Average Number of Learners Participating in the IPE Experience

  • 01. up to 50
  • 12 students, 2 faculty

Target Audiences

Graduate School of Biomedical Sciences Audiences

  • none

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
  • Healthcare Administration (Certificate)

School of Medicine Audiences

  • MS 4

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

NA

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.
  • VE03. Uphold the dignity, privacy, identity, and autonomy of persons while maintaining confidentiality in the delivery of team-based care.
  • VE04. Value diversity, identities, cultures, and differences.
  • 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.
  • VE07. Practice trust, empathy, respect, and compassion with persons, caregivers, health professionals, and populations.
  • VE08. Apply high standards of ethical conduct and quality in contributions to team-based care.
  • VE02. Advocate for social justice and health equity of persons and populations across the life span.

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.

Communication

  • C03. Communicate clearly with authenticity and cultural humility, avoiding discipline-specific terminology.
  • C05. Practice active listening that encourages ideas and opinions of other team members.
  • C01. Communicate one’s roles and responsibilities clearly.

Teams and Teamwork

  • TT03. Practice team reasoning, problem-solving, and decision-making.
  • TT09. Operate from a shared framework that supports resiliency, well-being, safety, and efficacy.
  • TT02. Appreciate team members’ diverse experiences, expertise, cultures, positions, power, and roles towards improving team function.

Type of Learner Assessment Administered

  • Attitudinal and/or perceptions survey
  • Self-reflection with facilitated debrief
  • Written reflection

Formal Assessment Protocol used, if Applicable

The Hazelden Betty Ford provides their own daily journal/assessment form as well as a pre/post test (BSASS).

Type of Program Evaluation Administered

  • Activity feedback/evaluation – from learners
  • Facilitated debrief with planning committee
  • Satisfaction survey results

Provide Details on the Potential Sustainability of the IPE Experience

  • Dedicated personnel
  • Dedicated resources
  • Engaged community partners
  • Integrated into program curriculum
  • The program costs, lodging, and travel are covered for students and faculty by a donor.

Provide Dedicated Funding Sources:

  • Endowments and gifts

Roles of Faculty/Staff in the IPE Experience:

  • Leadership team members
  • Volunteers
  • Participate in same activities as students and help with debriefings.

Additional Information About the IPE Experience, if Necessary

NA


IPE Experience Organizer

  • School of Health Professions
  • School of Medicine
  • School of Nursing
  • School of Pharmacy
  • School of Population and Public Health
  • NA
  • NA
  • NA
  • NA

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

Simon Williams, Simon.Williams@ttuhsc.edu (SOM, TTUHSC)