Stop the Bleed: An Interprofessional Skills Training and Simulation

TTUHSC Interprofessional Practice and Education (IPE) Experience

Title of the Interprofessional Practice and Education Experience

Stop the Bleed: An Interprofessional Skills Training and Simulation

Experience Status


Approval Date Range

1/24/2024 - 1/24/2025

Criteria for Registering the IPE Experience

  • 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.
  • Opportunities to learn about, from, and with one another.
  • Significant interactivity between participants.

Type of IPE Experience

  • Simulation learning
  • Competency or Skills Training

IPEC Core Competencies Targeted by this IPE Experience

  • 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

  • Improving patient and/or population health outcomes

Detailed Description and Purpose of the IPE Experience

Stop the Bleed training holds immense importance for interprofessional teams of learners as it equips them with life-saving skills in emergency situations. In diverse healthcare settings, professionals from various disciplines, including nursing, medicine, and allied health, often collaborate to provide comprehensive care. A formal Stop the Bleed training program ensures that members of these interprofessional teams are well-prepared to respond swiftly and effectively to severe bleeding incidents. The training covers crucial techniques such as wound packing, tourniquet application, and pressure application, fostering a shared knowledge base among team members. This not only enhances the overall resilience of the healthcare system but also promotes a culture of preparedness and teamwork. In emergencies, the ability of an interprofessional team to act cohesively and decisively can make a significant difference in preventing further harm and saving lives.

During Stop the Bleed training, interprofessional teams will complete the training together including skills training. Following the training, teams will complete a facilitated debrief which includes reflections on teamwork, communication, and roles/responsibilities.

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

  • Certificate credit
  • Voluntary basis

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

  • Abilene
  • Amarillo
  • Lubbock
  • Midland
  • Odessa
  • Dallas

Average Number of Learners Participating in the IPE Experience

  • 02. 51 to 100

Target Audiences

Graduate School of Biomedical Sciences Audiences

  • Biomedical Sciences, MS
  • Biomedical Sciences, PhD
  • Biotechnology, MS
  • Graduate Medical Sciences, MS
  • Pharmaceutical Sciences, MS
  • Pharmaceutical Sciences, PhD

School of Health Professions Audiences

  • Addiction Counseling, MS
  • Athletic Training, MAT
  • Audiology, AuD
  • Clinical Mental Health Counseling, MS
  • Clinical Rehabilitation Counseling, MS
  • Healthcare Administration (Certificate)
  • Healthcare Administration, MS
  • Healthcare Management, BS
  • Medical Laboratory Science (Certificate)
  • Medical Laboratory Science (Second Degree), BS
  • Medical Laboratory Science, BS
  • Molecular Pathology, MS
  • Occupational Therapy (Post-Professional), OTD-P
  • Occupational Therapy, OTD
  • Physical Therapy, DPT
  • Physician Assistant Studies, MPAS
  • Rehabilitation Science, PhD
  • Rehabilitation Science, ScD
  • Speech, Language, and Hearing Sciences (Second Degree), BS
  • Speech, Language, and Hearing Sciences, BS
  • Speech-Language Pathology, MS

School of Medicine Audiences

  • MS 1
  • MS 2
  • MS 3
  • MS 4
  • Residents

School of Nursing Audiences

  • Doctor of Nursing Practice
  • Graduate MSN
  • Post-Master’s/Advanced Practice
  • RN to BSN
  • Second Degree BSN
  • Traditional BSN
  • Veteran BSN

School of Pharmacy Audiences

  • P1
  • P2
  • P3
  • P4
  • SOP Residents

School of Population and Public Health Audiences

  • Public Health, Certificate
  • Public Health, MPH Online
  • Public Health, MPH Traditional


IPE Learning Objectives for the Experience

Values and Ethics

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.
  • RR03. Incorporate complementary expertise to meet health needs including the determinants of health.
  • RR04. Differentiate each team member’s role, scope of practice, and responsibility in promoting health outcomes.


  • C01. Communicate one’s roles and responsibilities clearly.
  • C02. Use communication tools, techniques, and technologies to enhance team function, well-being, and health outcomes.
  • C03. Communicate clearly with authenticity and cultural humility, avoiding discipline-specific terminology.
  • C04. Promote common understanding of shared goals.
  • C05. Practice active listening that encourages ideas and opinions of other team members.

Teams and Teamwork

  • TT03. Practice team reasoning, problem-solving, and decision-making.
  • TT04. Use shared leadership practices to support team effectiveness.
  • TT05. Apply interprofessional conflict management methods, including identifying conflict cause and addressing divergent perspectives.
  • TT06. Reflect on self and team performance to inform and improve team effectiveness.
  • TT07. Share team accountability for outcomes.
  • TT08. Facilitate team coordination to achieve safe, effective care and health outcomes.

Type of Learner Assessment Administered

  • Self-reflection with facilitated debrief
  • Skills and/or competency assessment

Formal Assessment Protocol used, if Applicable

Type of Program Evaluation Administered

  • Activity feedback/evaluation – from faculty, facilitators, and/or preceptors
  • Activity feedback/evaluation – from learners

Provide Details on the Potential Sustainability of the IPE Experience

  • Dedicated personnel
  • Met an identified need or gap

Provide Dedicated Funding Sources:

  • Decentralized school or program funding
  • Centralized university administration funding
  • In-kind contributions

Roles of Faculty/Staff in the IPE Experience:

  • Assessors of student learning
  • Facilitators
  • Instructors and/or preceptors

Additional Information About the IPE Experience, if Necessary

IPE Experience Organizer

  • Simulation Program
  • Office of Interprofessional Education

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

Kyle Johnson PhD, RN, CHSE, ANEF
Executive Director | TTUHSC Simulation Program
Associate Professor | TTUHSC School of Nursing